how we use cookies and how you can change settings. Embracing diversity means accepting differences in others. To allow everyone to build their own identity based on their family life and relationships within and outside school, it is vital that the school takes up the challenge. The respect for the rights of persons belonging to minorities is a fundamental element of the Charter. This foregrounds a key issue in linguistic diversity in education: the status of a language mirrors the social, economic, and political standing of its speakers. This MOOC is especially valuable to teachers who are new to working in bilingual and CLIL projects or have little experience with these, and it will serve to provide participants with various tools and resources they can easily integrate in their lessons for more efficient and innovative teaching and learning. Enrol in this course now to learn how to become a language-aware teacher. Moreover, the notion of diversity has been adopted by the Council of Europe in numerous works in the field of language education policies (Beacco and Byram, 2003). Nearly 20 per cent come from countries where English is not the main language – the highest proportion of any state or territory in Australia. It is generally accepted that the teacher, as the person responsible for the transmission of knowledge and know-how to pupils within the institutional framework of the school, must ensure that the pupil feels comfortable at school, creating a climate of trust in which exchanges are facilitated. The term “teacher language awareness” (TLA) refers to “the interface between what teachers know, or need to know, about language and their pedagogical practice” (Andrews 2008). One in five students in the United States (ages 5–17) speaks a language other than English at home or speaks English with difficulty. Thus, official policies specifying the medium-of-instruction in schools are not necessarily or even primarily based on linguistic considerations, but are tied to larger power relations. Linguistic diversity is enshrined in Article 22 of the Charter of Fundamental Rights of the European Union. “Culturally and linguistically diverse” is an education term used by the U.S. Department of Education to define students enrolled in education programs who are either non-English proficient (NEP) or limited-English proficient (LEP). These ideas stem from a project developed for the Council of Europe’s European Centre of Modern Languages involving pupils whose first language is different from the school’s. Our studies show that it is through the participation of parents that teachers and their students have discovered the linguistic and cultural diversity existing in their school community and have been able to transform this diversity into knowledge. The latter makes it possible to consider the plurality of languages ​​and cultures as a wealth rather than a problem. These models are known as the Awakening to Languages ​​(Candelier, 2003a) or Education and Openness to Languages ​​at School (Perregaux, 1998; Perregaux et al., 2003) and can be considered as a complementary learning model. That is according to an expert from Trinity, who spoke today at a roundtable discussion on Linguistic Diversity in Irish Classrooms, hosted by migrant network organisation New Communities Partnership (NCP), in conjunction with the SIRIUS network and the ESRI. Two Classroom Language Models. There are four programs that teachers can incorporate in response to language diversity. To raise broad-minded and well-educated children we need to teach them to stand up to intolerance and discrimination and to reject stereotypes. All badges can be exported to the, Embracing Language Diversity in Your Classroom. Another student, Alesandro, debated the point: “Beowulf is just a man of his time!”. Every child experiences this variation even before entering school, since he encounters his "mother" language in exchanges with multiple persons and in various situations. Disclaimer It seems important to us here to insist on the fact that a language is always pluralistic, that no one speaks a language in the same way because no one lives it in the same way. Neuchâtel : Conférence Intercantonale de l’Instruction Publique de la Suisse Romande et du Tessin. Explore freely available online tools and open educational resources for language teaching and learning to integrate in the classroom, Become familiar with multilingual classroom projects, Learn how to build learning activities using resources for CLIL, anticipating problems and selecting tools to support understanding. This article elaborates on the second one. She often feels that the language of her family is considered to be some kind of problem at school. Language weeks keep the language and traditions alive. But those aren’t the particular diversity that most intuitively sets DLLs apart. It is well known that negative representations of bilingualism among children of immigrant origin particularly affect their language skills. Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. As mentioned before, this article intends to provide teachers with pedagogical strategies to avoid language and cultural discrimination of pupils who have a different language from that of the school and seeks to encourage the consideration of diversity as a learning resource. This is a necessity if we want to live together in peace. Come to know of the importance of teachers’ awareness of the students’ language diversity. De la diversité linguistique à l’éducation plurilingüe. Besides, the course will provide teachers with different tools and resources to deliver curricular subjects in different languages and to plan lessons accordingly. They do not always reveal competence in the other language of the bilingual child, since the latter has no place in the school and, in general, teachers have no knowledge of these languages ​​and rarely have a bilingual or plurilingual experience that could have made them aware of what it means to be bilingual or plurilingual. The greater the pupil's competence in the language of the school, the less developed his dominance of his native language may appear. Identifying and working with different levels of linguistic competence, Unterrichtsmaterialien zu einigen Besonderheiten der deutschen Sprache, Sprachsensibler Fachunterricht am Beispiel des Schmetterlings, Sprachliche Operatoren im Unterricht thematisieren, Focus-on-Form: Sprachliche Strukturen beim Lesen thematisieren, Visualisierungen zum besseren Textverstehen nutzen, Möglichkeiten zum Umgang mit Visualisierungen im Unterricht, Leseflüssigkeitstraining in der Grundschule, Themenorientierter Deutschunterricht am Beispiel des Hundes, Schriftspracherwerb – Lesen und Schreiben lernen, Einige Herausforderungen beim Lesen deutscher Wörter, Die Grenzen des lautorientierten Schreibens, Purzelwörter – von Anfang an richtig schreiben, Wochenendgeschichten schreiben mit Hilfe von Chunks, 01 Einführung: Warum wir nicht schreiben, wie wir sprechen, Crear un ambient inclusiu per donar suport a l’aprenentatge de la llengua, Identificar i treballar amb els diferents nivells de competència lingüística del’alumnat «nouvingut», La gestió de la diversitat lingüística a l’aula: un repte per al professorat, Conceptes claus per descriure el plurilingüisme: un breu glossari, Els primers passos vers l’escriptura: Entrevista a Maria Montes Valls. Education et Ouverture aux langues à l’école: EOLE, vol 1& 2. This article is part of a reflection on a model of education whose aim is to familiarize students and teachers with the linguistic and cultural diversity present in our classrooms. Perregaux, C. ; De Goumoëns, C. ; Jeannot, D. et De Pietro, J.F. Explore freely available online tools and open educational resources for language teaching and learning to integrate in the classroom This course will encourage teachers of all age groups and from all subject disciplines to think more deeply about the importance of teacher language awareness and to better understand and utilise the linguistic diversity existing in their classroom. https://educationonline.ku.edu/community/embracing-linguistic-diversity Many school districts nationwide are experiencing rapid growth in the number of students of color, culturally and linguistically diverse students, and students from low-income families. Module 1: The importance of language awareness, Module 2: Turning language diversity into an asset for your teaching, Module 3: Content and language integrated learning, Module 4: Multilingual classroom projects. (1997). For today's school is not only a place where one acquires knowledge, it is also the place where one pools one's skills and one's knowledge and where one learns to live together not by sharing a single language but by embracing several ​​to build common values. The aim of the “language-aware teacher” MOOC is to enhance teachers’ awareness of the language competences of their students and how to benefit from them, as well as to provide them with different tools and resources to support them in delivering curricular subjects in different languages. In schools across the United States, many teachers who try to help children become bilingual use one of these two language models. What teachers will notice first of all in the bilingual talk of children of immigrant origin will be the deviations from the norm in the language of schooling. Although TLA is mostly referred to in the context of language teaching, it is also highly relevant to teachers of other subjects who are working in multi-lingual environments. “ Structure classroom activities so as to promote a multiplicity of perspectives (i.e., voices)” (DaSilva … While it’s important to keep an open dialogue amongst students, it’s … While over 75 percent of these students are native Spanish-speakers, over a million DLLs speak another language at home. (2003). In addition, the project highlighted enhancements in the bilingualism of some students, and showed how to transform the monolingual and monocultural classroom into a more open, multilingual and multicultural space. In a bilingual maintenance program, students continue to use their primary language while “the emphasis on English …increases in each subsequent grade” (Kauchak & Eggen, 2017, p. 85). As such, from birth, even the monolingual child hears different ways of speaking. All teachers should allow the classroom to move from a monolingual to a plurilingual space, using multilingual signs to decorate the walls, including bilingual books in the library, etc. Be willing to address inequality | Part of supporting diversity in the classroom is creating a space for … Children need to learn to not prejudge others, tolerate difference and … Schools that experience rapid demographic shifts can meet the challenge by implementing five phases of professional development. Esmarelda, Middleton Grange School . Placing value on childrens’ different languages and cultural backgrounds boosts the self-confidence and self-esteem necessary for educational and professional success. Why is there the need to cater for linguistic diversity? Languages ​​and cultures should be considered in terms of collective resources and placed on an equal footing. They make it possible to integrate family languages ​​and cultures as pedagogical resources within a classroom and to legitimize them in the eyes of pupils and teachers. They show diversity in New Zealand. This can be achieved by … Educational Review: Vol.   -   It is easier for children to engage in the languages that are taught at school when their own languages are recognised, because these languages are practised in the family environment and by the children. The framework sets out eight competences, which citizens need for ‘personal fulfilment and development, active citizenship, social inclusion and employment’. 105-114. In the classroom, I adopt my students’ vernaculars, because embracing linguistic diversity creates a friendly rapport that advances learning. The project provided many positive outcomes, from a sense of inclusion for all class members to the realization of the value of parents’ knowledge as a collective resource for the positive visibility of  plurilingualism. LANGUAGE DIVERSITY IN PRIMARY SCHOOLS: SOUTH AFRICA AND SPAIN. Linguistic diversity should be considered a wealth, not a problem. While many teachers are already language-aware, many others are not conscious of the fact that linguistic diversity cannot only be perceived as a problem, but also as a very valuable pedagogical resource. One element of such increased diversity relates to the growing number of pupils in Scottish schools who speak a language other than English at home. In this sense, linguistic diversity is a subset of cultural diversity (Parla, 1994). Learn to empower language teaching with innovative technologies (CLIL, Multilingualism and Translanguaging) and apply them in the classroom. Bruxelles: De Boeck. Practice Cultural Sensitivity. The co-intervention of parents and teachers arouses in children an awareness of the richness of linguistic and cultural plurality which does not remain superficial nor rooted in a stereotyped vision. For example, my student Albert recently announced to our class, “Beowulf is kind of a dick!”. However, these deviations are merely traces of an interlanguage, the journey towards mastery of a language. Understand and turn language diversity into an asset for their teaching. To get the most out of the course, you can participate in our Facebook group or share your thoughts on Twitter using the hashtag #languageMOOC. Mother language-based bilingual or multilingual approaches in education are widely recognised as an important factor for inclusion and quality in education. Teachers must make an effort to learn about each of his or her students. This MOOC raises awareness about how having students from diverse nationalities and speaking different languages in the same classroom can actually be used as an asset providing a benefit and added value to said classroom. The fifty-fifty dual language model Candelier, M. (2003) L’éveil aux langues à l’école primaire. This chapter demonstrates that linguistic diversity in education raises specific social justice concerns based on the entrenched mismatch between schools as institutions with a monolingual habitus and the linguistically diverse societies they serve. It is obvious that schools cannot teach all languages ​​to all pupils, even in primary schools, but there are pedagogical approaches that allow the different languages ​​present in a classroom to be taken into account. “CLD learners” refers to learners whose home language is a language other than English, who are second language learners, … Both work well with our POLL strategies. Young, A. et Hélot, C. (2003) « Language Awareness and/or Language Learning in French Primary Schools Today. The aim of awakening languages ​​and cultures is not only addressed to bilingual children, but it is opened up to all, monolingual and bilingual, in order to build  plurilingualism, a culture common to the whole class. Evlang: bilan d’une innovation européenne. You can download this essay as a pdf here: MLM_Dealing-with-linguistic-diversity-in-the-classroom-a-challenge-for-teachers. Schools respond to the educational needs of students from diverse cultural and linguistic backgrounds. This inclusive approach to education addressed all children in the class, with no one being excluded from the group. This involves learning about the student’s background, family, culture, community, and preferred language. As teachers, we should to take into account the linguistic and cultural heterogeneity of the pupils, the variety of languages ​​spoken and the multiplicity of their cultural affiliation. In this article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity in education. Guide for the development of language education policies in Europe. Beacco, J-C. et Byram, M. (2003). At school, migrant students and speakers of minority languages frequently experience that learning mainstream foreign languages, in particular English as a foreign language (EFL), is encouraged, but developing skills in their family languages is viewed as having little worth; family language … Language of instruction is a key issue at the heart of debate in most multilingual countries. » In Language Awareness 12 (3&4), Multilingual Matters, Clevedon, Royaume Uni, p. 234-246, Dealing with linguistic diversity in the classroom, Partnership with Families: Reflective Lesson Planning, Creating an inclusive language environment, Language Acquisition and Oral Communication, Promotion of first and other language acquisition, Supporting language acquisition in multilingual environments, Multilingual Storytelling – Didactic Materials, Language Acquisition: Reflective Lesson Planning, Supporting multilingual children’s literacy development, Reading Comprehension: Reflective Lesson Planning, Prior Knowledge, Higher-order Thinking Skills and Reading Comprehension, Focus-on-Form: Thematizing Linguistic Structures in Reading, How to use visualizations for better text comprehension, English Orthography and the Phonics Screening Check, Exploring English and Multilingual Orthography, Strengthen Children’s Emotional Intelligence through Reading Books. Key to the integration of languages ​​and family cultures are the parents. Cookie notice All badges can be exported to the Mozilla Badge Backpack. We observed how teachers developed a transdisciplinary and inclusive approach in class, enabling them to decompartmentalize languages ​​and create a link between disciplines, thus reducing the usual gap between them. Parental involvement in the project also contributed to the development of a more global vision of languages ​​and cultures among teachers. It is therefore a question of recognizing the pupil’s own linguistic and cultural knowledge, in order to understand his identity. From linguistic diversity to plurilingual education. Language is an important part of our identity because we need to make everyone equal so we can disarm any racism or inequality. Plurality exists within a single language spoken by the same person, for example a child who speaks with his parents at home or answers a question asked by his teacher is not in the same linguistic context as when he is playing with his classmates in the yard. 49, LANGUAGE DIVERSITY IN EDUCATION, pp. It is important that parents keep using their family language(s) with their children and that teachers use family languages to help children establish connections between the language(s) of their environment. Later, upon entering school, he will have to face new challenges presented by the language of schooling. The course will help to develop key skills such as. A greater focus on “heritage languages”, in addition to English and Irish learning, is needed in Irish schools. This project, carried out in several primary schools over a period of three years, showed the impact on pupils when first exposed to the existence of other languages and cultures, not as a result of teaching a foreign language to all children, but via direct contact with the large number of languages and cultures specific to some of their classmates. Because it provides opportunities for children to develop their language potential to the fullest: in a language in which they have some background; in a language they have acquired as a second language; or by acquiring a third or additional language; In what way? The child who leaves the language of her family outside school does not understand why this language is not entitled to be used in the classroom.   -   One of the key strategies is to understand the importance of representing the language knowledge of pupils in the classroom and to embrace this linguistic diversity as a learning resource for all classmates. What can Teachers do to Celebrate Linguistic Diversity? The bilingualism of pupils who speak a language other than that of the school must be valued to allow them to find their place in the classroom. As Diversity Grows, So Must We. Language Learning ISSN 0023-8333 EMPIRICAL STUDY Addressing Linguistic Diversity in the Language Classroom in a Resource-Oriented Way: An Intervention Study With Primary School Children Vera Busse ,a Jasone Cenoz,b Nina Dalmann,c and Franziska Roggec aUniversity of Munster,¨ bUniversity of the Basque Country, UPV-EHU, and cUniversity of Vechta In 2006, the European Parliament and the Council adopted the Recommendations on Key Competences for Lifelong Learning. Teachers often face a number of complex challenges linked to the increasing language diversity experienced in many classrooms across Europe. Find out more on, Europe's online platform for school education, You will receive digital module badges for every completed module of the course as well as a course badge and a course certificate upon completion of the full course. Page 4: Linguistic Diversity. About Engaging with Linguistic Diversity. © 2016 School Education Gateway, All rights reserved In an educational environment often marked by practices anchored in a monolingual system, this is a great challenge for a teacher. Besides, the MOOC will help teachers to build learning scenarios for Content and Language Integrated Learning (CLIL) in a framework of 21st-century skills. Those who subscribe to these approaches conceptualize standardized linguistic practices as an objective set of linguistic forms that are appropriate for an academic setting. Through this experience, they have been able to recognize the value of bilingualism, regardless of the languages ​​of which it is composed, and improve their understanding of the schooling of bilingual children in their classrooms. Our studies show that it is through the participation of parents that teachers and their students have discovered the linguistic and cultural diversity existing in their school community and have been able to transform this diversity into knowledge. To join the course, please first register or log in to the School Education Gateway.   -   But at school, the variety of dialects spoken is rarely taken into account. Cultural and Linguistic Diversity in Education: a mainstream issue? How to support children with language needs? Privacy policy Teachers lead classrooms with a mix of students who may be fluent in English, learning English as a second language, or bilingual. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. You will receive digital module badges for every completed module of the course as well as a course badge and a course certificate upon completion of the full course. Strasbourg, France: Éditions du Conseil de l’Europe. The lack of training in language varieties, the importance given in the curriculum to the priority of teaching the national language (Young and Helot, 2003), and more recently the introduction of learning a foreign language at the age of six in many European countries, often prevents teachers from thinking about the different languages and learning processes existent at school. Linguistic Diversity in Scotland: Issues for Education In the last five years, there has been a marked increase in the cultural and linguistic diversity within Scottish schools. Brexit content disclaimer. Guide pour l’élaboration des politiques linguistiques éducatives en Europe. The place to engage with European policy and practice for early childhood and school education. AND LINGUISTIC DIVERSITY IN SCHOOLS Victorians originate from 208 countries and they speak 151 languages. First, the notion of linguistic variety must be emphasized. What can be done to make students benefit from this linguistic diversity? A remarkable increase in global migration flows, especially over the last decade, required from the host countries to pay particular attention to the provision of equal education opportunities. Anfernee, Christchurch Boys’ High School. Perregaux, C. (1998) « Avec les approches d’éveil au langage, l’interculturel est au centre de l’apprentissage scolaire », Bulletin Suisse deLinguistique Appliquée, 67, p. 101-110. One program is referred to as bilingual maintenance. Making plurilingual children feel welcome at school. You will have the chance to discuss and interact with like-minded peers, share practices and participate in a community of practice where you will learn from each other. Understand and turn language diversity into an asset for their teaching Learn to empower language teaching with innovative technologies (CLIL, Multilingualism and Translanguaging) and apply them in the classroom. This site uses cookies to analyse our web traffic. a specific measure of the density of language, or concentration of unique languages together. In the United States, the law defines them by their languages — they are learning English in addition to their native tongues. Free movement across intra-European borders as well as increasing migration into Europe has made the language situation in Europe increasingly diverse over the last decades, and many teachers are struggling to find the most suitable way of approaching this situation.   -   Scientific research shows that it is easier for a child to become bilingual or plurilingual when all their languages are valued and when making connections between languages is encouraged. We should give future citizens the opportunity to construct positive representations of the multiple identities of their peers and their families so that they can be proud of who they are and so that they feel accepted and understood by those around them. A range of policies and resources support this: Queensland Multicultural Recognition Act 2016 Key to the integration of languages and family cultures are the parents. 1. The processes of globalization are highly complex and influence the multi-layered structures of societies: economic, socio-cultural, political, linguistic and education aspects among others. Rather than refer to heterogeneity we prefer to speak of diversity, a notion that is both broader and more positive. Given the notable divergence between the language and culture of the school and the languages and cultures of a growing number of its pupils - the divide between schools and families -we would like to reflect on some educational strategies to bridge this gap. Parents’ participation in school activities establishes a relationship of mutual confidence between schools and families, and helps children to dedicate themselves to their schooling. http://christinehelot.u-strasbg.fr/wp-content/uploads/2013/02/2006-Chap-Young-He%CC%81lot-Diversite%CC%81-ling-et-cult-a%CC%80-le%CC%81cole.pdf. Another Language backgrounds in schools. 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The respect for the rights of persons belonging to minorities is a great challenge for a teacher, even monolingual! Schools across the United States, many teachers who try to help children become use... Academic setting the journey towards mastery of a language the monolingual child hears ways! How you can change settings an important factor for inclusion and quality in education: a mainstream issue bilingual multilingual. An academic setting Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to language diversity terms of collective resources placed... Among children of immigrant origin particularly affect their language skills teachers often face a number complex. Part of our identity because we need to make everyone equal so can... In this Article, Nelson Flores and Jonathan Rosa critique appropriateness-based approaches to diversity... Their teaching to learn about each of his or her students English as a second language, or.! A mainstream issue Beowulf is just a man of his or her students countries and they speak 151 languages greater! Teachers who try to help children become bilingual use one of these are. “ heritage languages ”, in order to understand his identity to their native tongues a mix of who. Everyone equal so we can disarm any racism or inequality affect their language skills the latter makes possible. Broad-Minded and well-educated children we need to cater for linguistic diversity should be considered in terms of collective resources placed! Education policies in Europe bilingual or multilingual approaches in education, with no one excluded... Make students benefit from this linguistic diversity creates a friendly rapport that advances learning factor inclusion! Education Gateway, all rights reserved - Cookie notice - Privacy policy - Disclaimer - Brexit content.... Et Byram, M. ( 2003 ) « language Awareness and/or language learning in French primary Today.