Understand and be curious about the diversity of languages among students in your school. Foster an environment where multilingualism is seen as a valuable skill.Utilise resources such as WoLLoW and WAM, which are designed to help schools in their journey of supporting multilingual...
Jacob Huckle, Head of EAL at an international school; part-time doctoral student, University of Bath, UK According to the latest school census, 19.3 per cent of students in England’s schools are learning English as an additional language (EAL), which is around 1.6 million students (Explore Education Statistics, 2021). Although there is no specific data, it’s […]
Shutterstock Multilingualism and Linguistic diversity Information and knowledge are key determinants of wealth creation, social transformation, and human development. Language enables the delivery of information and knowledge coded in different sociocultural, political, and economic contexts.
The education sector is undergoing a major upheaval, as teachers and students all over the world are shifting to the online classroom. While there are many factors that schools need to consider in developing their online provision, it is also important to consider how to continue to serve the needs of our language learner students. Many schools use in-class (integrated) support for language learner students (EAL/ELL) and this model is more difficult to use in the online enviroment. While there i
The world of education is very interested in ideas around diversity, equity, inclusion, and decolonising the curriculum right now. International education is no exception, and in many ways, may even have more stake in these discussions. Despite this growing interest in the fundamental rights of children to see themselves and their lived experiences centred in the curriculum, there is still a significant gap in the narrative when it comes to languages. If diversity means including other viewpoint
ECML webinar for parents/carers, teachers and others involved in supporting the home learning of children and young people, especially those whose first language is not necessarily the language of schooling
The Covid pandemic continues to dominate our lives and although schools in some countries are open again, there are still many young people who are learning from home, on a full or part-time basis. Linking to the theme of learner autonomy from the previous ECML webinar, Covid-19 and language education: Two challenges, one response, this latest webinar will focus on resources for the home-schooling of children and young people and how these can be successfully adapted to meet the needs of learners whose first language is not the language of schooling.
Déirdre Kirwan, ECML expert within the project Inspiring Language Learning – why it matters and what it looks like for children age 3 to 12 years and co-author of Engaging with Linguistic Diversity: A Study of Educational Inclusion in an Irish Primary School (2019), will present a range of practical ideas, many of them from the ECML’s Treasure Chest of Resources for learners, parents and teachers, which help ensure that home learning:
- is learner-centred, motivating and fun for everyone involved - develops learners’ plurilingual repertoires - not only the language of schooling, but foreign languages and children’s home languages - supports young people’s wellbeing despite social isolation - gives parents/carers confidence in supporting their children’s learning - includes self-management tools to develop learner autonomy and track progress
Discussion of the role of explicit knowledge of language in language acquisition and language use. Noam Chomsky and Stephen Krashen April 6, 2020 hosted by IZ Education Center, Zanjan, Iran.
Over the years that I've been working with schools (many!) I've struggled to define clearly what excellent EAL provision should look like in a generic sense. Taking a context-embedded approach, design for EAL provision has always been innately linked to the school context in terms of location, staffing, students, and other factors that impact language programming. While this bespoke approach works for each indivudual school, it's not helpful in developing a generalisable model that any school co
“I am my language. Until I can take pride in my language, I cannot take pride in myself.”(Anzaldúa, 1987) With these words, the noted scholar Gloria Anzaldúa challenges educators to affirm and accept a student’s unique characteristics, to accept the language variety the student brings from home, and to build on and honor their linguistic heritage. These words emphasize that language is at the heart of how we present ourselves and how others see us (Gonzalez, 2005). Yet while the days are long gone when teachers rapped children’s knuckles for speaking Spanish or changed their names from Yu Ling to
Jacob Huckle, Head of EAL at an international school; part-time doctoral student, University of Bath, UK According to the latest school census, 19.3 per cent of students in England’s schools are learning English as an additional language (EAL), which is around 1.6 million students (Explore Education Statistics, 2021). Although there is no specific data, it’s […]
In what has fast become one of the most diverse communities in the country, a teacher learns to be aware of the many cultures that make up her kindergarten class.
There are many reasons why we should expand our horizons and learn a second language. People love to communicate and it is so much more rewarding when you can do so in the other person’s own language. It makes the other more welcoming and eager to help.
Talk of Prof. Ph.D. Ofelia García on the subject "Translanguaging" during the Multilingualism & Diversity Lectures 2017.
- Translanguaging is the use of the full linguistic repertoire “without regard for watchful adherence to the socially and politically defined boundaries of named languages”. - Oftentimes, it is assumed that bilinguals have one dominant language, and thus there is a hierarchical relationship between their known languages. - Bisection of the natural available meaning-making-system of a child (for bilinguals) should be encouraged. - A translanguaging classroom takes the student’s unitary linguistic system into account. It offers the opportunity to deploy the full linguistic repertoire.
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The talk was recorded during the international ring lecture MuDiLe (Multilingualism and Diversity Lectures) 2017 which took place at the University of Hildesheim (Bühler Campus) from 6/7/2017 to 9/7/2017. We had the honour of hearing the interesting and inspiring talks of internationally relevant academics. Ofelia Garcia, who is Professor at the City University of New York – The Graduate Center, Urban Education Program, was one of them and talked about multilingual acquisition through a translanguaging lens. This lecture is in cooperation with the Competence Area V Social Inequalities and Intercultural Education (SINTER) of the Excellence Initiative of the University of Cologne.
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