taaldiversiteit in het onderwijs linguistic d iversity in education
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Taaldiversiteit in het Onderwijs Linguistic D iversity in Education. Dr. Alex M.J. Riemersma Lector Frisian & Multilingualism in Education [email protected] Ems -Dollard Regiodag Groningen,22 November 2012. Overview. Global Linguistic Diversity - PowerPoint PPT PresentationTRANSCRIPT
Taaldiversiteit in het Onderwijs Linguistic Diversity in Education
Dr. Alex M.J. Riemersma Lector Frisian & Multilingualism in Education
[email protected] Regiodag
Groningen,22 November 2012
Overview
• Global Linguistic Diversity • Individual bi- and plurilingualism• Transfer & Translanguaging• Multilingual Education:
why, what, how, results• Language Policy at School
Startvragen
• Waar denkt U aan bij:
• Taaldiversiteit in het onderwijs• Taalgericht vakonderwijs• Meertalig onderwijs• Schooltaalbeleid
Global Linguistic Diversity
• Globe: 6,000 Languages (in oral use)
• Unesco Language Vitality Index (2009): more than 2,500 languages (in oral use)endangered / threatened with extinct in 21st century
Global Linguistic Diversity
• 600 à 700 Languages with basic infrastructure: Orthography, Dictionary, Grammar Book
• 475 Languages with complete Bible translation + 1,240 languages with New Testament + 823 languages with (small) part of Bible
Unesco Language Vitality
Language Vitality factors (6)
• Intergenerational transmission• Absolute number of speakers• Proportion of speakers within total
population• Trends in existing domains• Response to new domains & media• Materials for Education and Literacy
Language Vitality factors (3)
• Governmental and Institutional Language Attitudes & Politics
• Community Member’s Attitudes towards their own languages
• Documentation (& corpus planning)
Degrees of Endangerment• 5: safe
The language is used by all ages, from children up. • 4: unsafe
The language is used by some children in all domains; it is used by all children in limited domains.
• 3: definitively endangered The language is used mostly by the parental generation and up.
• 2: severely endangered The language is used mostly by the grandparental generation and up.
• 1: critically endangered The language is used mostly by very few speakers, of great-grandparental generation.
• 0: extinct There exists no speaker.
Language Planning Key Words
State: Citizen:
Capacity Command
Opportunities Use
Desire / Plan Will
International organisations
• United Nations (195 member states): 6 working languages:Arabic, Chinese, English, French, Russian, Spanish
• Council of Europe (47 member states):6 working languages:English, French (documents)German, Italian, Russian, Spanish (interpretation)
European Linguistic Diversity
EU Language Policies
• Mother tongue + 2 other languages• Individual Multilingualism as an asset
> (2) Mother tongue + 2 (or more)• Lifelong Learning Program (2007-2013)
> Erasmus for All (2014-2020)
European Policies: EU• European Treaty:
“EU respects the religious, cultural and linguistic diversity.”
• Definition “Mother tongue” = state language• Principle of “subsidiarity”
is in favour of national languages.• “All languages are equal” > “mainstreaming”
is in fact in favour of English (only) !
Individual bi- and plurilingualism
• 65% of world population uses more than one language in every day life
• 10% of EU population speaks a minority language
• Millions of migrant language speakers
Individual bi- and plurilingualsm
• Handicap for happiness? • Asset for successes in:
> cognitive> character> communication> culture> career
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Old theory / ferâldere ideeën
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New theory / nij ynsjoch
Ice berg by Jim Cummins
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding
Triple Ice berg and Common Underlying Proficiency
Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding
Why multilingual education?• Mother tongue development• Cognitive developments• Easier third language acquisition• Flexible communication:
> social participation> economic success: career & cash
• Cultural heritage/language maintenance
Foreign language learning
• Original status & function:> Elite – mainly in reading and writing> Cultural purposes
• Changing towards:> All students and adults: “M + 2”> Global communication – oral use & ict
Development of multilingual education in 20th century
• Neglect of mother tongue > submersion
• Transitional bilingualism> subtractive bilingualism
• Equal footing / immersion > additive / full bilingualism
Goals of Multilingual Education
• Cultural heritage of home language• Transition towards national language
versus:• Language maintenance & development• Full bilingualism / biliterate
Characteristics of Multilingual Education
• Goal oriented > language development> full bilingualism & biliteracy
• Subject & use (medium of instruction)• Communication & culture• Continuous curriculum
Models of multilingual education
• One person / one language > identification with ‘native speaker’
• Split of time > language rich input • Division of subjects > task specific &
CLIL: content & language integrated learning• Immersion (in the weaker language)
Immersion versus CLIL• Immersion:• from (pre-)school onwards• more than 50% teaching time• native speakers as teachers• CLIL:• Mainly in secondary education• Less than 50% of teaching time• Non-native speakers as teachers
Actors at Macro + Meso level• Macro (national and international):
conflicting policies • National: stress on national language only
discouraging regional and migrant languages• International: EU-/ CoE-policy: mother tongue + 2• Meso (school level): reflects conflicting policies• Concept of Multilingual Education (ME) fits better
to EU- & CoE-policy CLIL & Immersion
Reitze Jonkman en Alex Riemersma
Bilingual Education in the Netherlands
• NO migrant language education• Primary school: English obligatory
+ 650 schools “Early language learning”• Secondary school: English + one
+ 160 schools with English – CLIL + 2 schools with German - CLIL
Why Language Policy at School?
• Changing world(s):mobility & experiences
• Position school in multilingual context• Awareness raising on linguistic
diversity: minority & migrant languages• Integrated teaching & learning
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What Language Policy at School?
• “Every teacher is a language teacher”• Integrated Teaching & Learning• Comparability of:
- teachers’ didactics- students’ results- schools’ results in the region
• Visibility of languages: source & target•
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Language Policy at School
• Vision on school as:- “language rich school” / TTO / VVTO- Bi-, tri- or multilingual school
• Agreements on language use:- internal communication at school- internal communication in the class room- external communication: orally and in writing (f.e. on the school website)
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Professional Competencies Language Policy at School
• In service training aiming at qualified teachers (competencies) towards: “Every teacher is a language teacher”
• Language support for subject teachers (f.e. native speakers)
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Professional Co-operation Language Policy at School
• Transfer: (implicit) use of various languages • Translanguaging:
acquisition of knowledge in one language, use and present in another language
• CLIL: Content & Language Integrated Learning
• Comparison of Languages:grammar, vocabulary, pragmatics
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Activities on Language Richness of the School
• Thematic week on Linguistic Diversityincluding RMLs & IMLs
• Weekly Presentation of a student’s language and its culture
• Special activities language acquisitionf.e. Language Village
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Actors for multilingual education
• Educational authorities (national, regional, local school board)
• School principals & management• Class room teachers• Parents & students• Social and cultural environemnt
Micro (school & class room)• Teamwork of teachers of subjects and medium of
instruction > integral approach• Common descriptors of language command in the
target languages > CEFR + Language Portfolio• Comparable testing methods
> student monitoring system• Learning strategies of pupils based on
translanguaging and language use
Reitze Jonkman en Alex Riemersma
Ambitions of lectureship• Continuity of Multilingual Education
from primary to secondary education; adequate teacher training
• Didactic approach for teacher training:- effective & integrated learning- aiming at results
• Language portfolio:- languages integrated - curriculum oriented
Reitze Jonkman en Alex Riemersma
Ambitions of lectureship• Development of measurement tool for
comparable results of language command:- Frisian – Dutch - English;Reference levels: - CEFR: Common European Reference Level (Council of Europe)- DFR: Dutch national reference levels - Anglia-levels / Me!English- Frisia-level
Reitze Jonkman en Alex Riemersma
CEFR & Anglia
Comparative levels
Levels DFR & CEFR, Anglia & Frisia DFR 1F 2F 3F 4F
CEFR A1 A2 B1 B2 C1 C2
Anglia Junior Intermediate
Frisia Start Stap 1 Stap 2 Stap 3
Relevant literature
• M. Hajer & Th. Meestringa, Handboek Taalgericht Vakonderwijs.
• H. Paus e.a., Dertien doelen in een dozijn. Een referentiekader voor taalcompetenties van leraren in Nederland en Vlaanderen. Nederlandse Taalunie.
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• Eskerrik asko
• Mange Takk
• Diolch
Tankewol
• Trugarez
• Grazia
• Graciis
• Dankscheen
• Mercé plan
• Kiitos
• Köszönöm
• Multimesc
Thank you
• Hvala
• Dankuwel
TankewolTankewol