Language for Social Cohesion: Toward Plurilingualism and Pluriculturalism in … · 2021. 4....
Transcript of Language for Social Cohesion: Toward Plurilingualism and Pluriculturalism in … · 2021. 4....
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Language for Social Cohesion: Toward Plurilingualism and Pluriculturalism
in Language Education
Angelica [email protected]
May 31, 2018Fredericton, NB, Canada
4th Policy Forum on Strength through Diversity
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Outline
o Key Issues in Language Education
o Plurilingualism as Pedagogy
o Findings from a Study in Canada: Benefits and Challenges of Plurilingual Instruction
o Future Directions and Implications
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Key Issues
Canada is officially bilingual (English/French) but languages are often seen as separate entities
Despite its bilingual nature, language education is typically delivered in a monolingual way
Number of immigrants and refugees continue to grow
Number of immigrant languages is on the rise
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2011 - 2016
Number of speakers of an immigrant language as a mother tongue increased
from 6.8 to 7.7 million (13%)
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2016
More people speak an indigenous language as an additional language (228,770) than as a mother tongue
(213,225)
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Over 200 languages are spoken in Canada
Nearly 60 indigenous and 140 immigrant languages
Monolingualism is the exception
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Toronto: Multilingual Setting46% speak an immigrant language as a first language(Statistics Canada, 2016)
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Learning one language as an attempt to blend in is not
compatible with a society
that is increasingly
diverse
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How can language educators address the needs of an
increasingly linguistically and culturally diverse society?
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Monolingual Bilingual Multilingual
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Plurilingualism(Coste, Moore & Zarate, 2009; Council of Europe, 2001, 2018; Marshall & Moore, 2016;
Piccardo, 2013; Canagarajah, 2009; Taylor & Snoddon, 2013)
ى
Português
English Español
中文
عربى
Français Inuktitut
한국어
Italiano
CreeΕλληνικά
Creole
עבִרִית Deutsche
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Plurilingualism & PluriculturalismCouncil of Europe, 2001, 2018
Language/culture integration rather than separation
Heterogeneity rather than homogeneity
Competence in the languages/cultures vary
The “native speaker” model is unrealistic
Mix of languages/cultures rather than purity
Individuals have one repertoire with several languages/cultures
Encourages people to learn additional languages/cultures
Individuals have agency over their linguistic and cultural repertoire
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Good ClassroomPractices
Cross-cultural comparisons(CoE, 2001; 2017)
Comparons nos langues(Auger, 2004)
Languaging(Swain, 2006; 2010)
Translanguaging(Williams, 1994; 1996; Cenoz & Gorter, 2015)
Intercomprehension(Doyé, 2005)
Exploration of linguistic and cultural landscapes(CoE, 2001; 2017)
Harnessing full repertoire(Piccardo, 2013; 2017)
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Canadian Study
What are affordances and challenges of plurilingual instruction compared to
monolingual instruction?Three Main Areas
1. Plurilingual and Pluricultural Competence2. Academic Vocabulary Retention3. Overall Affordances and Challenges
(Galante, forthcoming)
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English Language Teachers Delivered Two Different Types of Instruction
Treatment Group Plurilingual
Comparison Group Monolingual
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Student Participants
Treatment Group Plurilingual
Comparison Group Monolingual
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Plurilingual Tasks Used are Available at
www.breakingtheinvisiblewall.com
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Instruments1. Demographic Questionnaire (T & C)2. Plurilingual and Pluricultural Competence Scale (PPCS) (T & C)3. Weekly Learner Diary Entries (T)4. Classroom Observations (T) (start, mid-point, end)5. Focus Groups (T)6. Teacher Interviews (T & C)7. Vocabulary Test (T & C)
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PPC Scale
24 items
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What are potential affordances and
challenges of plurilingual instruction?
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Finding 1
Plurilingual instruction has a positive effect on students’ plurilingual and pluricultural competence over time
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Students who received
plurilingual instruction had an increase on pluirlingual and
pluricultural competence
over time
T1:treatment(M=2.97,SD=.30)andcomparison(M=2.95,SD=.32),t(127)=.33,p=.74.T2:treatment(M=3.15,SD=.28)andcomparison(M=3.02,SD=.32),t(127)=2.52,p=.013
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Finding 2
Plurilingual instruction has a positive effect on students’ academic
vocabulary retention
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StudentswhoreceivedplurilingualinstrucEonhadhighervocabularyscoresattheendofthelanguageprogram
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Treatment Comparison
Treatment (M=6.14, SD=1.50) and comparison (M=5.36, SD=1.57); t(127) = 2.81, p = .006
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Finding 3
Plurilingual instruction has several affordances
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Students’ Perceptions of Affordances of Plurilingual Instruction
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Teachers’ Perceptions of Affordances of Plurilingual Instruction
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First of all, I would really like to say that I am really impressed about this task. Since in normal practices that we are doing in the class does not show us how deep and different can be another culture. I have been in the same class with these students for such a long time and I didn’t know that China has totally different dialects from province to province. Moreover, this task was really useful for communicating and learning my group mates interests and abilities. I am really happy, I wish we will have more tasks like this one. Sunshine
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Challenges
Schools’ English-only Policy
Shift from Monolingual to
Plurilingual Mindset
Lack of Support from Policy and
School Administrators
Lack of Training in Plurilingual
Instruction
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Future Directions and Implications1. Practical application of plurilingualism is a
challenge2. Inclusion of plurilingualism in teacher
education is needed3. Teachers need to be supported by policies
and school administration4. Teachers who have a monolithic mindset may
face more challenges5. A paradigm shift is needed
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From Monolingual
and Monocultural
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To Plurilingual
and Pluricultural
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For more information:www.breakingtheinvisiblewall.com
Gracias Grazie
ObrigadaMiigwetch
Merci
Спасибо
唔該
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References• Auger, N. (2004). Comparons nos langues. Démarche d’apprentissage du français
auprès d’enfants nouvellement arrivés (ENA). Languedoc-Roussillon, France: CRDP. Retrieved from http://asl.univ-montp3.fr/masterFLE/n.auer/Livret_Comparons.pdf
• Canagarajah, S. (2009). The plurilingual tradition and the English language in South Asia. AILA Review, 22, 5–22.
• Cenoz, J., & Gorter, D. (2015). Multilingual education: Between language learning and translanguaging. Cambridge, UK: Cambridge University Press.
• Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence: Studies towards a Common European Framework of Reference for language learning and teaching. Strasbourg, France: Council of Europe Publishing. Retrieved from https://www.coe.int/t/dg4/linguistic/Source/SourcePublications/CompetencePlurilingue09web_en.pdf
• Council of Europe. (2001). Common European Framework of Reference for Languages. Strasbourg, France: Council of Europe Publishing. Retrieved from http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
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References• Council of Europe. (2018). Common European Framework of Reference for
Languages: Learning, Teaching, Assessment-Companion volume with new descriptors. Strasbourg, France: Council of Europe Publishing. Retrieved from https://rm.coe.int/cefr-companionvolume-with-new-descriptors-2018/1680787989
• Galante, A. (forthcoming). Monolingual or plurilingual? A mixed methods study investigating plurilingual instruction in an EAP program at a Canadian university (Unpublished doctoral dissertation). University of Toronto, Toronto.
• Marshall, S. & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19–34.
• Piccardo, E. (2013). Plurilingualism and curriculum design: Towards a synergic vision. TESOL Quarterly, 47(3), 600–614.
• Piccardo, E. (2017). Plurilingualism as a catalyst for creativity in superdiverse societies: A systemic analysis. Frontiers in Psychology, 8, 1–13.
• Statistics Canada (2011). Aboriginal languages in Canada. Retrieved from http://www12.statcan.gc.ca/census-recensement/2011/as-sa/98-314-x/98-314-x2011003_3-eng.cfm
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References• Statistics Canada (2016a). Linguistic diversity and multilingualism in Canadian
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• Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London: Continuum.
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