To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230721T101520230721T1830Europe/Amsterdam[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesionHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Beyond official bilingualism: The case of a Canadian institution learning to embrace plurilingualism
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Canada is an officially bilingual country with English and French sharing equal status (Government of Canada, 1985); however, except for Quebec, French is a minority language in most provinces and territories. This results in an asymmetrical relationship in the status of both English and French in the country, as each province has its own approach to bilingualism. Ontario, the province with the highest number of francophones outside Quebec, reflects this unequal status which favors the pervasiveness of English across contexts. York University is located in Toronto, it has Glendon College as its official bilingual faculty. Glendon's official bilingualism is formalized by the partial designation of York University under the French Language Services Act (Government of Ontario, 1990) where Glendon College is recognized as a French-language service provider. Moreover, since its inception, bilingualism has always been central to Glendon's mission and identity. However, there remains an ongoing and productive debate about how bilingualism ought to be defined, what it means conceptually and practically, and more importantly how best it should be implemented academically, especially in the context of a evolving university landscape.
This is the problematic that we will discuss in our presentation. More specifically, we will focus on how critical applied linguistics (CAL) (Pennycook, 2022) can inform the creation and enactment of a redesigned language in education policy at Glendon College, an institution founded on official bilingualism but located in one of the most multicultural cities in the world and thus serving students from diverse cultural and linguistic backgrounds, including indigenous students. CAL can be understood as an approach to language education and language policy that addresses social inequities and examines how language and power are imbricated.
An analysis of the ideologies behind Glendon's current language in education policy based on official bilingualism is fundamental to understand the necessity of a major paradigm shift embracing plurilingualism. Our reflection and proposal with respect to Glendon's language in education policy question the idea of the two official settler languages being taught as two solitudes, which in our view is an obstacle to the integration of anglophone and francophone communities in Canada. Within the process of redesigning our faculty's academic architecture of bilingualism, we raised questions about commonly held nativespeakerist assumptions, introduced translanguaging and plurilingualism (Wei & Garcia, 2022) as well as the imperative to move beyond official bilingualism to adopt a decolonial approach to language in education policy. This is done with the intention of addressing the existing asymmetries that often translate into inequities between student populations from diverse from different linguistic backgrounds.
Bibliography Government of Canada (1985). Official Languages Act. Retrieved from https://laws-lois.justice.gc.ca/eng/acts/o-3.01/ Government of Ontario. (1990). French Language Services Act. Retrieved from https://www.ontario.ca/laws/statute/90f32 Pennycook, A. (2022). Critical applied linguistics in the 2020s. Critical Inquiry in Language Studies, vol. 19, n0 1, 1-21. Wei, L., & García, O. (2022). Not a First Language but one Repertoire: Translanguaging as a Decolonizing Project. RELC Journal. https://doi.org/10.1177/00336882221092841
New perspectives towards multilingual education in the classroom: a teaching training pilot experience
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The paper presents a teacher training pilot experience carried out within a group of primary school Italian teachers around the theme of multilingualism. Teachers generally show a positive attitude toward diversity and multiculturality (Sordella, 2015), but are not yet familiar with language teaching in a multilingual environment. Teachers still perceive their role in a monolingual dimension, and consider the teaching of Italian as their main and mostly unique goal in language education. A long-lasting attention to this issue by researchers engaged in the field of teacher training did not succeed in changing teaching practices and beliefs (Duberti, 2019). A change could instead be promoted by bottom-up trainings designed together with the teachers taking into account teachers' practices and the related beliefs. This frequent lack of attention towards stakeholders voices brought the following research to adopt the Participatory Action Research (PAR) approach, a collaborative research process oriented toward social transformation representing a challenge to mainstream research traditions in the social and environmental sciences (Kindon, 2007) to design a training. By providing teachers with appropriate stimuli, (using Focus Group, FG, tool) their experiences and beliefs have been brought out and reused by the researcher as to directly impact the context of the research (Fisher and Ball, 2003). According with the PAR principles, the training we present has been "tailor-made", on participants voices around their teaching experience in multilingual classes, as they emerged in FG. The subsequent training sessions aimed at challenging these beliefs through workshop-based activities. The sessions have been focussed on (1) intecomprehension and multilingual communication, (2) metalinguistic reasoning and (3) morphological creativity. The sessions encourage teachers' participation, enhance their multilingual resources, offer ideas for pedagogical activities, and promote the discussion around the beliefs already emerged previously. The analysis of the sessions' data showed some results in terms of changes in attitudes about the following topics: a raise in interest in the sociolinguistic background of the class, the shifting of the valorization of multilingualism in teaching practice from an end to a means, a different attitude toward students' multilingual repertoires. Lastly a further change was recorded in teachers attitudes toward foreign languages: a strong feeling of emotional "block" facing an unknown language was said to be "overcome" by most of the teachers involved in the research. Departing from this changements triggering a change of perspective and set up a new way of doing grammar in the classroom would be possible.
Duberti, N. (2019). Altre lingue, altri alunni, altri italiani: La scuola e il plurilinguismo in classe. Breve storia di un rapporto difficile. In M. Del Savio, A. Pons, & M. Rivoira (Eds.), Lingue e Migranti nell'area Alpina e Subalpina Occidentale. Edizioni dell'Orso. Fisher, P. and Ball, T. (2003) 'Tribal participatory research: mechanisms of a collaborative model', American Journal of Community Psychology, 32(3/4): 207–16. Kindon, S., Pain, R., & Kesby, M. (2007). Participatory action research approaches and methods. Connecting people, participation and place. Abingdon: Routledge, 260. Sordella, S. (2015). L'educazione plurilingue e gli atteggiamenti degli insegnanti. Italiano LinguaDue, 7(1), 60–110.
English L2 students’ identity construction: Perceptions about learning and agency in reflective narratives
Poster Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Through the lens of L2 identity (Norton, 2013) and narrative inquiry (Bell, 2002; Barkhuizen, 2019), this presentation aims to explore how four English L2 college students in the United States used a large written assignment, the Language Narrative, to reflect on their language learning experiences and, consequently, on their identity construction and negotiation over time. Combined with the analysis of small written tasks and semi-structured reflective interviews, the focus will be given to the relationship between their identities and agency through their experiences as multilingual and multicultural individuals (Miller, 2012). Furthermore, through the analysis of students' written narratives and interviews, this presentation also intends to provide insights about participants' exploration of "possible worlds" (Early & Norton, 2012, p. 199) and foment discussions about the best pedagogical strategies that teachers can use to explore learners' agency in their classroom contexts.
The concept of identity has been explored substantially in the field of applied linguistics in the last two decades (Ricento, 2005; Norton, 2010; Darvin & Norton, 2015) and it can be found in a series of epistemological traditions that conceive identity according to its evolving, multifaceted and dynamic aspect (Matsuda, 2017). According to Early & Norton (2012), "identity is not a fixed construct but must be understood with respect to a learner's relationship to the broader social, political and economic world." (p. 195), so as a "site of struggle", identity is entangled with learners' understandings about the world and their life stories. More specifically, identity plays a fundamental role in the ways English L2 writers reflect on the construction of their learning, perceptions about power, agency (Gao, 2010), and growth. In written autobiographical narratives, for example, English L2 writers can find a fruitful space to express and explore the kaleidoscopic nuances of their social and personal identities as "a way of being" (Park, 2013) because, as Barkhuizen (2011) claims, "autobiographical narratives contain dimensions of narrative knowledging, defined as "the meaning-making, learning, or knowledge construction" (p. 395). Therefore, through the lens of L2 identity (Norton, 2013) and narrative inquiry (Bell, 2002; Barkhuizen, 2019), this presentation aims to explore how four English L2 college students in the United States used a large written assignment, the Language Narrative, to reflect on their language learning experiences and, consequently, on their identity construction and negotiation over time. Combined with the analysis of small written tasks and semi-structured reflective interviews, the focus will be given to the relationship between their identities and agency through their experiences as multilingual and multicultural individuals (Miller, 2012). Furthermore, through the analysis of students' written narratives and interviews, this presentation also intends to provide insights about participants' exploration of "possible worlds" (Early & Norton, 2012, p. 199) and foment discussions about the best pedagogical strategies that teachers can use to explore learners' agency in their classroom contexts. Bibliography Barkhuizen, G. (2011). Narrative knowledging in TESOL. TESOL Quarterly, 45(3), 391–414. Barkhuizen, G. (2019). Core dimensions of narrative inquiry. In The Routledge handbook of research methods in applied linguistics (pp. 188-198). Routledge. Bell, J. S. (2002) Narrative research in TESOL. Narrative inquiry: more than just telling stories. TESOL Quarterly 36.2: 207–13. Darvin, & Norton, B. (2015). Identity and a Model of Investment in Applied Linguistics. Annual Review of Applied Linguistics, 35, 36–56. Early, M., & Norton, B. (2012). Language learner stories and imagined identities. Narrative Inquiry, 22(1), 194-201. Gao, X. (2010) Strategic language learning: The roles of agency and context. Multilingual Matters: Clevedon. Matsuda, P. K. (2016). Second language writing teacher identity. In Barkhuizen, G. Reflections on language teacher identity research (pp. 248-253). Routledge. Miller, E.R. (2012). Agency, language learning and multilingual spaces. Multilingua 31.4: 441–68. Norton, B. (2010). Language and identity. Sociolinguistics and Language Education, 23(3), 349-369. Norton, B. (2013). Identity and language learning: Extending the conversation. Multilingual Matters. Ricento, T. (2005). Considerations of identity in L2 learning. In Hinkel, E. (Ed.), Handbook of research in second language teaching and learning (pp. 895-910). Taylor & Francis Group.
Presenters Amable Daiane Custodio Ribeiro PhD Candidate In Second Language Acquisition & Teaching (SLAT), University Of Arizona
What can Australian classrooms learn from Ubuntu translanguaging? Enhancing epistemic access for multilingual students
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
As multilingualism becomes more the norm than the exception in Australian classrooms, naturally occurring instances of translanguaging and situated, fluid language use amongst students sit strikingly at odds with the country's monolingual-centric school curriculum. Teaching and assessment practices that are conducted solely through Standard Australian English not only fail to recognise the linguistic resources that multilingual students bring to their learning, but also privilege specific ways of knowing and epistemic biases. Researchers and educators who recognise the ways in which this contradiction can lead to educational disadvantage for multilingual students have called for the development of pedagogies that capitalise on students' multiple language resources, offering a more inclusive and expansive approach to learning. Such approaches require teachers to become more responsive and empathetic to the varied cultural and linguistic backgrounds and needs of their learners, many of whom have to learn English while simultaneously having to learn substantial classroom content. Accounting comprehensively for these needs requires a deeply humanistic approach to teaching. The African philosophy of Ubuntu, which encapsulates the ethos "I am because we are" (Makalela, 2016) provides an apt framework for this type of teaching, which foregrounds the accommodation of other cultures and the recognition of a collective humanity. In this paper, I present classroom data that illustrates how facilitating multilingual students' translanguaging within an Ubuntu philosophical approach can deepen their comprehension through enabling their epistemic access, while simultaneously strengthening their identity development as members of a learning community.
Presenters Sue Ollerhead Senior Lecturer, Maccquarie University, Australia
Adapting monolithic educational structures to diverse learners: Beyond fitting square pegs into round holes
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The comparative/international study discussed in this talk adopts an approach to applied linguistics that examines real-world problems requiring urgent attention and alternate frames of reference (Lorente, 2019). As the theme of AILA 2023 highlights, linguistic diversity must be recognized to foster language and literacy learning, and promote socioemotional adaptation, academic success, and economic well-being in our globalized world. This perspective challenges traditional views of identity and citizenship that do not mesh well with the real-world problem of displaced peoples. Tertiary education systems patterned on traditional, monolithic approaches to language and literacy obfuscate displaced students' lived realities. The groups discussed in this paper are Generation 1.5 Mexican "return migrant" students, and Youth Refugees in Canada. The goal of our study was to shed light on their experiences in tertiary education:
The return migrants discussed with regard to the Mexican component of this talk were born in Mexico and migrated as very young children to the United States. They were socialized and schooled through English-medium instruction for considerable periods of time and identified as "de facto" Americans. Whether they were forcibly returned to Mexico due to migration laws or chose to return to gain access to tertiary education (also due to migration laws), once in Mexico, Spanish became their new medium of instruction-regardless of their written proficiency in the language. The Youth Refugees in the Canadian component of this talk were displaced in their homeland due to war or political unrest. They resettled in Canada before beginning tertiary level studies. Some participants were enrolled in intensive English programs, but most were enrolled in diploma or degree programs taught through the medium of English. Once granted asylum, no record of their refugee status remained in their academic records; therefore, any specific needs or challenges they faced were neither identified nor remediated.
As both the return migrant and youth refugee students were initially schooled through the medium of another language, they had varying degrees of linguistic proficiency and literacy levels in their new medium of instruction (i.e., Spanish or English). Both groups were framed as 'burdens to society' and, sometimes, even as 'criminals' in public discourse; and both experienced resentment towards them as a group – even from educators. In some cases, this framing exacerbated prior socioemotional and academic problems related to disrupted or limited schooling, traumatic experiences, and financial hardship. Both had specific socio-academic and socio-emotional needs related to being displaced, feeling like stigmatized outsiders, and having to navigate dominant language ideologies and practices while experiencing linguistic challenges. Bronfenbrenner's (1979) ecological systems theory informs the research by illustrating how real-world events can impact learners' educational experiences and personal development.
We adopted a qualitative research design, drawing on survey and interview data, and policy and document analysis. The results suggest that while both groups are invisibilized in tertiary institutions framed on monolithic premises that do not recognize linguistic diversity, they nonetheless exert agency. By resisting discriminatory monolithic structures, they create alternate frames of reference from the bottom-up.
“I have been Dreaming About Chinese Becoming the Number One Language in the World”: Chinese Language Educators’ Language Ideologies in Myanmar
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Language ideologies are beliefs, feelings, and conceptions held by individuals toward language structure and language use (Kroskrity, 2010). Particularly, educators' language ideologies play a critical role in shaping language practice at schools and language education (Cai, 2021; Gu, Kou & Guo, 2019).
As China grows in economic and political power internationally, its cultural influence is also expanding. In Southeast Asia, the emerging influence of the Chinese language is shifting the regional linguistic hierarchy (Li, Ai & Zhang, 2019; Li & Zheng, 2021). This expanding linguistic influence has given rise to debates on its political and cultural implications on the rest of the world, similar to how the hegemonic status of English has aroused concerns of linguistic dominance and imperialism (Phillipson, 1992). Local Chinese language educators act as key practitioners of Chinese language education in Myanmar, so their conceptions about the status, value, and complications of Chinese language education in Myanmar merit close examination.
Data for this study were collected from semi-structured interviews with 12 Chinese educators in Myanmar. Through talking about the trajectory of personal careers situated in the social, political, and historical background of Chinese language education in Myanmar, the participants expressed their ideological views toward Chinese and Chinese language education. After an inductive analysis process, three types of language ideologies were identified representing the educator's positive attitude toward viewing Chinese and Chinese language education.
The first type of language ideology captures that the Chinese language was perceived as a marker of Chinese ethnicity. Despite perceiving their national identity differently, all the participants claimed the identity of overseas Chinese. Teaching Chinese thus was regarded as a mission of passing down the Chinese identity and culture across generations. The second type describes participants' perception of Chinese as an important social resource for helping learners gain access to better professional and educational opportunities inside and outside Myanmar. Another type of language ideology captures the perceived value of Chinese and Chinese language education for enhancing mutual understanding both interculturally and internationally in and beyond Myanmar, leading to regional cooperation and development.
Identifying the disparity of ideological orientations between the local language policy (language as problem) and that of Chinese educators and learners (language as resources), the study suggests the remedy that the centralized language policy be more inclusive of minority languages. On the other hand, language as right (Ruiz, 1984) has not been much reflected in this group of educators' discourse, although the obstacles of teaching and learning the Chinese language imposed by the local government were obvious in history and still exist nowadays. This divergence suggests a need for the Chinese/Kokang community members and concerned Chinese language educators to understand that the right to indigenous/heritage language education is more of a legal and political issue than just a cultural issue. Finally, the study shed light on the need for teacher education to support recognizing and harnessing the potential of learners' multilingual backgrounds to even value linguistic varieties of Chinese.
Presenters Yue Peng Assistant Professor , The Chinese University Of Hong Kong
Tracking the multilingual identity construction of Japanese learners in Chinese public high schools: a multiple case study
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
China has recently witnessed an expansion of language-other-than-English (LOTE) programmes at all levels of education. Unlike many learners who choose to learn a LOTE for better job prospects, studying abroad or immigration purposes, most LOTE learners from Chinese public high schools see their enrolment in the LOTE programme as a strategic way to dodge the high-stake English Gaokao exam (National College Entrance Exam). Disillusioned by their English competence, the students place their bets on a new foreign language (FL) instead, expecting positive changes in their Gaokao scores. This thus creates a background of tension between FL learning as a tool to succeed and as a vehicle for identity transformation.
Recent theoretical advances have highlighted the inextricable link between language learning and identity. Yet, while many studies have explored learners' self-perception regarding certain languages, much is unknown about the situations in more linguistically-diverse settings. Taking a linguistically-inclusive approach, this study focuses on the construction of multilingual identity (MI), a higher-level construct that transcends individual linguistic identities and encompasses learners' explicit understandings of themselves as users of more than one language (Fisher et al., 2020). This focus enables a holistic understanding of learners' relationship with the totality of their linguistic repertoire and with the multilingual world around them, which is appropriate given the focus of this presentation on LOTE-as-L3 learners.
Drawing on data from a larger-scale study, this presentation tracks the MI development of three 16-year-old Japanese learners (L1 Chinese, L2 English, L3 Japanese) from a Chinese public high school over one academic year. This choice addresses the scarcity of learner identity research in school-based instructed FL learning settings, aiming to elucidate how school-related factors might impact learners' MI construction. Special attention is paid to the developmental trajectories of learners' MI and how individual learners' Japanese learning experience may contribute to their MI changes.
The following data were collected from each student over the course of one academic year: a). Q sort records (3 assessments per student) that target learners' MI profiles and the follow-up interviews. b). Weekly logs (20 entries per student) recording learners' most memorable language learning experience and bi-monthly log-based interviews (5 times). c). mono-multilingual self-ratings (6 ratings per student). Through interpretative phenomenological analysis, learners' subjectivity and lived experience are construed in context, presenting idiosyncratic changes in their MI profiles. It is argued that switching from English to Japanese is perceived as an empowering change as it provides an opportunity for learners to redeem their identity as capable language learners and multilinguals. However, the heavy emphasis on Gaokao scores tends to undermine the sustainability of learners' MI as they struggle to see the value of multilingual competence beyond college application. Pedagogical implications on how to nurture transportable and resilient MI will be discussed.
Reference: Fisher, L., Evans, M., Forbes, K., Gayton, A., & Liu, Y. (2020).Participative multilingual identity construction in the languages classroom: A multi-theoretical conceptualisation. International Journal of Multilingualism, 17(4), 448–466.
Presenters Xinran Wu PhD Candidate, University Of Cambridge
Wie verändern sich Wissen und Überzeugungen von Lehramtsstudierenden zu sprachlicher Vielfalt durch Blended-Learning-Seminare? Eine Wirksamkeitsstudie zu Lehrangeboten in der fächerübergreifenden Lehrkräftebildung
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
With the aim of qualifying teacher students of all study subjects to deal competently with the linguistic diversity in their future classrooms, language education-relevant topics need to be addressed in teacher training seminars from a linguistic and language didactic perspective. In order to empirically map the effectiveness of such seminars, we developed a blended learning seminar, consisting of asynchronous e-learning units and supplementary face-to-face sessions, and conducted a questionnaire study in a pre-post design to investigate how teacher students' knowledge and beliefs in the field of multilingual education may change as a result of seminar participation. After an introduction to the seminar concept, we will present results of the pre-post-survey and discuss the impact of hybrid teaching formats on the competence development of teacher students in the field of multilingual education.
Internationale Schulleistungsstudien wie PISA oder IGLU betonen den engen Zusammenhang zwischen Sprache und Bildungserfolg im deutschen Schulsystem: Demnach erleben insbesondere Schüler:innen mit anderen Erstsprachen als Deutsch sprachlich bedingte Bildungsbenachteiligung, doch auch Schüler:innen mit Deutsch als Erstsprache erzielen im internationalen Vergleich schlechte Leseleistungen (Prenzel et al. 2013). Dementsprechend rücken sowohl Dimensionen äußerer Mehrsprachigkeit (d.h. die Berücksichtigung anderer Erstsprachen und die DaZ-Förderung) als auch innerer Mehrsprachigkeit (d.h. die Förderung bildungs- und fachsprachlicher Register des Deutschen) in den Fokus mehrsprachiger Bildung. Entsprechend wächst der Bedarf an gut ausgebildeten Lehrkräften, die mit sprachlicher Vielfalt kompetent umgehen (Witte 2017: 351). Im Projekt „Deutsch als Zweitsprache und Bildungssprache für Lehramtsstudierende aller Unterrichtsfächer" (Leibniz Universität Hannover, Deutschland) wurde ein Blended-Learning-Seminar entwickelt, das diesem Qualifizierungsbedarf in der Lehrkräftebildung fächerübergreifend nachkommt. Inhaltlich an das DaZKom-Modell (Ohm 2018) angelehnt, werden mit den Lernmodulen „Mehrsprachigkeit", „Sprachliche Register" und „Sprachsensibler Fachunterricht" sprachbildungsrelevante Themen aus linguistischer und sprachdidaktischer Perspektive adressiert (zur Seminarkonzeption s. Seifert et al. 2022). In unserem Vortrag präsentieren wir das hybride Konzept des Blended-Learning-Seminars und erste Ergebnisse zur Wirksamkeit der Lehrveranstaltung, die wir seit deren erstmaligem Angebot (2020) durch systematische evaluative Begleitforschung untersuchen. Wir stellen unsere Fragebogenerhebung im Prä-Post-Design vor, anhand derer wir erfassen, wie sich a) Wissen und b) Überzeugungen von Lehramtsstudierenden im Bereich Sprachbildung/DaZ durch die Seminarteilnahme verändern. Damit kommen wir dem Desiderat nach, Kompetenzen im Bereich Sprachbildung/DaZ zu operationalisieren (u.a. Hammer et al. 2015) und sprachbildungsbezogene Qualifizierungsangebote testbasiert zu evaluieren (Lucas/Grinberg 2008, Stangen et al. 2020: 125). Unser Fokus liegt dabei auf dem Beitrag, den Blended-Learning-Angebote für die Kompetenzentwicklung angehender Lehrkräfte leisten.
Literatur Hammer, S., Carlson, S., Ehmke, T., Koch-Priewe, B., Köker, A., Ohm, U., Rosenbrock, S., Schulze N. (2015): Kompetenz von Lehramtsstudierenden in Deutsch als Zweitsprache. Validierung des GSL-Testinstruments. In Blömeke, S., Zlatkin-Troitschanskaia, O. (Hrsg.): Kompetenzen von Studierenden. (Zeitschrift für Pädagogik, Beiheft 61) (S. 32-54). Weinheim: Beltz Juventa. Lucas, T./Grinberg, J. (2008): Responding to the linguistic reality of mainstream classrooms. Preparing all teachers to teach English language learners. In: Cochran-Smith, M./Feiman-Nemser, S./McIntyre, J./Demers, K. (Hrsg.): Handbook of Research on Teacher Education. Enduring Questions and Changing Contexts (S. 606-636). New York: Routledge. Ohm, U. (2018): Das Modell von DaZ-Kompetenz bei angehenden Lehrkräften. In: Ehmke, T./Hammer, S./Köker, A./Ohm, U./Koch-Priewe, B. (Hrsg.): Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deutsch als Zweitsprache (S. 73-91). Münster: Waxmann. Prenzel, M./Sälzer, C./Klieme, E./Köller, O.(Hrsg.) (2013): PISA 2012. Fortschritte und Herausforderungen in Deutschland. Münster: Waxmann. Seifert, H./Hagemeier, C./Binanzer, A. (2022): Sprachlich heterogene Schüler*innen, fachlich heterogene Lehramtsstudierende – mit E-Learning für sprachliche Vielfalt qualifizieren. In: Jungwirth, M./Harsch, N./Noltensmeier, Y./Stein, M./Willenberg, N. (Hrsg.): Diversität Digital Denken: The Wider View (S. 439-443). Münster: WTM. Stangen, I./Schroedler, T./Lengyel, D. (2020): Kompetenzentwicklung für den Umgang mit Deutsch als Zweitsprache und Mehrsprachigkeit im Fachunterricht: Universitäre Lerngelegenheiten und Kompetenzmessung in der Lehrer(innen)bildung. In: ZfE Edition: Evidenzbasierung in der Lehrkräftebildung, 123-149. Witte, A. (2017): Sprachbildung in der Lehrerausbildung. In: Becker-Mrotzek, Michael/Roth, Hans-Joachim (Hrsg.): Sprachliche Bildung – Grundlagen und Handlungsfelder (S. 351-363). Münster: Waxmann.
Insights into Qualitative Data on Pre-Service Teachers’ Beliefs about Multilingualism in the Classroom: Developments between Personal and Professional Experiences
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This contribution to the symposium is based on findings from a mixed-methods study on pre-service teachers' beliefs about multilingualism and language use. A full cohort of pre-service middle school teachers in Germany (n = 259) was surveyed before and after completing a compulsory module on multilingualism using a validated instrument by Fischer (2020) that measures respondents' professional beliefs about linguistic diversity in the teaching context and multilingual learners' language use. While mean average scores of the respondents' beliefs are not as high as in comparable studies, the results show a significant increase between the pre- and post-test. With a critical view about the Likert-scale type items, the quantitative dataset was expanded by structured interviews with five participants (Schroedler et al., forthcoming). Using Qualitative Content Analyses to analyse the data we present different facets of the pre-service teacher's beliefs about multilingualism. Individual perspectives on different hypothetical case vignettes help to gain a more nuanced picture of the respondents' beliefs in general. The participant's own personal (more than their professional) experiences with multilingualism that they use to explain their statements also give examples of how beliefs can develop and change.
Die hier vorgestellte Studie untersucht professionelle Überzeugungen (Beliefs) angehender Lehrkräfte hinsichtlich sprachlicher Heterogenität in Schule und Unterricht sowie der mehrsprachigen Sprachnutzung von Schüler*innen. Eine Kohorte angehender Lehrkräfte der Schulformen Sekundarstufe1 einer Universität in Nordrhein-Westfalen wurde mittels einer prä-post Vollerhebung im Rahmen der Vorlesung des Moduls ‚Deutsch für Schülerinnen und Schüler mit Zuwanderungsgeschichte' untersucht. Die Inhalte sind für die angehenden Lehrkräfte aufgrund des superdiversen Standorts Ruhrgebiet und aufgrund der Schulformen, in denen (sprachlich) benachteiligte Schüler*innen (Gogolin, 2008) überrepräsentiert sind (LIT NRW, 2020), besonders bedeutsam.
Die Studie reiht sich in ein populäres Forschungsgebiet der Entwicklung von professionellen Kompetenzen angehender Lehrkräfte ein (Blömeke et al., 2015) und untersucht Beliefs im Kontext von Mehrsprachigkeit als einen Bereich affektiv-motivationaler professioneller Kompetenz (Kaiser und König, 2019). Studien zeigen, dass sich Beliefs von angehenden Lehrkräften, auch hinsichtlich Mehrsprachigkeit, im Laufe der Ausbildung in unterschiedlichem Maße positiv verändern können (Lundberg, 2020).
Um mögliche Veränderung der Beliefs angehender Lehrkräfte zu untersuchen, wurde im Sommersemester 2021 eine Fragebogenerhebung (n=259, Fallvignetten mit Zustimmung zu Aussagen durch Likert-Skala von 1=stimme gar nicht zu bis 4 =stimme voll zu) mit pilotierten und validierten Skalen von Fischer (2020) zu Facetten der oben erläuterten Beliefs durchgeführt. Die quantitativen Ergebnisse zeigen, dass sich die vergleichsweise durchschnittlich hohen Beliefs (t1=2,77) der Lehramtsstudierenden im Laufe des Semesters insgesamt mit kleiner bis mittlerer Effektstärke (Cohen's d zwischen .3 und .54) signifikant verbessern (t2=2,93). Der Vortrag geht kurz auf die zentralen Ergebnisse ausgewählter Skalen zu ‚Sprachgebrauch zu Hause' und ‚Mehrsprachigkeit im Fachunterricht' als Ausgangspunkt für die qualitative Erweiterung der Studie ein. Um individuelle Perspektiven auf diese Themen und die Beschaffenheit der Beliefs sowie deren Veränderung abzuzeichnen, wurden fünf inhaltlich parallel zum Fragebogen gestaltete, qualitative Leitfadeninterviews geführt. Der Vortrag präsentiert die Ergebnisse der Interviewdaten (Qualitative Inhaltsanalyse, Mayring, 2021). Einen wichtigen Punkt stellt hier die Thematisierung persönlicher Erfahrungen der Studierenden hinsichtlich Mehrsprachigkeit dar. Es zeigt sich, dass diese sich weniger auf universitäre Lerngelegenheiten beziehen, wenn sie Standpunkte erklären. Trotz allgemein positiver Äußerungen hinsichtlich Mehrsprachigkeit im Unterricht herrscht eine gewisse Unsicherheit im professionellen Umgang damit vor. Außerdem werden Aussagen betrachtet, die auf die Veränderung der Beliefs im Laufe der Veranstaltung eingehen. Auch diese scheinen im Zusammenhang mit individuellen biographischen Erfahrungen mit Mehrsprachigkeit im Zusammenhang zu stehen.
Literatur:
Blömeke, S., Gustafsson, J.-E. & Shavelson, R. J. (2015). Beyond Dichotomies. Zeitschrift für Psychologie, 223(1), 3–13. https://doi.org/10.1027/2151-2604/a000194
Borg, M. (2001). Teachers' beliefs. ELT Journal, 55(2), 186–188. https://doi.org/10.1093/elt/55.2.186
Gogolin, I. (2008). Der monolinguale Habitus der multilingualen Schule. Waxmann.
Kaiser, G. & König, J. (2019). Competence measurement in (mathematics) teacher education and beyond. Higher Education Policy, 32, 597–615.
LIT NRW [Landesbetrieb Information und Technik Nordrhein-Westfalen] (Eds.). (2021). Schüler/-innen mit Zuwanderungsgeschichte an allgemeinbildenden und beruflichen Schulen nach Verwaltungsbezirk und Schulform.
Lundberg, A. (2019). Teachers' beliefs about multilingualism: findings from Q method research. Current Issues in Language Planning, 20(3), 266–283.
Mayring, P. (2015). Qualitative Inhaltsanalyse: Grundlagen und Techniken. Beltz Pädagogik.
Schroedler, T., Rosner-Blumenthal, H. & Böning, C. (forthcoming). A Mixed-Methods Approach to Analysing Interdependencies and Predictors of Pre-Service Teacher's Beliefs about Multilingualism. International Journal of Multilingualism
Translingual practices in episodes of interaction: A study based on communicative intentions in EMI live online lectures
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Translingual practices in English-Medium Instruction (EMI) classrooms are increasingly gaining momentum and receiving research attention (Smit, 2019; Yuan & Yang, 2020; Drljača-Margić & Molino, 2022). Spontaneous translanguaging (García & Wei, 2014) happens to be a meaning-making strategy that lecturers and students are unaware of. Translanguaging entails the use of the speakers' entire linguistic repertoire to construct discourse (Lin & He, 2017). The use of these translingual strategies in EMI contexts may turn out to be a chief paradigm for stakeholders' multilingual awareness. For this reason, educational communities should cater to the use of the linguistic repertoires of both students and lecturers. The focus of the present study is to explore how EMI lecturers express their communicative intentions by making use of their full linguistic repertoire. For this purpose, we draw on the EMIVIP corpus, which is part of the LOL (Live Online Lectures) (Universidad Internacional de La Rioja) (Querol-Julián, 2021). EMIVIP corpus consists of face-to-face and online EMI lectures delivered during the COVID-19 pandemic at two Spanish universities. In this study, we selected six live online sessions imparted by two EMI lecturers (three each) from the field of Technology Science. Adopting a corpus-driven approach, we carried out an interactive discourse analysis supported by the annotation tool ELAN to determine the discourse functions expressed in the translingual episodes. Findings show how translingual practices are used through the named languages, i.e., English and Spanish, within the episodes of interaction. These discourse functions show the use of spontaneous translanguaging to fulfill communicative intentions (e.g., scaffold vocabulary, paraphrase). In addition, the use of translingual practices serves to afford the meaning-making process (Lin, 2019), fostering epistemic justice (Lemke & Lin, 2022). Finally, some pedagogical implications for EMI professional development to enhance translingual practices are provided. References Drljača Margić, B., & Molino, A. (2022). Translanguaging in EMI. RiCOGNIZIONI. Rivista Di Lingue E Letterature Straniere E Culture Moderne, 9(17), 29-47. https://doi.org/10.13135/2384-8987/6670 García, O., & Wei, L. (2014). Translanguaging: Language, Bilingualism and Education. Palgrave Macmillan. Lemke, J.L., & Lin, A. M. Y. (2022). Translanguaging and flows: Towards an alternative conceptual model. Educational Linguistics, 1-18. https://doi.org/10.1515/eduling-2022-0001 Lin, A.M. (2019). Theories of trans/languaging and trans-semiotizing: implications for content-based education classrooms. International Journal of Bilingual Education and Bilingualism. 22(1), 5-16. https://doi.org/10.1080/13670050.2018.1515175 Lin, A.M., & He, P. (2017). Translanguaging as dynamic activity flows in CLIL classrooms. Journal of Language, Identity & Education, 16(4), 228-244. https://doi.org/10.1080/15348458.2017.1328283 Querol-Julián, M. (2021) "Annotating multimodal interaction in a corpus of live online lectures". International Corpus Linguistics Conference. Mary Immaculate College, University of Limerick (Ireland). Smit, U. (2019). Classroom discourse in EMI. On the dynamics of multilingual practices. In K. Murata (Ed.), English-medium instruction from an English as a lingua franca perspective, (pp. 99-122). Routledge. Yuan, R., & Yang, M. (2020). Towards an understanding of translanguaging in EMI teacher education classrooms. Language Teaching Research, 1-23. https://doi.org/10.1177/1362168820964123
Community Service Learning as social cohesion paradigm for learners, teachers, and social actors
Oral Presentation[SYMP24] Changing perspectives towards multilingual education: teachers, learners and researchers as agents of social cohesion10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This session will look at pedagogical approaches that include community service learning (CSL) as an integral part of language learning process. The CSL model puts language learners in direct contact with reality and allows them to tackle new, concrete challenges involved in learning a discipline, while testing their commitment to the community. To strengthen the learning process, the tasks accomplished in the community context must be meaningful and satisfy students' motivational needs. In addition, students reflect on their experience through various parameters inherent to the language learning process. Their reflection deepens and enhances a learning process geared towards their future, the skills they are meant to acquire throughout their university program and the challenges posed by society, both today and tomorrow. Experiential language learning through collaboration with the community is an expanding conceptualization of the action and autonomy theory Little, D. (2007), Bloom, M. and Carolyn Gascoigne, Ed. (2017), on one hand, and of the positive psychology theory (MacIntyre, P.D., Gregerson, T. and Mercer, S. Editors (2016); (Clifford & Reisinger, 2018) on the other.
To illustrate the CSL model at work, we will look at quantitative and qualitative analyses of a Canadian university students' journals relating CSL experience embedded in their language courses (+ N = 800 collected since 2008), as well as at institutional surveys results coming from students, professors, and community partners. The data show that the use of CSL in language learning incidentally fosters many individual and social dimensions that stretch the learning beyond the desired linguistic outcomes, allowing students to become social actors and mediators, within citizen's responsibilities and leadership community projects. These aspects cultivate both intrinsic and extrinsic motivation, self-esteem, and self-construction of meaningful tasks with exposure to expected or unexpected circumstances and learning. Based on our findings, the CSL pedagogical shift confirms the validity of theoretical constructs grounded in positive psychology and is an innovative tool in best language teaching practices using an expanded action approach. References: Bloom, M.and Carolyn Gascoigne, Ed. (2017). Creating Experiential Learning Opportunities for Language Learners: Acting Locally While Thinking Globally. Multilingual Matters. Clifford, J., & Reisinger, D. S. (2018). Community-Based language learning: A framework for educators. Georgetown University Press. http://muse.jhu.edu/book/62431 Dörnyei, Z. and Ushioda, E. (2009). Motivation, Language Identity and the L2 Self. Second Language Acquisition, Series Ed. David Singleton. Multilingual Matters Bristol, UK. Little, D. (2007). Language Learner Autonomy: Some Fundamental Considerations Revisited. Innovation in Language Learning and Teaching, 1(1), 14‑29. MacIntyre, P. D. (2016). So Far So Good: An Overview of Positive Psychology and Its Contributions to SLA. In Gabryś-Barker, D., & Gabryś, D. (2016). Positive Psychology Perspectives on Foreign Language Learning and Teaching (Second language learning and teaching). Springer International Publishing, 3‑20. MacIntyre, P.D., Gregerson, T. and Mercer, S. Editors (2016). Positive Psychology in SLA. Second Language Acquisition: 97. Multilingual Matters. Bristol, UK.
Presenters Laura Ambrosio Language Professor, University Of Ottawa
Marlon Valencia
Alessandra Periccioli
Amable Daiane Custodio Ribeiro
Sue Ollerhead
Colette Ilse Despagne Broxner
Yue Peng
Xinran Wu
Laura Ambrosio
