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Background—numbers, mismatches &
culturally/linguistically responsive pedagogy; educator beliefs & needs
Needs analysis for teaching in multicultural schools
o micro (school-based) needs
o macro (societal level) needs
Discussion
Recommendations
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Canadian population: 35 million (Statistics Canada, 2011)
200,000 immigrants/year & majority settle in Ontario
16.3% of new immigrants in 2011 students under age 14 (69.1% between 15-64)
In Toronto District School Board (2013), over 50% of students speak L1 other than English
Diverse student body, but homogenous teachers; mismatch
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Immigrant & refugee children encounter English (or Danish!) for 1st time in classroom
Challenges:
learn L2
study content via L2 (CBI) with discipline-specific discourses
possible clash of knowledges → multicultural students & ‘national curriculum’ (Holmen, 2011)
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culturally responsive pedagogy = curricular changes so students receive appropriate instruction
“curriculum” changes (Cummins, 2001 & 2011) →
classroom & school policies; pedagogy; assessment; community involvement, etc.
responsive to linguistic, cultural, racial & religious diversity
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“… these children (and their families) contain ample resources... that can form the bases for an education that far exceeds what working-class students usually receive” (Moll,
1992, p. 21)
culturally/linguistically responsive pedagogy informed by funds of knowledge involves including the resources L2 children into the (Danish, Canadian, etc.) classroom with them
Includes plurilingualism…
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“the ability to use languages for the purposes of
communication & to take part in intercultural
interaction, where a person, viewed as a social actor
has proficiency, of varying degrees, in several
languages & experience of several cultures” (Coste et al.,
2009, p. 11)
complex competence on which the social actor may
draw (Coste et al., 2009, p. 17)
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1. “TL-only”: instruction should be in the TL &
there is no place for students’ L1s in FL or
FSL teaching (neither heritage nor dominant
Ls)
2. No translation between the L1 & TL
3. Languages should be kept separate
(Cummins, 2007)
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Pedagogy that enables /
provides space for
plurilinguals to draw on
diverse linguistic
competences, heightened
multilingual awareness,
discursive & pragmatic
knowledge of other Ls, &
overall “funds of knowledge”
- the knowledge base & life strategies that children learn at home & in their local community
(Moll & González, 1997)
Examples:
multimodal, dual / multi-language ‘texts’
language portfolios
linguistic history interviews
code-meshing in written texts (Identity Texts; digital storytelling)
translanguaging / polylanguaging in readers’ theatre . . .
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1. LANGUAGE ‘USE’ → task-based approach to
communicative language teaching (CoE, 1991)
2. LITERACY ENGAGEMENT FRAMEWORK → prioritize identities to maximize cognitive
engagement in learning; with heightened
investment comes greater academic achievement (Cummins, 2001)
3. TRANSFORMATIVE MULTILITERACIES
PEDAGOGY → language not the only factor in
educational achievement, but can address diverse
learners’ needs when respect & support for L1
linked to respect & incorporation of identities in
curriculum (Cummins, 2009)
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Research Focus:
1. Educator constructions of ‘legitimate knowledge’ &
views on providing space for alternative knowledges
(e.g., plurilingualism)
2. Affordances provided to educators
Methodology:
teacher interviews
document analysis (pedagogical & curricular materials)
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Educators
– teachers of Nepali-Bhutannese refugee children with have limited prior schooling
- teachers providing ELD programming (vs. ESL)
- ELD = requiring literacy & numeracy development due to interrupted schooling
Educational structures: ELD projekt – teaching literacy, numeracy & skills (how to ‘do school’)
- cultural support worker in the school for families
- parents taking ESL
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Educator’s struggles:
Understanding that the children were not all speaking ‘Nepali’
Recognizing L1 from last name
Acceptance of translanguaging
Need to improvise
Children’s struggles
Wanting ‘normalcy’ back → speaking ‘Nepali’ to the teacher
“N” on report card – behavioural norms N = needs
improvement
S = satisfactory
G = good
E = excellent
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Board level electronic “Students” → “Elementary resources” “Databases” →
Supports
Ex. Photo Gallery
Photos | Videos | Slideshows | Interviews | Famous People | Recipes | Flags | Graphs and Tables
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Access to appropriate materials increases teachers’ sense of preparedness & self-efficacy
→ ramifications for teacher motivation & student achievement)
Pearson Canada (2014),
“Big ideas” series
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Pearson Canada (2014), “Big ideas” series
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Kirwans & Little (2014)
“managing” diversity in education
administrative support
whole-school language policies - cum - culturally responsive pedagogy
‘language awareness’ to raise awareness of linguistic diversity as plurilingual teaching strategy (International Linguistics Olympiad http://www.ioling.org/ & L across the curriculum)
upsetting the apple cart (unsettling identities) — who is a learner? who is proficient?)
— from linguistic to cultural awareness
— the importance of children’s agency
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Macro
Necessary affordances—1. teacher education – gain knowledge of diversity; 2. materials (to facilitate culturally responsive pedagogy); 3. broader enabling structures (school board, Ministry)
Micro
Role of educator beliefs & belief in self
Onus for change—broader than all up to the individual teacher
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Need:
knowledge base in cultural diversity
& culturally relevant curricula
It takes a community to raise a child.