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Empowering minority Empowering minority languageslanguages

Theodoros Maniakas, Ph.D.State School Advisor

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The dynamics of educationThe dynamics of education

1. transmission of cultural and social knowledge 2.  self-development at the level of personal

awareness, knowledge, and critical understanding 3.  fostering a positive societal change 4 inculcating loyalty to the system 5. training a new set of leaders, thinkers,

entrepreneurs, etc. 6. preparation for the workplace, consumerism,

and citizenship; 7. reproduction of the social order

(A.Fleras & J.L. Elliott, 1992)

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New and old cultureNew and old culture

Newcomers have to adapt to a new dominant culture, accept new ethics and go through the process of

acceptance, satisfaction, integration and assimilation

(E. Gavaki, Th. Maniakas 1983).

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Two possibilities out of manyTwo possibilities out of many

Remain silent and invisible, their language and culture have to be kept at home

ORSmooth integration process: Not to lose

one’s identity but to keep it in order to fully and equally function in the new society

* Aspect of prestige / power is present

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Disempowering vs. empowering process Disempowering vs. empowering process

40 – year – old policy40 – year – old policy

linguistic diversity is an “inestimable enrichment that (Canadians) cannot afford to lose. The dominant culture can only profit from the influence of these other cultures. Linguistic variety is unquestionably an advantage and its beneficial effects on the country are priceless”. (Royal Commission on Bilingualism and Biculturalism, 1971).

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Some objectives of multicultural educationSome objectives of multicultural education (Cummins 1999).(Cummins 1999).

1.   * To diminish the ethnic problem wherever there is one

2.   * To eliminate discrimination and promote intergroup harmony

3.    * To foster a genuine equality and justice for ethnic minorities

4.    * To improve intercultural sharing, understanding and communication.

 

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Two empirical axioms:

We are teachers, educators, we have to teach, to show the way, by example ; to be the role model, the mentors of ALL our students.

Relations between teachers and students, as well as among students, have a greater importance for the scholastic / educational progress than any other teaching method.

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Identity and learning are based uponIdentity and learning are based upon

The need for “sense of self” / an identity. belonging to a group (ethnocultural club) an association a “church”, fulfilling metaphysical and / or

religious functions, a benevolent society to care for the poor and

needy, a school for the heritage language, a club for the ethnic dances, sports club Restaurants / markets for traditional food

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To improve intercultural sharing, understanding and To improve intercultural sharing, understanding and

communication, just think that : communication, just think that :

even the simple fact that they (allophones) speak additional languages (besides Greek, English, French / German, they speak better Russian, Georgian, Albanian, Armenian, Turkish, Polish) constitutes a talent, an ability, an asset, a non-negligible set of knowledge that is there and must be preserved ; it is part of the multicultural, intercultural society we live in.

Skutnabb – Kangas (1976)

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Why learn AND use mother tongueWhy learn AND use mother tongue

When speakers of other languages are able to speak their mother tongue well enough, then they can learn anything ! Because in this way they would know who they are since they can speak their mother tongue. In other words: they relate to an identity.

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Bilingual proficiency models (Cummins )Bilingual proficiency models (Cummins )

Separate Underlying ProficiencyAbilities in L1 cannot be transferred to L2, because they are exclusive abilities.

Common Underlying Proficiency Abilities in L1 can be transferred to L2, provided

both L1 and L2 are kept.

Transfer of conceptual knowledge from and to L1 - L2

Underlying Cognitive Academic Proficiency, common in two or more languages.

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Perspectives in Multicultural Education Perspectives in Multicultural Education (ME)(ME)

ME as Compensation: Education of the ethnoculturally different. Aims at assimilation of ethnic minorities into the mainstream.

ME as Enrichment : Education about cultural differences. Cultures stripped of their historical context.

ME as Enhancement : Education for cultural pluralism. Tolerance for diversity, cultural relativism, non-ethnocentrism.

ME as Empowerment : Education for justice and equity

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Two important aims for the development of the Two important aims for the development of the student’s personality.student’s personality.

a. to learn to increase and develop and keep his / her identity ( to know who he/she is, to accept himself/ herself the way that he/she is and to accept his/her past as is.

b. to learn to accept the fact that he/she is different from the others and to be proud for this individuality and uniqueness

H.v.Hentig 1972 and G. Becker 1980

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Principles to keep in mindPrinciples to keep in mind

we are all equal in our differences cultural diversity is here to stay and it

must stayeducation for empowerment in a diverse

society everyday is a Respectday Stay away from xenophobia (that leads to

ethnocentrism and racism)

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Activities that can help in this directionActivities that can help in this direction

Involve the parents in the school life Respect students’ names = personalities Organize classes for the heritage languages Include all cultures in artistic, athletic events School festivals (music, dance, food ) for all School newspaper with articles in various

languages “Other Language Stories” translated into

English In short : value the Other (person &

language)

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Why during English class ?Why during English class ?

Neutrality of the English language ; being international, beyond ethnic boundaries

the prestige, the appealing power it exerts on the youth, its immediacy ;

We’ve got the tools (books, teaching aides, multimedia resources, teacher training)

after all, we have to start from somewhere…

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Bibliographical References 1Bibliographical References 1 Apple, M.W. (1979) Ideology and Curriculum London :

Routledge and Kegan Paul Anderson, A. and Frideres, J. (1981) Ethnicity in Canada:

Theoretical PerspectivesToronto : Butterworths Banks, J.A. (1981) Multiethnic Education : Theory and

Practice . Boston : Allyn and Bacon Cummins, Jim (1996) Negotiating Identities : education for

empowerment in a diverse society . Los Angeles : California Association for Bilingual Education

Cummins, Jim (1999) Ταυτότητες υπό Διαπραγμάτευση : εκπαίδευση με σκοπό την ενδυνάμωση σε μια κοινωνία της ετερότητας (Επιμέλεια Ελένη Σκούρτου, Μετάφραση Σουζάνα Αργύρη, Αθήνα : Εκδόσεις Γκούτενμπεργκ)

Cummins, Jim and Danesi, Marcel (1990) Heritage Languages Toronto: Garamond Press.

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Bibliographical References 2Bibliographical References 2 Edwards, J. (1985) Language, Society and Identity London :

Basil Blackwell Fishman, J. (1989) Language and Ethnicity in Minority

Sociolinguistic Matters Clevedon, England : Multilingual Matters Ltd.

Fleras, A. and Elliott, J. L. (1991) Multiculturalism in Canada : The challenge of diversity Scarborough, ON. : Nelson Canada

Gavaki, E.and Maniakas, Th. (1983) Immigrant integration process Working Papers in Linguistics, McGill U, Montreal

Theodore M. Maniakas (1991) Ethnolinguistic Reality of Montreal Greeks, Ph. D Thesis for the Dept. of Ethnolinguistics, University of Montreal.

Skutnabb – Kangas, T. & Cummins, Jim (eds.) (1988) Minority Education : From shame to struggle. Clevedon, England : Multilingual Matters Ltd.

Skutnabb – Kangas, T. & Toukomaa, P. (1976) Teaching migrant children’s mother tongue and learning the language of the host country. Helsinki : The Finnish Commission for UNESCO.