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Black-blanc-beur: Challenges and opportunities for developing language awareness in teacher education in France: From Theory to Practice
... It is thus important that teacher educators provide opportunities for learners to discuss their views and experiences within a forum. Garmon (2004) and Mary and Young (2018) also highlight the importance of group experiences in the process of transformation as these allow for a better understanding of others' realities, helping learners make sense of and integrate diversity into their current belief systems. Welldesigned group encounters can provide safe spaces in which participants feel comfortable to freely express their beliefs, knowledge and awareness of issues related to social justice, opening the door to more meaningful discussions on their role and responsibility as educators in affecting positive change. ...
In this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantić’s (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759–778) model of teacher agency for social justice and use discourse analytic methods (Gee. 2018 Gee, J.P. 2018. Introducing Discourse Analysis; from Grammar to Society. New York, NY: Routledge. [Google Scholar]. Introducing Discourse Analysis; from Grammar to Society. Routledge) to examine how TCs negotiated their agency for social justice in small group discussions around the topics of social justice (e.g. conditions of refugees and immigrants, gender inequities, and LGBTQ+ rights) in their educational contexts. We found that when TCs used agentive positionings in their discussions, their discourse involved first person pronouns coupled with will + infinitive structure (e.g. I will teach …) followed by specific plans of action, as opposed to when agentive positioning was lacking with the use of generic pronouns and hypothetical structures (e.g. teachers/everyone would/could …). We also found that TCs used the discursive space of telecollaboration to negotiate their agencies and had variable success as they navigated tensions in their beliefs and positioned themselves as future social justice teachers in relation to the discussion topics. Their positionings demonstrated their level of engagement and their individual/collective efficacy. Our findings suggest that future research should continue to investigate the micro-level discourse involved in telecollaborative spaces.
... Additionally, in some cases, preservice teachers are sceptical about teaching and including non-European migrant home languages (Portolés & Martí, 2020). Moreover, the lack of knowledge on language acquisition (Mary & Young, 2018) leads to neglecting the use of home languages and, thus, depriving students from the benefits of scaffolding on their first language. ...
In recent years multilingual approaches to teaching have been widely discussed and translanguaging has been proposed as a pedagogy that offers very positive results in many contexts. Overall, the need to reverse monolingual assumptions among teachers and to adapt pedagogical translanguaging to each context has been highlighted. For that purpose, training preservice teachers on multilingualism, translanguaging and on how to transform their educational practises is fundamental. In the present study, we train 117 preservice teachers on translanguaging and materials' design and analyse the created materials quantitatively and qualitatively. The outcomes reveal some common traces among the materials presented and these are analysed as related to infant and primary teachers' professional development and to a broader educational context.
... However, two recently published studies confirm that there are advantages of LA in teacher preparation. Mary and Young (2018) present the evolution of a Critical Language Awareness programme with student-teachers and their research shows 'a positive evolution in the attitudes and beliefs of the students towards linguistically and culturally diverse pupils ' (ibid., p. 294). Similarly, in Poland, Otwinowska (2017) who tested the impact of multilingualism on English teachers' plurilingual awareness, concluded that when teachers had knowledge of several languages, and reflected on individual and societal multilingualism, they became aware of challenges and opportunities for multiple-language learning and use. ...
This article reports a project that I carried out with prospective Maltese language teachers in order to give them the opportunity to examine their linguistic landscape (LL), to develop an awareness and a curiosity about how languages are used in house names, and to reflect on their own learning. The student-teachers adopted visual ethnography to create a corpus of house names collected from different towns in Malta. They also conducted brief interviews with some of the house owners, kept a reflective journal and adopted a dialogic pedagogy. The student-teachers reflected on their own language knowledge, attitudes, and skills as they examined the meaning of house names. The final part of the project involved the creation of metalinguistic awareness tasks for use in the classroom. As evidenced by extracts from the participants’ reflective journals this project yielded useful information about the advantages of observing and analysing language use in the community. The study shows that through metalinguistic activities teachers and learners are able to reflect upon, and interpret some of the ways in which the LL reflects people’s creative use of language.
This book attempts to fill a gap in the Greek literature
concerning the needs of courses related to Multilingualism/
Plurilingualism, Educational Linguistics, Applied Linguistics,
Language Education as well as Sociolinguistic Dimensions in
Language Education. The book covers the following fields:
Multilingualism, second language acquisition, multilingual
assessment, linguistic diversity and superdiversity,
intercultural communication, translanguaging, sociolinguistic
approaches to multilingual education, Lingua Franca,
language education for refugees and migrants, bilingual
education and heritage languages and language policies in
education and in the family. The book also discusses issues of
language education in Greece and approaches to Greek as a
second language in formal education.
The
This chapter presents some of the complex issues relating to the teaching/ learning of (emergent) pluringual children within the context of formal education. In addition to defining key concepts, the chapter exemplifies research findings by giving voice to the learner through the inclusion of short extracts from a personal testimony in which early education experiences in relation to plurilingualism are discussed. When the language(s), cultural codes and expectations at school differ from those at home, both teachers and learners can feel destabilized. Inadequate teacher education about plurilingualism leaves a void all too easily filled with misguided and unhelpful practiced language policies, fuelled by ideologies rather than research. This chapter discusses the consequences of language (de)legitimization, focusing on the complex dynamics and interplay of language, power and relationships. It examines how schools and their staff acknowledge and build on or ignore and impede plurilingual children’s knowledge and skills development.
Childhood multilingualism has become a norm rather than an exception. This is the first handbook to survey state-of-the-art research on the uniqueness of early multilingual development in children growing up with more than two languages in contact. It provides in-depth accounts of the complexity and dynamics of early multilingualism by internationally renowned scholars who have researched typologically different languages in different continents. Chapters are divided into six thematic areas, following the trajectory, environment and conditions underlying the incipient and early stages of multilingual children's language development. The many facets of childhood multilingualism are approached from a range of perspectives, showcasing not only the challenges of multilingual education and child-rearing but also the richness in linguistic and cognitive development of these children from infancy to early schooling. It is essential reading for anyone interested in deepening their understanding of the multiple aspects of multilingualism, seen through the unique prism of children.
This paper draws from a collaborative project in which we piloted a Critical Multilingual Language Awareness approach (CMLA) in a preparatory class for recently arrived secondary school students in Sweden. We adapted material on Language Awareness from We Are Multilingual (https://www.wamcam.org). This adapted approach followed the five principles of educational design for multilingual learners, which also relate to cognitive, performative, affective, social and power domains of Language Awareness. Data consist of audio- and video-recorded interactions from classroom observations, student/teacher interviews, and teaching/student-produced material. With a process-oriented focus, we discuss student participation in this co-learning design as contingent upon practices of curiosity. A focus is also on the co-learning process through reflection on activity, and how cultivating new ways of listening, involving multilingual study mentoring, may spur linguistic participation.
In France, dominant monolingual discourses and teachers’ lack of knowledge about bilingualism and second language acquisition often result in ‘French only’ policies in classrooms including in pre-school classrooms where some emergent bilingual children speak a language other than the language of schooling and very little or no French. These policies can be detrimental to emergent bilingual children's language development, identity construction and overall long-term academic success. However, teachers in multilingual classrooms also have the power to exercise their agency to support children's bilingual language development and to implement practices which empower them and their families. This paper focuses on the ways in which one pre-school teacher working with three and four year old emergent bilingual children asserted her agency in the classroom despite institutional constraints. It investigates the beliefs, experiences, aspirations and knowledge which underpinned her sense of agency, the ways in which her actions empowered the children and parents and discusses the implications of the study for initial teacher education and continuous professional development.
This article presents data from a longitudinal study undertaken in a pre-primary classroom of 3–4-year-old emergent bi/plurilingual children during their first year of formal schooling in France. It focuses on how the teacher’s intercultural competence facilitated the emergent bilingual children’s transition from home to school and fostered positive relationships with these parents and included them in the classroom. The data also suggest that the establishment of trusting relationships and safe spaces for these children and their families favoured the emergence of co-educational practices, namely in the area of literacy and fostered their well-being, learning and inclusion.
Cet article présente les données issues d’une étude longitudinale dans une classe de petite section maternelle d’enfants bilingues émergents âgés de 3 à 4 ans en France. Il s’intéresse à la façon dont les compétences interculturelles ont facilité la transition des élèves bilingues émergents de la maison à l’école et ont favorisé les relations positives avec les parents en les incluant dans la salle de classe. Les données suggèrent que l’établissement des relations de confiance et d’espaces sécurisants contribue à l’émergence de pratiques co-éducatives, notamment dans le domaine de la littératie favorisant ainsi leur inclusion, leur apprentissage et leur bien-être.
This article examines the place of English in the French education system and addresses both the reasons for the domination of English and some paradoxical teaching practices reinforcing both the status of this language, as well as monolingual tendencies at school. While taking full account of the sociolinguistic fact that English has become the unavoidable language of our contemporary, globalized societies, what is proposed here is to ponder a scenario which would allow English to be part of an educational and linguistic policy of diversity and pluralism.
The present study examined pre-service teachers’ knowledge of issues related to multiculturalism and diversity before and after taking a multicultural education course. Data from 38 degree students in an urban university in the southwest of Finland were analysed using a mixed method approach. The results indicate that pre-service teachers’ knowledge levels increased with respect to diversity and multicultural education after taking the course. In addition, pre-service teachers felt more competent and prepared to teach students with diverse backgrounds after the exposure. The implications of the findings for teacher education programmes and teacher educators are discussed.
In a bid to better understand the challenges and complexities facing teachers in linguistically diverse classrooms, interviews with headteachers (N=46) were conducted in the Alsace region of eastern France during 2011. Through listening to teachers’ voices and analysing their discourse we reveal anxieties and questions concerning language development, learning and citizenship and to explore beliefs about bilingualism.
In this chapter, we firstly present and analyse the context in which the research was undertaken, firmly believing in the power of local contextual factors and national institutional structures to influence and constrain teachers’ beliefs and pedagogical practices. Secondly, we report on teachers’ views on the use and support of pupils’ heritage languages at school. Thematic analysis of the data looks at language through three lenses: language as a right, language as a problem and language as a resource (Ruiz, 1984 in Harrison, 2007). Our aim is to uncover overt and covert language practices and policies within the school context and to understand the ideologies upon which they are founded.
A multidimensional conceptualization of social decentering is presented grounded in social cognition, social information theory, attribution, implicit personality theory, social judgement, empathy, perspective-taking, and role-taking. That conceptualization is based upon two types of information input (experienced-based and fantasy-based), three methods of processing the information (use-of-self, use-of-specific other, and use-of-generalized other), and two forms of response (affective and cognitive). An instrument was developed based upon this conceptualization of social decentering. Evidence for the measure′s reliability and validity is presented.
What kinds of bilingualism should be developed through education in different social contexts? What kinds of bilingualism can be developed in and through education? What languages should be promoted within the foreign language curriculum and why? What medium of instruction policy should be adopted in multilingual settings? Should regional vernaculars be used in teaching and learning in postcolonial settings along with national and official languages? Should minority languages be included in the curriculum within a national education system? Should some form of bilingual education be adopted? If so, how should it be organized and in what sectors of education: at pre-school, primary and secondary levels? At college or university level? In adult basic education or literacy programmes? What are the consequences of such educational interventions in multilingual settings? For well over half a century, questions such as these have surfaced over and over again in public debates about language in education in bilingual and multilingual settings. They have been posed by researchers, educational practitioners, parents, journalists and language activists in relation to very different forms of language education provision, in very different historical conditions.
Rethinking Multicultural Education for the Next Generation builds on the legacy of social justice multicultural education, while recognizing the considerable challenges of reaching today's College students. By drawing on breakthrough research in two fields - neuroscience and animal studies - Nadine Dolby argues that empathy is an underlying element of all living beings. Dolby shows how this commonality can provide a scaffolding for building an exciting new approach to developing multicultural and global consciousness, one that has the potential to transform how our students see and relate to the world around them. This book features classroom vignettes and reflections, discussion of research with pre-service teachers on the concept of empathy, and pedagogical suggestions for fostering the new empathy in students. Incorporating discussions of animal emotions, sustainability, and our responsibilities to all living creatures and the planet, Dolby challenges multicultural educators to rethink both curriculum and pedagogy and to begin new and bolder conversations about how empathy for humans, animals, and the planet must be part of a new approach to teaching.
In France, most teachers still receive scant training in how to support plurilingual children in their learning of and through the language of instruction. In the absence of relevant, in-depth knowledge about language, we believe that many teachers are practising language policies based on beliefs rooted in ideologies unsupported by research findings.
In this paper, we will present and analyse data from interviews with head teachers (n = 46) from a variety of schools in the Strasbourg area, north-east France. Critical, interpretive analysis of the reported discourse reveals evidence of linguistic hierarchies, separate spaces for different languages, a profusion of bilingual myths and a persistent monolingual habitus at school. Our findings underline the importance of uncovering and analysing teachers’ language ideologies in a bid to better understand the influences and obstacles preventing them from practising informed language policies with respect to plurilingual language development.
In the first part of this article, the author argues that teachers should help students to develop a delicate balance of cultural, national, and global identifications because of the rich diversity in the United States and throughout the world. To help students become effective citizens, teachers need to acquire reflective cultural, national, and global identifications. In the second part of this article, the author describes how he tries to help the students in one of his teacher education courses to challenge and critically examine their cultural and national identifications.
This study focused on determining whether there are particular factors that may be associated with the development of greater multicultural awareness and sensitivity in preservice teachers. The researcher conducted extensive interviews with one 22-year-old White female teacher candidate and identified six factors that appeared to play a critical role in her positive multicultural development. Three of the factors were dispositional and included openness to diversity, self-awareness/self-reflectiveness, and commitment to social justice. The other three factors were experiential and included intercultural experiences, support group experiences, and educational experiences. Several implications of the study are discussed.
This paper proposes that the teacher, on the basis of action-research methodology, can produce two types of scientific knowledge: one based on the teacher as researcher (the teacher as ethnographer), and another based on the development of pedagogic action (the teacher as educator). The education of such a teacher, simultaneously a researcher and an educator, is carried out through the concretisation of that which has denominated the interface of intercultural education. The development of this interface renders possible the management of diversity by the teacher. This diversity is present both in the school, as well as, more specifically, in the classroom. It can also be seen as a source of wealth for the further deepening of the democratic nature of both the school and the education system.
I began this review with three objectives: (a) to determine whether recent learning-to-teach studies form a coherent body of literature, (b) to use any common themes that emerged from these studies to construct a model of professional growth for novice and beginning teachers, and (c) to draw inferences from the model concerning the nature of preservice teacher education programs likely to promote growth by capitalizing on naturally occurring processes and stages. I review 40 learning-to-teach studies published or presented between 1987 and 1991: 27 deal with preservice teachers, 13 with first-year or beginning teachers. All were naturalistic and qualitative in methodology. Studies within each of those divisions are clustered and summarized according to major themes that emerged from findings. The model I ultimately infer from the 40 studies confirms, explicates, and integrates Fuller’s (Fuller & Bown, 1975) developmental model of teacher concerns and Berliner’s (1988) model of teacher development based on cognitive studies of expertise. Preservice and first-year teaching appears to constitute a single developmental stage during which novices accomplish three primary tasks: (a) acquire knowledge of pupils; (b) use that knowledge to modify and reconstruct their personal images of self as teacher; and (c) develop standard procedural routines that integrate classroom management and instruction. In general, preservice programs fail to address these tasks adequately.
As schools become increasingly multicultural, teachers need special sensitivity to recognize differences and intercultural competences to be able to support the personal and academic growth of diverse students. This paper introduces newly qualified teachers' conceptions of diversity and intercultural competence in a Finnish context. The teachers in the study graduated from a Masters of Education International Teacher Education Programme, which focuses on intercultural aspects of education and teachers' work. Data for this research were collected and analysed qualitatively by applying a phenomenographical research approach. On the basis of the data interpretation, three different diversity categories were formed: visible and invisible group level differences and individual differences. Conceptions of intercultural competence in educational contexts also formed three qualitatively different categories (1) an ethical orientation including values, interpersonal characteristics and basic orientation towards other people and the world; (2) efficiency orientation including organizational skills and ability to act in various roles and situations; and (3) pedagogical orientation including intercultural pedagogical competences.
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