taaldiversiteit in het onderwijs linguistic d iversity in education

Taaldiversiteit in het Onderwijs Linguistic Diversity in Education

Dr. Alex M.J. Riemersma Lector Frisian & Multilingualism in Education

a.m.j.riemersma@nhl.nlEms-Dollard 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