1 Pedagogical principles and multilingual education: Contradictions and new directions for research and practice Carol Benson, Ph.D Centre for Teaching.

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Pedagogical principles and Pedagogical principles and multilingual education: multilingual education:

Contradictions and new directions Contradictions and new directions for research and practicefor research and practice

Carol Benson, Ph.DCarol Benson, Ph.D

Centre for Teaching and Learning (UPC)Centre for Teaching and Learning (UPC)

Stockholm UniversityStockholm [email protected]

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Organization of the discussionOrganization of the discussion

1.1. BackgroundBackground

2.2. Paradox: How to reconcile the Paradox: How to reconcile the “knowns” in bi/multilingual and “knowns” in bi/multilingual and revitalisation programsrevitalisation programs

3.3. Updating pedagogical practices: Updating pedagogical practices: New directions with relevance for New directions with relevance for EuropeEurope

My background: Mother tongue-based bi/multilingual education in developing countries

Mozambique: Implementing in 16 languages Vietnam:

Initiating pilot in 3 languages

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Inspiration…

Hornberger, Nancy (ed) (2008) Can Schools Save Indigenous Languages? Policy and Practice on Four Continents. Hampshire/ New York: Palgrave Macmillan.

What education does or can do to “bring forward” (Hornberger & King 1996) languages that have been marginalized throughout history, in no small part by formal schooling systems.

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MTBMLE & Revitalisation ed.MTBMLE & Revitalisation ed.

In common:In common:

Empowerment of non-Empowerment of non-dominant languages & dominant languages & cultures through cultures through educationeducation

Desire to make Desire to make education & society education & society more equitablemore equitable

Similar efforts Similar efforts required for both:required for both:

Teacher trainingTeacher training Development of NDLs Development of NDLs

in written formin written form Elaboration of Elaboration of

bi/multilingual bi/multilingual curriculum & materialscurriculum & materials

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The paradox: 2 “knowns”The paradox: 2 “knowns”1.1. It is optimal for learning if the child’s It is optimal for learning if the child’s

best language(s) are used for best language(s) are used for beginning (and continuing) literacy beginning (and continuing) literacy development and general learning.development and general learning.

2.2. Schooling is a major force for Schooling is a major force for “saving” languages lost (or in the “saving” languages lost (or in the process of being lost) through process of being lost) through ignorance, neglect, denial or ignorance, neglect, denial or systematic underdevelopment.systematic underdevelopment.

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Reconciling the pedagogical principles: Reconciling the pedagogical principles: Teaching through a non-dominant languageTeaching through a non-dominant language

MTBMLEMTBMLE uses the learner’s mother uses the learner’s mother tongue, i.e. a language in which tongue, i.e. a language in which he/she is highly competent.he/she is highly competent.

Revitalisation education Revitalisation education uses the uses the learner’s heritage language, which learner’s heritage language, which relates to culture/identity but not relates to culture/identity but not necessarily language competence.necessarily language competence.

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Widely accepted principles Widely accepted principles (Cummins, Krashen, Bialystock, Baker, Swain…)(Cummins, Krashen, Bialystock, Baker, Swain…)

1.1. Importance of L1 developmentImportance of L1 development• Oral competence = effective initial literacyOral competence = effective initial literacy• L1 medium for understanding academic contentL1 medium for understanding academic content

2.2. Need for appropriate L2 learningNeed for appropriate L2 learning• Time required to develop oral competenceTime required to develop oral competence• Second/foreign language teaching methodsSecond/foreign language teaching methods• Sheltered/bilingual methods for content instructionSheltered/bilingual methods for content instruction

3.3. L1 as foundation for L2 learningL1 as foundation for L2 learning

4.4. Transfer can be facilitatedTransfer can be facilitated• Transfer goes in all directionsTransfer goes in all directions

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Addressing the paradoxAddressing the paradox

1.1. Strengthen understandings of Strengthen understandings of the pedagogical & cognitive the pedagogical & cognitive basis for bi/multilingual basis for bi/multilingual education education

2.2. Plan and conduct teaching Plan and conduct teaching from a realistic platformfrom a realistic platform

Student language competence, homogeneous situation

Non-dominant L Dominant L

Either 1 or 2 Listening/Speaking

Reading/Writing

Listening/Speaking

Reading/Writing

LEARNER grp 1 100% incoming low --- high ---

LEARNER grp 2 100% incoming high --- low ---

AIM high high high high

Student language competence, heterogeneous situation

Non-dominant L Dominant L

1 mixed class Listening/Speaking

Reading/Writing

Listening/Speaking

Reading/Writing

LEARNERS 60% incoming 40% incoming

lowhigh

------

highlow

------

AIM high high high high

Student language competence, heterogeneous situation

Non-dominant L Dominant L

1 mixed class Listening/Speaking

Reading/Writing

Listening/Speaking

Reading/Writing

LEARNERS 60% incoming 40% incoming

lowhigh

------

highlow

------

Families mixed low mixed mixed

Society low low high high

AIM high high high high

Student language competence, heterogeneous situation

Non-dominant L Dominant L

1 mixed class Listening/Speaking

Reading/Writing

Listening/Speaking

Reading/Writing

LEARNERS 60% incoming 40% incoming

lowhigh

------

highlow

------

Families mixed low mixed mixed

Society low low high high

TEACHERS ? ? ? ?AIM high high high high

Updating pedagogical practicesUpdating pedagogical practices

1.1. Find more effective ways to assess Find more effective ways to assess language competence of teachers and language competence of teachers and students (incoming and outgoing)students (incoming and outgoing)

2.2. Re-examine and re-construct bi/ Re-examine and re-construct bi/ multilingual pedagogy in terms of actual multilingual pedagogy in terms of actual language competence levelslanguage competence levels**

* Students as individuals* Students as individuals

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Updating our thinking about Updating our thinking about MLE and Revitalisation ed.MLE and Revitalisation ed.

1.1. Bi/multiBi/multilingualismslingualisms & & literaciesliteracies for for ALL LEARNERSALL LEARNERS

2.2. Could we be more explicit about the Could we be more explicit about the transformative aspects?transformative aspects?

Leena Huss in Hornberger (ed) 2008:Leena Huss in Hornberger (ed) 2008:

The struggle itself can be “rehabilitating, The struggle itself can be “rehabilitating, healing and empowering” for healing and empowering” for participants.participants.

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