the right of learners to quality and equity in education: the role of linguistic and intercultural...

The right of learners to quality and equity in education: the role of linguistic and intercultural competences

Intergovernmental Policy ForumGeneva, 2-4 November 2010

The linguistic and educational integration of children and adolescents from migrant backgrounds: some policy

guidelines, studies and resources

David Little

Intergovernmental Policy Forum, Geneva, 2-4 November 2010

Concept paper

Studies and resources

Language diagnostics in multilingual settings with respect to continuous assessment procedures as accompaniment of learning and teaching

Drorit Lengyel

The linguistic and educational integration of children and adolescents from migrant backgrounds

David Little

Migrant pupils and formal mastery of the language of schooling: variations and representations

Marie-Madeleine Bertucci

Languages of schooling: focusing on vulnerable learners Eike Thürmann, Helmut Vollmer and Irene Pieper

Co-operation, management and networking: effective ways to promote the linguistic and educational integration of children and adolescents from

migrant backgrounds Christiane Bainski, Tanja Kaseric, Ute Michel, Joanna McPake and Amy Thompson

Capitalising on, activating and developing plurilingual and pluricultural repertoires for better school integration

Véronique Castellotti and Danièle Moore

Professional development for staff working in multilingual schools James Anderson, Christine Hélot, Joanna McPake and Vicky Obied

Concept paperConcept paperCouncil of Europe’s general policy orientationCouncil of Europe’s general policy orientationHuman rights, democracy, rule of law Human rights, democracy, rule of law social social inclusion, social cohesion, respect for diversityinclusion, social cohesion, respect for diversityThe responsibility of member states to provide The responsibility of member states to provide appropriate language education for migrants appropriate language education for migrants (Article 19 of European Social Charter refers to (Article 19 of European Social Charter refers to national language of receiving state and migrant’s national language of receiving state and migrant’s mother tongue)mother tongue)White Paper on Intercultural Dialogue (2008)White Paper on Intercultural Dialogue (2008)

Integration a two-way processIntegration a two-way process Need for “a pro-active, structured and widely shared Need for “a pro-active, structured and widely shared

effort in managing cultural diversity”effort in managing cultural diversity” Transversal implications for school educationTransversal implications for school education


Concept paperConcept paperPlurilingual and intercultural educationPlurilingual and intercultural educationBased on recognition that all languages and cultures Based on recognition that all languages and cultures present in the school have an active role to play in present in the school have an active role to play in providing quality education for all learnersproviding quality education for all learnersPlurilingual competence is a consequence of our Plurilingual competence is a consequence of our inbuilt language capacity, so everyone has the inbuilt language capacity, so everyone has the potential to be plurilingual potential to be plurilingual The development of plurilingual and intercultural The development of plurilingual and intercultural competence is one of the foundations of democratic competence is one of the foundations of democratic coexistencecoexistencePlurilingual and intercultural education is not a Plurilingual and intercultural education is not a revolution: it takes account of what already existsrevolution: it takes account of what already exists


Concept paperConcept paperLinguistic and educational integrationLinguistic and educational integrationPolicy development that respects Council of Europe Policy development that respects Council of Europe values and principles values and principles

takes account of the multiplicity of migrants’ linguistic, takes account of the multiplicity of migrants’ linguistic, cultural and educational experiencecultural and educational experience

recognises that the out-of-school linguistic experience of recognises that the out-of-school linguistic experience of migrant children/adolescents is infinitely variablemigrant children/adolescents is infinitely variable

The fact that migrant children/adolescents speak The fact that migrant children/adolescents speak another language outside school does not another language outside school does not necessarily imply that they reject the language of necessarily imply that they reject the language of the school or have a negative attitude to education the school or have a negative attitude to education and integrationand integration


Concept paperConcept paperTeaching migrant languages at schoolTeaching migrant languages at schoolTwo reasons for developing migrant learners’ literacy Two reasons for developing migrant learners’ literacy skills in their home languageskills in their home language

It is a fundamental human right to use one’s “own” It is a fundamental human right to use one’s “own” language, and without literacy skills the use of any language, and without literacy skills the use of any language can only ever be partiallanguage can only ever be partial

The “interdependence hypothesis”: “although the surface The “interdependence hypothesis”: “although the surface aspects (e.g. pronunciation, fluency, etc.) of different aspects (e.g. pronunciation, fluency, etc.) of different languages are clearly separate, there is an underlying languages are clearly separate, there is an underlying conceptual proficiency or knowledge base that is common conceptual proficiency or knowledge base that is common across languages” (Cummins 2008)across languages” (Cummins 2008)

If it is not feasible to provide bilingual programmes, other If it is not feasible to provide bilingual programmes, other means should be sought to develop and exploit migrant means should be sought to develop and exploit migrant learners’ proficiency in their home languagelearners’ proficiency in their home language


Concept paperConcept paperThe language of schoolingThe language of schoolingOECD 2006: Although immigrant pupils “are motivated OECD 2006: Although immigrant pupils “are motivated learners and have positive attitudes towards school … learners and have positive attitudes towards school … [they] often perform at levels significantly lower than [they] often perform at levels significantly lower than their native peers” their native peers” When poor performance at school is language-related, When poor performance at school is language-related, it is attributable above all to difficulties in mastering it is attributable above all to difficulties in mastering academic language academic language -- the terminology and forms of the terminology and forms of discourse characteristic of different curriculum subjectsdiscourse characteristic of different curriculum subjectsResearch distinguishes between conversational Research distinguishes between conversational language (context-embedded) and academic language language (context-embedded) and academic language (context-reduced)(context-reduced)


Concept paperConcept paperTwo Council of Europe toolsTwo Council of Europe toolsCommon European Framework of Reference for Common European Framework of Reference for Languages Languages (Council of Europe 2001)(Council of Europe 2001)

A means of describing language learning outcomes in terms of A means of describing language learning outcomes in terms of language use at six proficiency levelslanguage use at six proficiency levels

Three principal dimensions: language activities, contexts, Three principal dimensions: language activities, contexts, competencescompetences

European Language Portfolio (ELP)European Language Portfolio (ELP) Developed as a companion piece to the CEFRDeveloped as a companion piece to the CEFR Three obligatory components: language passport, language Three obligatory components: language passport, language

biography, dossierbiography, dossier Three pedagogical goals: the development of learner autonomy, Three pedagogical goals: the development of learner autonomy,

intercultural awareness and plurilingualismintercultural awareness and plurilingualism


Concept paperConcept paperTwo Council of Europe tools: Example 1Two Council of Europe tools: Example 1In Ireland all non-English-speaking pupils/students are In Ireland all non-English-speaking pupils/students are provided with two years of English language support provided with two years of English language support delivered on a withdrawal basisdelivered on a withdrawal basisAt primary and post-primary levels support is framed by At primary and post-primary levels support is framed by English Language Proficiency Benchmarks, age-English Language Proficiency Benchmarks, age-appropriate and domain-specific adaptations of the first appropriate and domain-specific adaptations of the first three levels of the CEFRthree levels of the CEFRVersions of the ELP facilitate implementation of the Versions of the ELP facilitate implementation of the Benchmarks (learner identity, autonomy)Benchmarks (learner identity, autonomy)Assessment kits based on the Benchmarks allow schools Assessment kits based on the Benchmarks allow schools to monitor pupils’/students’ progressto monitor pupils’/students’ progressAn ambitious empirical research project has recently An ambitious empirical research project has recently confirmed the robustness of the primary Benchmarksconfirmed the robustness of the primary Benchmarks


Concept paperConcept paperTwo Council of Europe tools: Example 2Two Council of Europe tools: Example 2Curriculum Framework for Romani Curriculum Framework for Romani (CFR)(CFR)

Developed as part of the Council of Europe’s comprehensive Developed as part of the Council of Europe’s comprehensive approach to Roma and Traveller issuesapproach to Roma and Traveller issues

Designed to support the formal teaching of Romani in a wide Designed to support the formal teaching of Romani in a wide range of educational contextsrange of educational contexts

Adapts the first four proficiency levels of the CEFRAdapts the first four proficiency levels of the CEFR Organised according to themes, situations and contexts relevant Organised according to themes, situations and contexts relevant

to Roma society and cultureto Roma society and culture

Two adaptations of the ELP, for learners aged 6Two adaptations of the ELP, for learners aged 6--11 and 11 and 1111--1616The CFR piloted in Sweden and the Czech Republic, and The CFR piloted in Sweden and the Czech Republic, and currently the focus of a support activity of the ECML currently the focus of a support activity of the ECML involving Austria, Czech Republic, Finland, Serbia, Slovak involving Austria, Czech Republic, Finland, Serbia, Slovak RepublicRepublic


Concept paperConcept paper

Some other frameworksSome other frameworksAustraliaAustralia

Victoria: Victoria: Essential Learning Standards Essential Learning Standards that define the that define the competences to be achieved in the course of competences to be achieved in the course of compulsory education; compulsory education; English as a Second Language English as a Second Language (ESL) Companion(ESL) Companion that focuses on the needs of learners that focuses on the needs of learners for whom English is not a home languagefor whom English is not a home language

Queensland: bandscales for reading, writing, speaking Queensland: bandscales for reading, writing, speaking and listening to guide the integration of Aboriginal and and listening to guide the integration of Aboriginal and Torres Strait Islander learnersTorres Strait Islander learners

United StatesUnited States TESOL (Teachers of English to Speakers of Other TESOL (Teachers of English to Speakers of Other

Languages) has published Languages) has published ESL Standards for Pre-K-12ESL Standards for Pre-K-12


Concept paperConcept paper

Some other frameworksSome other frameworksUnited KingdomUnited Kingdom

NALDIC (the National Association for Language NALDIC (the National Association for Language Development in the Curriculum) has developed Development in the Curriculum) has developed descriptors for use in the formative assessment of descriptors for use in the formative assessment of primary pupils from migrant backgroundsprimary pupils from migrant backgrounds

CanadaCanada Ontario Ministry of Education is currently developing Ontario Ministry of Education is currently developing

Steps to English Proficiency (STEP), a tool for monitoring Steps to English Proficiency (STEP), a tool for monitoring and assessing pupils for whom English is not a home and assessing pupils for whom English is not a home languagelanguage


Studies and resourcesStudies and resources Successful integration of migrant children/adolescents is Successful integration of migrant children/adolescents is

likely to depend on a language education policy that likely to depend on a language education policy that respects the reciprocity of the integration process and is respects the reciprocity of the integration process and is explicitly associated with non-educational aspects of explicitly associated with non-educational aspects of integration policyintegration policy

The principle that integration is a reciprocal process has The principle that integration is a reciprocal process has consequences for individuals at a succession of consequences for individuals at a succession of institutional and community levelsinstitutional and community levels Pupils and teachers in classroomsPupils and teachers in classrooms Pupils and their parents, teaching and non-teaching staffPupils and their parents, teaching and non-teaching staff Principals and other managers at the level of the schoolPrincipals and other managers at the level of the school Staff of all kinds in community organisations and in local, Staff of all kinds in community organisations and in local,

regional and national institutions regional and national institutions

The studies and resources that accompany the concept The studies and resources that accompany the concept paper seek to take account of these levelspaper seek to take account of these levels


Language diagnostics in multilingual settingsLanguage diagnostics in multilingual settings

Effective language support depends on diagnosis of Effective language support depends on diagnosis of migrant pupils’ proficiency in the language(s) of migrant pupils’ proficiency in the language(s) of schooling and their home language(s)schooling and their home language(s)

Diagnosis is Diagnosis is essential when pupils first enter school and at points of essential when pupils first enter school and at points of

transition from one stage of education to the nexttransition from one stage of education to the next appropriate at other times, e.g. at the end of each school yearappropriate at other times, e.g. at the end of each school year

The study by Drorit Lengyel The study by Drorit Lengyel summarises the principles that underlie diagnostics in summarises the principles that underlie diagnostics in

language educationlanguage education describes some of the available approachesdescribes some of the available approaches explains how they can be implementedexplains how they can be implemented

Some of the tools described can be used to explore Some of the tools described can be used to explore pupils’ competence in their home language(s)pupils’ competence in their home language(s)


Languages of schooling: focusing on Languages of schooling: focusing on vulnerable learnersvulnerable learners

Educational success depends on mastery of the Educational success depends on mastery of the varieties of academic language that constitute the varieties of academic language that constitute the fabric of the different curriculum subjectsfabric of the different curriculum subjects

Research has shown that as well as migrants, pupils Research has shown that as well as migrants, pupils from socially and economically disadvantaged from socially and economically disadvantaged backgrounds tend to find this challenge difficult to backgrounds tend to find this challenge difficult to overcomeovercome

Because knowledge is virtually inseparable from the Because knowledge is virtually inseparable from the language that embodies it, all teachers should be language that embodies it, all teachers should be language teachers in the sense that they are sensitive language teachers in the sense that they are sensitive to the language of their subject(s) and explicitly help to the language of their subject(s) and explicitly help their learners to master ittheir learners to master it

The study by Eike Thürmann, Helmut Vollmer and The study by Eike Thürmann, Helmut Vollmer and Irene Pieper elaborates on this themeIrene Pieper elaborates on this theme


Migrant pupils and formal mastery of the Migrant pupils and formal mastery of the language of schoolinglanguage of schooling

When migrant children and adolescents arrive in their When migrant children and adolescents arrive in their host country knowing nothing of the language of host country knowing nothing of the language of schooling, they must simultaneously master schooling, they must simultaneously master conversational and academic varieties of the languageconversational and academic varieties of the language

Second and third-generation migrants typically face a Second and third-generation migrants typically face a different challenge: they may be conversationally fluent different challenge: they may be conversationally fluent in the language of schooling, but their mastery of in the language of schooling, but their mastery of literacy in the standard language may be impeded by literacy in the standard language may be impeded by the presence of deviant forms in their idiolectthe presence of deviant forms in their idiolect

Marie-Madeleine Bertucci’s study illuminates this Marie-Madeleine Bertucci’s study illuminates this problem with reference to the written French produced problem with reference to the written French produced by such learners and challenges linguists to carry out by such learners and challenges linguists to carry out similar studies for other languages.similar studies for other languages.


Capitalising on, activating and developing Capitalising on, activating and developing plurilingual and pluricultural repertoiresplurilingual and pluricultural repertoires

The Council of Europe views the plurilingualism of The Council of Europe views the plurilingualism of individuals and the multilingualism of societies as individuals and the multilingualism of societies as positive assetspositive assets

The Languages in Education/Languages for Education The Languages in Education/Languages for Education project believes that it is the responsibility of project believes that it is the responsibility of educational systems to help pupils realise their educational systems to help pupils realise their plurilingual potential along with their other potentialsplurilingual potential along with their other potentials

The study by Véronique Castellotti and Danièle Moore The study by Véronique Castellotti and Danièle Moore focuses on ways of recognising, developing and focuses on ways of recognising, developing and exploiting migrant pupils’ plurilingual repertoires and exploiting migrant pupils’ plurilingual repertoires and provides links to resources developed in a number of provides links to resources developed in a number of countries and languagescountries and languages


Professional development for staff working in Professional development for staff working in multilingual schoolsmultilingual schools

If all children and adolescents of school-going age have a right to quality education, teachers, principals and other school staff have a right to quality formation

Pre- and in-service teacher education needs to equip teachers to cope with multilingual/multicultural classrooms and become efficient agents for developing the language of schooling

Systems of continuing professional development for principals and other school staff need to provide information that helps these actors to perform their roles in an appropriately supportive way

James Anderson, Christine Hélot, Vicky Obied and Joanna McPake provide a comprehensive overview of available resources


Co-operation, management and networkingCo-operation, management and networking

Successful linguistic and educational integration Successful linguistic and educational integration depends on depends on cooperation between pupils, their parents, teachers and other cooperation between pupils, their parents, teachers and other

school staffschool staff effective leadership and efficient management within the effective leadership and efficient management within the

schoolschool the establishment of effective links with the community to the establishment of effective links with the community to

which the school belongswhich the school belongs

The text prepared by Christiane Bainski, Tanja Kaseric, The text prepared by Christiane Bainski, Tanja Kaseric, Ute Michel, Joanna McPake and Amy Thompson is Ute Michel, Joanna McPake and Amy Thompson is concerned with the structures and procedures that concerned with the structures and procedures that shape cooperation, management and networking, shape cooperation, management and networking, providing an overview of these dimensions and a large providing an overview of these dimensions and a large number of links to online resourcesnumber of links to online resources


And finally …And finally …

Language Education Policy ProfileLanguage Education Policy ProfileThe Council of Europe offers member states a service The Council of Europe offers member states a service known as the Language Education Policy Profileknown as the Language Education Policy ProfileThe LEPP process gives member states (or regions or The LEPP process gives member states (or regions or cities in member states) an opportunity to undertake an cities in member states) an opportunity to undertake an evaluation of their language education policy in dialogue evaluation of their language education policy in dialogue with Council of Europe experts with a view to focusing on with Council of Europe experts with a view to focusing on possible future developmentspossible future developmentsThe linguistic and educational integration of children and The linguistic and educational integration of children and adolescents from migrant backgrounds can be addressed adolescents from migrant backgrounds can be addressed as part of a LEPP; alternatively it can be the profile’s sole as part of a LEPP; alternatively it can be the profile’s sole concernconcern


the right of learners to quality and equity in education: the role of linguistic and intercultural...

Documents

intercultural education

concept paper linguistic

concept paper plurilingual

appropriate language

development of plurilingual

language of schooling

role of linguistic

policy guidelines