the multilingual turn in languages education: a critical movement in education
TRANSCRIPT
Dr Gabriela Meier, Senior Lecturer in Language Education
Durham, October 2016:
Education and Migration: Languages Foregrounded”.
The multilingual turn:
A critical movement in
education
The way we understand languages, the
learners and learning...
... Determines what teachers and learners do in
classrooms – and indeed when making sense of the
world more generally
My own linguistic repertoire and experience
a Swiss-German dialect + 4 languages
In my education
No links made between the curricular languages
extra knowledge of bi/multilinguals ignored
BA translation: teachers use target language only
As a language teacher
Felt inadequate because I was not a ‘native speaker’ of any standard languages I was teaching (German, English, Spanish)
The multilingual turn: Why ‘turn’?
Turns seem to identify trends in society
and recognise theoretical shifts
From social reality…
… to theorising this change
Documentary analysis:
Thematic decomposition analysis
Data set: 21 chapters (documents) in two books
Research question:
In what way are language(s), learners and language
learning conceptualised in the two books?
Findings:
Conceptualisations of
1. Language(s)
2. Multilingualism
3. Learners
4. Learning
5. Teachers
6. Critical perspective
7. Challenges
1) Language(s)
Previous view
stable, standardised, discrete and
separate native-speaker models
Expanded view
as deterritorialised mobile resources
(multi)literacy as power
owned by users
consist of varieties
2) Multilingualism
Previous view
a problem, and exception to be
avoided
Expanded view
as a desirable goal
as a resource for learning
contextual and personal reality
normal condition
3) Learners
Previous view
being confused by bi/multilingualism
being empty vessels or trainable
single stable identities
essentialist categorisation (NS, NNS,
bilingual)
Expanded view
(emergent) bi/multilingual persons
with cognitive advantages
with multiple, dynamic identities
as multilingual social practitioners
with diverse (linguistic) knowledge (funds of knowledge)
in a multilingual eco-system
4) Learning
Previous view
sequential, separate monolingual process with a native-speaker goal and native speaker role models
to
as multilingual social practice
as empowerment for learners and teachers
as development of unpredictable and varied ling. repertoires.
5) Teachers
Previous view
As monolingual native-speaker role models
Expanded view
empowered as bi/multilinguals
as bi/multilingual role models
as language learners
6) The multilingual turn
Consistently critical perspective (all chapters)
goes beyond SLA
problematises knowledge and power relations
straddles literacy, second, minority, migrant and foreign
language learning
emphasises role of languages in all learning.
Critical movement in education (not just language
education)
6) Challenges:
Ingrained monolingual norm
Native speaker aim, sequential acquisition myth, etc.
Perpetuation of this in schools
Lack to teacher guidance
Recognition in practice and theory
The way we understand languages, the
learners and learning...
... Determines what teachers and learners do when
learning languages – and indeed when making sense
of the world more generally
Do we need to rethink
the message we create
through our education
policies, curricula and
practice?
Time to rethink (language) education
The process has started – how can we build on this?
Challenges remain – what can we do about these?
Potential to address division between
linguistic and social groups
Continue transdisplinary work EAL, MFL, TESOL, lang. varieties interdisciplinary
Linking languages across subjects as important tools for learning. crosscurricular
Reflect and discuss our assumptions with students and colleagues to weaken the monolingual norms. (Meier 2016) awareness of consequences.
Tolerating and celebrating linguistic diversity, variety and multilingualism in education and in all people (emergent plurilingualism) valuing all languages
Potential to value different biographies and
trajectories and strengthen multiple identities
We need to develop and recognise partial, multiple and potential language skills (linguistic repertoire) to strengthen social and professional identities.
We need to understand that not all develop the same linguistic repertoire in a predictable and sequential way
We need pedagogies that support the development of unpredictable, dynamic and different linguistic repertoires in one classroom
We need a society that values all multilingual repertoires.
Next steps: Language status planning
Need to challenge the monolingual mindset/norms
Example from Wales
Marketing ‘multilingualism’ as a must-have good
for all
making multilingualism fashionable, normali-
sation of multilingualism (See Twf Gymraeg campaign in
Wales)
Task for whole society
Recognise and mediate fears associated with multilingualism in
a climate of multiple uncertainties.
“the ultimate success of any attempt to imagine multilingual
schools depends on the extent to which advocates of
bilingual [or multilingual] education are able to
communicate their case to families” (Edwards/Pritchard
Newcombe 2006: 148).
Conclusion
The multilingual turn...
... does NOT advocate a laissez-faire attitude!
but my analysis of the chapters...
... emphasises the importance for stakeholders to
understand the consequences of our assumptions, as
they may lead to different expectations, actions and power
distributions of which stakeholders are sometimes not
aware.
Framework for reflection
Meier, G. (2016 forthcoming). "The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection." Applied Linguistics Review.
and / or
Contact: [email protected]
University of Exeter, Graduate School of Education:
MEd, EdD, PhD in TESOL, incl. bilingual/multilingual approaches
Literature
Maalouf, A. (2008). A Rewarding Challenge: How the multiplicity of languages could strengthen Europe. Proposals from the Group of Intellectuals for Intercultural Dialogue set up at the initiative of the European Commission, Commission of European Communities.
Meier, G. (2016 (forthcoming)). "The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection." Applied Linguistics Review.
Edwards, V. / Pritchard Newcombe, L. (2006): Back to Basics: Marketing the Benefits of Bilingualism to Parents. In: Garcia, O. et al. (eds.): Imagining Multilingual Schools: Languages in Education and Glocalization (Linguistic Diversity and Language Rights). Clevedon: Multilingual Matters. 137-149.