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How can we reconceptualize teachers' ideas of a homogeneous learner group?
[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
How can we reconceptualize teachers' ideas of a homogeneous learner group? The paper presents several international research projects that approach the topic on three levels: the macro level of language policy, the meso level of educational institutions and the micro level of interaction.
"Imagining multilingual schools - How come we don't deliver?" - This is how the state of multilingualism in educational contexts was summarized in 2006 (Shohamy 2006). Today, more than a decade later, a number of psycholinguistic and socio-political arguments are available, supported by the findings of empirical teaching and school development research (Poarch/Bialystok 2017; Melo-Pfeifer/Helmchen 2018). Yet despite normative-theoretical discourses, scientific arguments and effective methods, teachers in many countries, continue to follow a monolingual norm (Fürstenau 2017; Young 2017; Pulinx/vanAvermaet 2015). Their expectations of a the homogenous monolingual learner group not only shape children's language development, but also their participation in educational processes (Morek/Heller 2012, Meier 2017). How can we reconceptualise teachers' ideas of a homogeneous learner group? The paper presents several research projects that approach the topic from different perspectives: the perspective on language policies in politics, on educational institutions of teacher professionalization and the micro level of interaction. Theoretically, they build on concepts of linguistic market, language awareness and language education policy. The contextual framework is provided by studies in Israel and Germany, which I will present, including the underlying research questions. The results allow deep insights into the how teachers' notions of a language norm emerge and develop, and illustrate the importance of a) binding professionalization in regular teacher training, which b) includes migration-related multilingual practices and c) reflection of those practices. Short: How can we reconceptualize teachers' ideas of a homogeneous learner group? The paper presents several international research projects that approach the topic on three levels: the macro level of language policy, the meso level of educational institutions and the micro level of classroom interaction.
Language Teachers’ Critical Praxis: Representations of Cultural and Linguistic Diversity
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In an increasingly diverse world, the need for language teachers to enact pedagogies that are responsive, antiracist, and culturally sustaining is more important than ever. Likewise, language teacher education and professional development experiences are called on to develop language teachers' abilities to enact these pedagogies via critical praxis (e.g., Author, XXXX). In our view, part of this work is guiding language teacher candidates and language teachers in understanding their cultural and linguistic diversity through the lens of their linguistic repertoires, which we accomplish using systemic functional linguistics (SFL, Halliday & Matthiessen, 2014; Hasan, 2009; Eggins, 2004). The use of SFL in teaching, learning, and schooling, in general, can reveal the underlying features of language use in these contexts (e.g., Schleppegrell, 2020; Turkan et al., 2014). Scholarship has demonstrated its pedagogical potential for examining the multilingual repertoires of teachers, as well as students (e.g., Harman, 2018; Harman & Khote, 2018). In addition, other work has described the development of the SFL knowledge base as language teachers learn the theory and begin to appropriate it in their work with multilingual students (e.g., Harman & Khote, 2018; Gebhard, 2019). To this end, we engaged language teachers and language teacher candidates in a space to discuss and deconstruct these functions of language through the analysis of both personal and educational language samples. This presentation explores how these languages teachers reflected on and changed their understanding of their linguistic diversity through the analysis of their own language use in light of Systemic Functional Linguistics (SFL) concepts. Through the analysis of the candidates' visual representations that they created to illustrate their linguistic repertoires and the contexts in which they enact them, their written reflections on their visuals, and follow-up interviews, we explored their understanding of themselves as language users and the change in their conceptual understanding of linguistic diversity. The findings point to the potential of these examinations of teachers' linguistic repertoires in language teacher education and professional development. References Eggins, S. (2004). An introduction to systemic functional linguistics. Pinter. Gebhard, M. (2019). Teaching and researching ELLs' disciplinary literacies: Systemic functional linguistics in the context of U.S. school reform. Routledge. https://doi.org/10.4324/9781315108391 Harman, R. (Ed.). (2018). Bilingual learners and social equity: Critical approaches to systemic functional linguistics. Springer. Harman, R., & Khote, N. (2018). Critical SFL praxis with bilingual youth: Disciplinary instruction in a space. Critical Inquiry in Language Studies, 2, 1–21. https://doi.org/10.1080/15427587.2017.1318663 Halliday, M. A. K., & Matthiessen, C. (2014). Halliday's introduction to functional grammar (4th ed.). Routledge. Halliday, M. A. K., & Hasan, R. (1989). Language, context and text: Aspects of language in a social-semiotic perspective (2nd ed.). Oxford University Press. Schleppegrell, M. J. (2020). The knowledge base for language teaching: What is the English to be taught as content? Language Teaching Research, 24, 17-27. https://doi.org/10.1177/1362168818777519 Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(3), 1–30.
Presenters Francis Troyan Associate Professor Of Language Education, The Ohio State UniversityLoretta Fernandez Assistant Professor Of Practice, University Of PittsburghDaniel Ferguson PhD Student, The Ohio State University
Understanding what matters. An interview study on preservice teachers’ linguistic beliefs.
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The "construction of a globalized world in which respect for diversity [is] a basis for social cohesion" (see conference call) requires schools that see "the benefits of multilingualism and pursue [multilingual] conceptions and frameworks in their teaching" (see symposium call). Such schools in turn require teachers who are accordingly committed and equipped. This paper presents results of the qualitative interview study BeliefsMatter, which aims to contribute to the education of preservice teachers for language diversity in the majority language classroom. Based on the COACTIV model of professional competence in the context of teaching, beliefs are understood as one aspect of professional competence alongside others such as professional knowledge (Baumert & Kunter 2013, p. 29). Beliefs guide actions and can be influenced through knowledge and reflection (Pajares 1992; Pettit 2011); hence teacher education should further the development of certain professional beliefs through the acquisition of relevant knowledge and targeted reflection. Lucas and Villegas curriculum Linguistically-Responsive-Teaching (LRT) is one example for a curriculum that includes linguistic beliefs and understands the value for linguistic diversity as an element of linguistically responsive pedagogy (Lucas & Villegas 2011, 2013). In their pre- and posttest evaluation (N = 27) of a seminar Fischer and Lahmann (2020) find, that the particular seminar had a positive impact on preservice teachers´ linguistic beliefs. Following up on these results, this paper analyses the effects of working with case vignetteswhich aim at beliefs about multilingualism in a seminar for prospective teachers. The data – 30 individual interviews – was collected in the summer semester of 2020 at the University of Tübingen in an online seminar. The study confirms that seminars can have a somewhat desirable effect on preservice teachers´ beliefs. Furthermore, the analysis of the interviews conducted gives insight into the process and influencing factors that lead to the confirmation or change of certain beliefs. Baumert, J., & Kunter, M. (2013). The COACTIV model of teachers' professional competence. In Cognitive activation in the mathematics classroom and professional competence of teachers (pp. 25-48). Springer, Boston, MA. Fischer, N., & Lahmann, C. (2020). Pre-service teachers' beliefs about multilingualism in school: an evaluation of a course concept for introducing linguistically responsive teaching. Language awareness, 29(2), 114-133. Lucas, T., & Villegas, A. M. (2013). Preparing Culturally Responsive Teachers. Laying the Foundation in Preservice Teacher. Lucas, T., & Villegas, A. M. (2011). A framework for preparing linguistically responsive teachers. In T. Lucas (Ed.), Teacher preparation for linguistically diverse classrooms (pp. 55-72). Routledge. Pajares, M. F. (1992). Teachers' beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307-332. Pettit, S. K. (2011). Teachers' beliefs about English language learners in the mainstream classroom: A review of the literature. International Multilingual Research Journal, 5(2), 123-147.
Pre- and inservice teachers‘ attitudes and beliefs towards linguistically heterogeneous classrooms and the potential of a didactics of pluri- and multilingualism
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This paper discusses the potential impact of teachers' beliefs and attitudes related to the challenges and potentials of multilingual classrooms on their pedagogical decision-making and to what extent a didactics of pluri- and multilingualism is considered as a resource for actual teaching practices. Data from several small-scale studies will be presented that a) were collected in three subsequent university courses (October 2020-February 2022) in Educational Sciences at the University of Koblenz-Landau for prospective teachers of all backgrounds (N=80) on linguistically responsive teaching and language facilitation support in the classroom based on a questionnaire to assess teachers' beliefs related to multilingualism (cf. Fischer, Hammer & Ehmke 2018). On the basis of the empirical data and students' verbal feedback it will be evaluated which course contents in the syllabus may contribute positively to preparing prospective teachers for the challenges of linguistically diverse classrooms. Furthermore, the paper presents b) data from a study with in-service language teachers in Rhineland-Palatinate, Germany (N=128, data collection summer 2021) focusing on the merit of a didactics of multilingualism and multiculturalism in the language classroom administering a modified version of a questionnaire by Heyder & Schädlich (2014). On the basis of the empirical results and the students' verbal feedback this paper draws conclusions for curriculum development at university level for prospective language teachers as well as for teachers of all backgrounds. Bibliography: Fischer, N., Hammer, S., Ehmke, T. (2018). Überzeugungen zu Sprache im Fachunterricht: Erhebungsinstrument und Skalendokumentation. In T. Ehmke, S. Hammer, A. Köker, U. Ohm, & B. Koch-Priewe (Eds.), Professionelle Kompetenzen angehender Lehrkräfte im Bereich Deuthsc als Zweitsprache. Münster: Waxmann. Heyder, K. & Schädlich, B. (2014). Mehrsprachigkeit und Mehrkulturalität – eine Umfrage unter Fremdsprachenlehrkräften in Niedersachsen. Zeitschrift für Interkulturellen Fremdsprachenunterricht, 19(1), 183-201. Heyder, K. & Schädlich, B. (2015). Herkunftsbedingte Mehrsprachigkeit und Fremdsprachenunterricht: Eine Befragung von Lehrern in Niedersachsen. In E.M.F. 79 Ammann, A. Kropp & J. Müller-Lancé (Hrsg.), Herkunftsbedingte Mehrsprachigkeit im Unterricht der romanischen Sprachen (S. 233-252). Berlin: Frank & Timme.
Resource-Labelling and autochthonous multilinguals in teacher education
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Learning groups have become more heterogeneous in all areas of the educational system. The present study focuses on the perspective of allochthonous multilingual student-teachers toward language and heritage and their effect on their future role as teachers in multilingual classrooms. What teacher education dynamics result from attributions that are made due to the resource-labelling dilemma? Questions that should be answered here concern the role of language, how one's own experience frames the perspective on the future teacher role and what attitudes occur concerning pupils that are coded as in-need. Which roles do language, language competence and language awareness play in their understanding of their role as teachers in schools with growing numbers of multilingual pupils? What influence does this have on their identification as future teachers and the usage of languages? Biographically-focused interviews are used to gather perspectives on those issues of eight student teachers. The interviews are analysed with qualitative content analysis. First results indicate that allochthonous multilingual student-teachers express similar experiences in school, those vary more in university though. Due to that various images on the future role regarding multilingualism occur.
Learning groups have become more heterogeneous in all areas of the educational system (Putjata & Danilovic, 2019). As a result, multilingualism is increasingly becoming the norm instead of the exception. To approach multilingualism in education in a holistic way, a positive attitude towards all languages is fundamental (Herzog-Punzenberger et al., 2017). In achieving that, teachers play an essential role. The present study focuses on the perspective of allochthonous multilingual student-teachers toward language and heritage and their effect on their future role as teachers in multilingual classrooms. During their own previous school experience as well as their present educational pre-service training, multilingual student teachers often experience prejudice and assumptions towards their competences based on their perceived background (Syring et al.2019). Despite such experiences they are supposed to act as role models and mediators, just by being seen as belonging to a particular migration group (Rotter 2014). At the same time, the same multilingual teachers are supposed to take the perspective of the majority and consider children with a migration background as target group with deficits and in need of special support (Dirim & Mecheril 2017). What teacher education dynamics result from this when attributions are made due to the resource-labeling dilemma (Winter, Maahs & Goltsev, 2021)? Questions that should be answered here concern the role of language, how one's own experience frames the perspective on the future teacher role and what attitudes occur concerning pupils that are coded as in-need. Which roles do language, language competence and language awareness play in their understanding of their role as teachers in schools with growing numbers of multilingual pupils? What influence does this have on their identification as future teachers (Dirim & Heinemann 2016) and the usage of languages? Biographically-focused interviews are used to gather perspectives on those issues of eight student teachers. By talking to students who belong to the constantly centered target group of multilinguals, rather than about them, a step can be taken towards language sensitivity and inclusion of multilingualism and a more holistic consideration of all linguistic resources. Sources Danilovich, Yauheniya & Putjata, Galina (2019): Sprachliche Vielfalt im Unterricht. Wiesbaden: Springer. Herzog-Punzenberger, Barbara, Le Pichon-Vorstman, Emanuelle, & Siarova, Hanna (2017): Multilingual education in the light of diversity. Lessons learned. Luxembourg: Publications Office of the European Union. Dirim, İnci & Heinemann, Alisha (2016): Sprachliche Identität. In: Österreichisches Religionspädagogisches Forum (24) 2, S. 25-31. Dirim, İnci & Mecheril, Paul (2017): Warum nicht jede Sprache in aller Munde sein darf? Formelle und informelle Sprachregelungen als Bewahrung von Zugehörigkeitsordnungen. In: Fereidooni, Karim & El, Meral (Hrsg.): Rassismuskritik und Widerstandsformen. Wiesbaden: VS, S. 447–462. Rotter, Carolin (2014): Zwischen Illusion und Schulalltag. Wiesbaden: Springer. Syring, Marcus; Merk, Samuel; Cramer, Colin; Topalak, Cansu & Bohl, Thorsten (2019): Der Migrationshintergrund Lehramtsstudierender als Prädiktor ihrer Einstellungen zu heterogenen Lerngruppen. In: Zeitschrift für Bildungsforsch 9 (2), S. 201–219. Winter, Christina; Maahs, Ina-Maria; Goltsev, Evghenia (2021): Dinge beim Namen nennen? - Herausforderungen und Möglichkeiten der Sprachsensibilität in der sprachlichen Bildung. In: Kölner Online Journal für Lehrer*innenbildung, (3) 1, S. 213–234.
Presenters Sandra Drumm Professor, University Of Kassel
Fostering an Integrative Plurilingual Stance when teaching official majority and minority languages: A Case of Canadian L2 Teacher Candidates
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Canada is a country with two official languages - English and French. The official majority-minority status of each language varies across provinces and territories because language policy falls under federal jurisdiction, while education policy is set by province/territory. Instructional mandates to teach Canada's two official languages vary depending on the primary language of schooling – for example, English language school boards must offer mandatory French as a second official language (FSL) programming to all students. In such contexts, the FSL programming varies from short daily language classes (i.e., Core French) to more immersive programs where both language and content are taught in French (i.e., French Immersion) (CPF, 2019). This presentation focuses on the preparation of future FSL teachers for English-dominant contexts in Canada, where schools are becoming ever more diverse in terms of students with multilingual backgrounds (Statistics Canada, 2017). In the context of this study (Ontario, Canada), English is considered the majority language in the school community, and French is assigned official minority status. It is commonplace for FSL teacher candidates and teachers to teach in both French and English as part of their teaching assignments (e.g., teaching both French and English sections of an immersion program; teaching Core French part time and the remaining time in English, etc.). Calls have been made for teacher education that prepares future teachers for language diversity in majority language classrooms (Barros et al., 2021; Viesca & Tennant, 2019). Recently in Canada, the role of plurilingual approaches (e.g., Clark, 2011; Arnott, et. al., 2017) and translanguaging (e.g., Lau, et. al., 2017; Lau, 2020) in FSL classrooms has garnered much debate (e.g., Ballinger et al., 2017; Davis, et. al., 2021). However, the extent to which Canadian FSL teacher candidates embrace similar/different plurilingual stances relative to their teaching of Canada's two official languages is yet unknown. In response, this presentation compares qualitative data documenting FSL teacher candidate beliefs about teaching for diversity during two courses taken as part of their teacher preparation programs: (i) FSL didactic courses; and (ii) courses focused on teaching English learners in mainstream English classrooms. Data was gathered at two Canadian universities via online survey responses (n = 68), semi-structured interviews (n= 20) and reflective assignments (n = 15). Findings point to a spectrum of openness to adopting a plurilingual pedagogical stance depending on whether one is teaching the official majority or minority language in multilingual classrooms. Specifically, participants indicated feeling more open to adopting a plurilingual stance when teaching in the majority language (English) versus the minority language (French). These findings suggest the need for a more integrative plurilingual stance to support FSL teachers in Canada as they adopt a holistic approach to teaching both official languages in multilingual school settings. Implications for teacher education for diversity in Canada and other multilingual contexts, as well as ongoing empirical, theoretical, and practical considerations of how the complexities of different contexts can be leveraged to support plurilingualism and translanguaging in the language classroom will be discussed.
The Enduring Principles of Learning: Translating US dialogic pedagogy for multilingual learners to UK classrooms
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
This paper presents findings from an international study that sought to adapt a US-based proven-successful professional development tool for UK teachers in linguistically diverse classrooms. The research contributes much needed understanding of the nuances of teachers' practice for multilingual learners in majority language classrooms, and the framing of related professional development.
The US and the UK share the persisting challenge of teachers' under-preparedness to teach multilingual learners. Moreover, in the UK, this is compounded by the under-attainment of some groups of multilinguals, limited funding, and the perception that teachers do not need discipline-specific training to teach them. Therefore, professional development for UK teachers must be cost effective and upskill the workforce for linguistically diverse classrooms.
US researchers have developed a tested rubric, The Enduring Principles of Learning (EPL), that drives professional development and teacher coaching to improve teaching of and educational outcomes for multilingual learners (Teemant, 2014). This pedagogy, consisting of seven principles of practice, draws on critical socio-cultural practices through which the teacher frames classroom activity as intentionally dialogic (Teemant & Sherman, 2022) and liberationist (Freire, 1970)
In the current mixed methods study, UK researchers sought to examine if and how this approach might translate to English schools. Reporting the teacher-focussed element of the study, this paper details an intervention with four teachers in three linguistically diverse primary schools; 2 classes 5-6 year olds, 2 classes 8-9 year olds. The EPL rubric was used as a classroom observation and coaching tool: pre-intervention, and for a sequence of five observations with follow-up coaching over six months. Participants were interviewed before and after the intervention. Control teacher participants (n=4) teaching business-as-usual were observed pre- and post-intervention. A related pupil-focussed study measured language and literacy gains.
Classroom observation scores, supplemented by systematic field notes, generated data for comparing teachers' enactment of each principle across lessons and between teachers. Field notes were analysed deductively using codes derived from terminology in the rubric, to unpack the practices related to the scores. Interviews were analysed inductively using Thematic Analysis.
Findings indicate the potential for the EPL to shift teachers' practice towards more dialogic approaches, and towards an asset-based mindset that celebrates multilingualism. However, analysis also reveals that teachers' responses to professional development, and their agency to effect changes, differ. Cross-national implications for the design of culturally responsive professional development for teachers in linguistically diverse classrooms are considered.
Freire, P. (1970). Pedagogy of the Oppressed (M. Ramos Bergman, Trans.). Penguin Random House.
Teemant, A. (2014). A Mixed-Methods Investigation of Instructional Coaching for Teachers of Diverse Learners. Urban Education, 49(5), 574-604.
Teemant, A., & Sherman, B. J. (2022). Coaching content teachers toward pedagogical equity for multilingual students. The European Journal of Applied Linguistics and TEFL, 11(2), 169-187
Presenters Naomi Flynn Professor Of Education, University Of ReadingAnnela Teemant Professor Of Language Education, Indiana University Purdue University IndianapolisAniqa Leena PhD Student, University Of Reading
Promoting plurilingual and pluricultural teacher competences through collaboration
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In Catalonia (Spain) –as well as in other urban and rural areas around the world–, intensive migration, mobilization and globalization phenomena have transformed schools and high schools into multilingual and multicultural spaces, where students with very diverse socioeconomic situations, educational trajectories and ways of communicating coexist. This situation has necessitated a revision of two main pillars: first, a move from monolingual towards plurilingual educational policies and pedadogies (Conteh & Meier, 2014), promoted in a large part through the European framework document and recommendations (European Comission, 2019) and, more locally, the national and regional curricula. In parallel, there have been initiatives to adapt teacher training programs to better equip future educational agents to be linguistically and culturally sensitive professionals. Nonetheless, despite these efforts, recent research indicates that there is room for improvement regarding future teachers' task in managing linguistically and culturally diverse classrooms (e.g. Birello, Llompart & Moore, 2021).
With the aims of responding to this need, the CULT project (Constructing a Collaborative Understanding of Learning and Teaching for the XXI century, Ministerio de Ciencia e Innovación, PID2020-115446RJ-I00) was developed. TheCULT project has been designed to foster dialogue and collaborative investigationbetween teacher educators and future educational agents (teachers, pedagogues and social educators), a Service-Learning office at the UAB and a non-formal education program already carrying out successful plurilingual teaching with migrant origin families (AFEX-AFFM program, Casa Asia). The general objective of the project is to offer a new understanding of plurilingual education and inclusion in the development of future educators, as well as providing grounds for mutual growth towards a more equitable education and social life. In order to accomplish that the project also aims to establish and evaluate collaboration through a multidirectional learning space and to collaboratively explore and develop strategies and methodologies for plurilingual teaching and learning. In this paper, we will present and analyse data collected during the ethnographic phase of the project based on the collaboration between a future Primary Education teacher of Catalan origin and an AFEX-AFFM facilitator originally from Pakistan, working together to design a teaching unit. Following the premises of conversation analysis and critical discourse analysis we will analyse the collaborative sessions and project preparation and development. Our analysis will offer insight into the mutually-collaborative teacher identity construction and development of key competences for a plurilingual and inclusive teaching and learning from the 21st century. References
Birello, M., Llompart, J., & Moore, E. (2021). Being a plurilingual speaker versus becoming a linguistically sensitive teacher: contradictions in the discourses of initial teacher education students. International Journal of Multilingualism, 18(4), 523-533. DOI: https://doi.org/10.1080/14790718.2021.1900195
Conteh, J. & Meier, G. (eds.) (2014). The Multilingual Turn in Languages Education: Opportunities and Challenges. Bristol: Multilingual Matters.
European Commission. (2019). Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages (2019/C 189/03). Official Journal of the European Union 5.6.2019 C189, 15– 22.
Language-sensitive teaching as a professional competence
Oral Presentation[SYMP70] Teaching (for) Diversity: Multilingualism in Teacher Education10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Teachers face enormous challenges regarding the increasing language diversity in the classroom. Because subject content can only be conveyed through language, teaching must be language-sensitive and action-oriented at the same time. It is necessary to assess the different linguistic abilities of the learners and the (technical) language requirements of the specific subject matter in a first step, and to plan language-supporting or -promoting measures, e.g. Gibbons' scaffolding approach (2002), in a second step. In this context, Settinieri and Jeuk (2019) point out that teachers must also be sensitive to their own (linguistic) actions during the lessons in a third step (cf. critical language awareness according to Fairclough 1992). For these demanding tasks, teachers need the professional competence of language-sensitive teaching, which is poorly integrated in current teacher education in Germany. This is where the TWIND-sub-project SprachReflex (EN 'LanguageReflex') comes in. In this project, didactically founded multimedia teaching-learning packages, so-called media packages (MPs), are developed and evaluated with the goal to prepare pre-service teachers for teaching in classes with high linguistic heterogeneity. Even though the project is specifically aimed at vocational schools, it can be extended to all other types of schools. The development of the content and methodology of the MPs is closely oriented towards the needs of all involved parties (teacher students, trainee teachers, teachers at schools and Studienseminaren). The MPs can be used very flexibely and completely demand- and interest-oriented in self-study or blended learning formats. In MP 1 "Multilingualism and School", various media and tasks are used to encourage students to engage with the topics of language diversity, multilingualism and multilingual didactic teaching concepts. The aim of this MP is to impart basic knowledge about language, language acquisition and multilingualism and, in addition, to enable a sensitisation to (linguistic) heterogeneity, combined with a reflection on one's own attitude and language use. In order to be able to draw valid conclusions about the effectiveness of the MP, MP1 was evaluated in Summer 2021 using an intervention-control-group-design. A total of 60 teacher students completed the MP as part of their self-study. The results show a significant increase in competence for the intervention group, but not for the control group. In MP 2 "Language assessment", instruments for evaluating the language level of the learners are presented and reflected on in an application-related manner. MP 2 is to be evaluated in Winter 2022/23. MP 3 "Language-aware teaching" will conclude this series with concrete materials and concepts for language-sensitive lesson planning and implementation. In this talk, the aim, the content and the available evaluation results of these MPs are presented and discussed.
Fairclough, N. (1992). Critical Language Awareness. London: Routledge.Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning. Teaching Second Language Learners in the Mainstream Classroom. Portsmouth, NH: Heinemann. Settinieri, J. & Jeuk, S. (2019). Einführung in die Sprachdiagnostik. In S. Jeuk & J. Settinieri (eds.), DaZ-Handbücher: Band 2. Sprachdiagnostik Deutsch als Zweitsprache: Ein Handbuch. (pp. 3–20).
Francis Troyan
Loretta Fernandez
Daniel Ferguson
Sandra Drumm
Stephanie Arnott
Naomi Flynn
Annela Teemant
Aniqa Leena
