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Taaldiversiteit in het Onderwijs Linguistic D iversity in Education

Taaldiversiteit in het Onderwijs Linguistic D iversity in Education. Dr. Alex M.J. Riemersma Lector Frisian & Multilingualism in Education a.m.j.riemersma@nhl.nl Ems -Dollard Regiodag Groningen,22 November 2012. Overview. Global Linguistic Diversity

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Taaldiversiteit in het Onderwijs Linguistic D iversity in Education

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  1. Taaldiversiteit in het Onderwijs LinguisticDiversity in Education Dr. Alex M.J. Riemersma Lector Frisian & Multilingualism in Educationa.m.j.riemersma@nhl.nl Ems-Dollard RegiodagGroningen,22 November 2012

  2. Overview • Global LinguisticDiversity • Individual bi- andplurilingualism • Transfer & Translanguaging • MultilingualEducation: why, what, how, results • Language Policy at School

  3. Startvragen • Waar denkt U aan bij: • Taaldiversiteit in het onderwijs • Taalgericht vakonderwijs • Meertalig onderwijs • Schooltaalbeleid

  4. Global LinguisticDiversity • Globe: 6,000 Languages (in oraluse) • Unesco Language Vitality Index (2009): more than 2,500 languages (in oraluse)endangered / threatenedwithextinct in 21st century

  5. Global LinguisticDiversity • 600 à 700 Languageswith basic infrastructure: Orthography, Dictionary, GrammarBook • 475 Languageswith complete Bibletranslation+1,240 languageswith New Testament + 823 languageswith (small) part of Bible

  6. Unesco Language Vitality

  7. 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

  8. Language Vitality factors (3) • Governmental and Institutional Language Attitudes & Politics • Community Member’s Attitudes towards their own languages • Documentation (& corpus planning)

  9. 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.

  10. Language Planning KeyWords

  11. International organisations • United Nations (195 member states): 6 workinglanguages:Arabic, Chinese, English, French, Russian, Spanish • Council of Europe (47 member states):6 workinglanguages:English, French (documents)German, Italian, Russian, Spanish (interpretation)

  12. European LinguisticDiversity

  13. EU Language Policies • Mother tongue + 2 otherlanguages • Individual Multilingualism as anasset> (2) Mother tongue + 2 (or more) • Lifelong Learning Program (2007-2013)> Erasmus forAll (2014-2020)

  14. European Policies: EU • European Treaty:“EU respects the religious, culturalandlinguisticdiversity.” • Definition “Mother tongue” = state language • Principle of “subsidiarity” is in favour of nationallanguages. • “Alllanguages are equal” > “mainstreaming” is in fact in favour of English (only) !

  15. Individualbi- andplurilingualism • 65% of worldpopulationuses more thanonelanguage in everyday life • 10% of EU populationspeaksa minoritylanguage • Millions of migrant language speakers

  16. Individual bi- andplurilingualsm • Handicap forhappiness? • Assetforsuccesses in:> cognitive> character> communication> culture> career

  17. Old theory / ferâldere ideeën

  18. New theory / nijynsjoch

  19. Ice berg by Jim Cummins Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en opvoeding

  20. Triple Ice berg and Common UnderlyingProficiency Reitze Jonkman en Alex Riemersma Lectoraat Fries & Meertaligheid in Onderwijs en Opvoeding

  21. Why multilingual education? • Mother tongue development • Cognitivedevelopments • Easierthirdlanguageacquisition • Flexiblecommunication:> socialparticipation> economicsuccess: career & cash • Culturalheritage/language maintenance

  22. Foreign languagelearning • Original status & function:> Elite – mainly in reading andwriting> Culturalpurposes • Changingtowards:> Allstudentsandadults: “M + 2”> Global communication – oraluse & ict

  23. Development of multilingualeducation in 20th century • Neglect of mother tongue > submersion • Transitionalbilingualism> subtractivebilingualism • Equalfooting / immersion> additive / full bilingualism

  24. Goals of MultilingualEducation • Culturalheritage of home language • Transitiontowardsnationallanguageversus: • Language maintenance & development • Full bilingualism / biliterate

  25. Characteristics of MultilingualEducation • Goal oriented> languagedevelopment> full bilingualism & biliteracy • Subject & use (medium of instruction) • Communication & culture • Continuous curriculum

  26. Models of multilingualeducation • One person / onelanguage > identificationwith ‘native speaker’ • Split of time > languagerich input • Division of subjects > taskspecific & CLIL: content & languageintegratedlearning • Immersion (in the weakerlanguage)

  27. Immersion versus CLIL • Immersion: • from (pre-)school onwards • more than 50% teaching time • native speakers as teachers • CLIL: • Mainly in secondaryeducation • Lessthan 50% of teaching time • Non-native speakers as teachers

  28. Actors at Macro + Meso level • Macro (nationalandinternational): conflictingpolicies • National: stress on nationallanguageonlydiscouragingregionaland migrant languages • International: EU-/ CoE-policy: mother tongue + 2 • Meso (school level): reflectsconflictingpolicies • Concept of MultilingualEducation (ME) fits betterto EU- & CoE-policy  CLIL & Immersion Reitze Jonkman en Alex Riemersma

  29. BilingualEducation in the Netherlands • NO migrant languageeducation • Primary school: English obligatory+ 650 schools “Earlylanguagelearning” • Secondary school: English + one+ 160 schools with English – CLIL + 2 schools withGerman - CLIL

  30. Why Language Policy at School? • Changingworld(s):mobility & experiences • Position school in multilingual context • Awareness raising on linguisticdiversity: minority & migrant languages • Integrated teaching & learning

  31. 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

  32. Language Policy at School • Vision on school as:- “languagerich school” / TTO / VVTO- Bi-, tri- or multilingual school • Agreements on languageuse:- internalcommunication at school- internalcommunication in the class room- externalcommunication: orallyand in writing (f.e. on the school website)

  33. Professional Competencies Language Policy at School • In service training aiming at qualifiedteachers (competencies) towards: “Every teacher is a language teacher” • Language support for subject teachers (f.e. native speakers)

  34. Professional Co-operation Language Policy at School • Transfer: (implicit) use of variouslanguages • Translanguaging: acquisition of knowledge in onelanguage, useand present in anotherlanguage • CLIL: Content & Language Integrated Learning • Comparison of Languages:grammar, vocabulary, pragmatics

  35. Activities on Language Richness of the School • Thematic week on LinguisticDiversityincludingRMLs & IMLs • Weekly Presentation of a student’slanguageandits culture • Special activitieslanguageacquisitionf.e. Language Village

  36. Actors formultilingualeducation • Educationalauthorities(national, regional, local school board) • School principals & management • Class room teachers • Parents & students • Socialandculturalenvironemnt

  37. Micro (school & class room) • Teamwork of teachers of subjects and medium of instruction > integral approach • Common descriptors of languagecommand in the target languages > CEFR + Language Portfolio • Comparabletestingmethods> student monitoring system • Learning strategies of pupilsbased on translanguagingandlanguageuse Reitze Jonkman en Alex Riemersma

  38. Ambitions of lectureship • Continuity of MultilingualEducationfromprimarytosecondaryeducation; adequate teacher training • Didactic approach for teacher training:- effective & integratedlearning- aiming at results • Language portfolio:- languagesintegrated- curriculum oriented Reitze Jonkman en Alex Riemersma

  39. Ambitions of lectureship • Development of measurement tool forcomparableresults of languagecommand:- Frisian – Dutch - English;Reference levels: - CEFR: Common European Reference Level (Council of Europe)- DFR: Dutch nationalreference levels - Anglia-levels / Me!English- Frisia-level Reitze Jonkman en Alex Riemersma

  40. CEFR & Anglia

  41. Comparative levels

  42. 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.

  43. Dankuwel • Dankscheen • Eskerrik asko • Köszönöm Tankewol Tankewol • Mercé plan • Grazia • Graciis • Kiitos • Multimesc • Hvala • Trugarez • Diolch Thank you Tankewol • Mange Takk

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