Managingmultilingualism in theclassroom: Experiences, strategies and challenges Emilee Moore Grup de...

Managingmultilingualism in theclassroom: Experiences, strategies and challenges

Emilee MooreGrup de Recerca en Ensenyament i Interacció Plurilingües

Departament de Didàctica de la Llengua, la Literatura i de les CiènciesSocialsUniversitatAutònoma de Barcelona

Serveid’Idiomes

Universitat Internacional de Catalunya

DALE-APECSDiscurso Académico en Lengua Extranjera: Aprendizaje y Evaluacion de Contenidos Científicos en el Aula Multilingüe

PROJECTE DE MILLORA DE LA QÜALIAT DOCENTDesenvolupament de material didàctic en anglèsper a la integració de les competèncieslingüístiquesicientífiques en assignaturesdels Graus d'Educació Infantil iPrimària

Task 1

In pairsorgroups of 3, discussthequestions.

Summarisetheconvergences and

divergencesforyourpeers.

SummaryIntroduction to the notion of plurilingual competence

9.00 – 11.15 am

Conceptualising the multilingual university classroom

Challenges, planning and management of multilingualismin lectures

Pause 11.15 – 11.45 pm

Challenges, planning and management of multilingualism in lectures

11.45 – 2.00 pm

Challenges, planning and management of multilingualism in group activities


9.00 – 11.15 am



Pause 11.15 – 11.45 pm


11.45 – 2.00 pm


Task 2

In pairsorgroups of 3, completethetexts.

6

(M. Bernaus et al. 2007 p. 44)

« Ces dernières années, le concept de plurilinguisme a pris de l’importance dans l’approche qu’a le Conseil de l’Europe de l’apprentissage des langues. On distingue le «plurilinguisme» du «multilinguisme» qui est la connaissance d’un certain nombre de langues ou la coexistence de langues différentes dans une société donnée. On peut arriver au multilinguisme simplement en diversifiant l’offre de langues dans une école ou un système éducatif donnés, ou en encourageant les élèves à étudier plus d’une langue étrangère, ou en réduisant la place dominante de l’anglais dans la communication internationale. Bien au-delà, l’approcheplurilingue met l’accent sur le fait que, au fur et à mesure que l’expérience langagière d’un individu dans son contexte culturel s’étend de la langue familiale à celle du groupe social puis à celle d’autres groupes […], il/elle ne classe pas ces langues et ces cultures dans des compartiments séparés mais construit plutôt une compétence communicative à laquelle contribuent toute connaissance et toute expérience des langues et dans laquelle les langues sont en corrélation et interagissent. » (Conseil de l’Europe, 2001, p. 11)

“[…] attempts to create truly multilingual teaching by introducing the teaching of a new language are insufficient. At first, one must stop considering the languages practised by a sole plurilingual speaker as the simple addition of languages learnt on their own terms, from a monolingual perspective, and replace the classical notion of competence with that of linguistic repertoire […] or even verbal resources. This term […] presupposes the existence of a free and active subject who has amassed a repertoire of resources and who activates this repertoire according to his/her need, knowledge or whims, modifying or combining them where necessary.” (Lüdi&Py, 2009, p. 157).

« […] nous définirons provisoirement la compétence plurilingue comme l'ensemble des connaissances et des capacités qui permettent de mobiliser les ressources d'un répertoire plurilingue et qui contribuent en outre à la construction, à l'évolution et à la reconfiguration éventuelle dudit répertoire. » (Coste, 2001)

Task 3

In pairs or groups of 3, argue whether the

speakers are competent or not.

Summarise your convergences and

divergences for your peers.

11

12

Procedures in the face of an obstacle

Abandonment:reduction of

communicative goals and

message topics

Substitution:recourse to other

languages and semiotic systems

Execution: recourse to

approximate solutions, creation,

interactive solutions

More favourable for communication and learning

Adaptedfrom: Bange, P. (1992). À propos de la communication et de l’apprentissage de L2. AILE, 1, pp. 53 – 85.

STAGE 1.

Learners basically use L1 or other shared languages, inserting (some) utterances in the target language; they manage the activity in L1 or other languages shared by participants and overcome communicative obstacles by asking for help or using code-switching and hybrid forms.

STAGE 2.

Similar to Stage 1, learners manage the activity in L1 or other shared languages and overcome communicative obstacles by asking for help or using code-switching and hybrid forms. However, learners use a considerable number of utterances in the target language.

STAGE 3.

Learners use target language all the time; they manage the activity in the target language; they overcome communicative obstacles through reformulations or looking for other ways to construct utterances, always in the target language.

Plurilingualmode Unilingualmode

Objective of secondlanguageeducationObjective of secondlanguageeducation

Adapted from: Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L. (2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9 – 21. http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php, p. 19.

http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php

Task 4

Summarisethe key points until now for 2 minutes.

Compare with a partner.

Questions, comments?


9.00 – 11.15 am



Pause 11.15 – 11.45 pm


11.45 – 2.00 pm


Task 5

Read the text assigned to you(A page 6; B page 7; C page 12).

Work with people with a different text. Explain what

you have read.

MultilingualcurriculumMacro-alternation


Plurilingual design1

Meso-alternation


PlurilingualdesignMeso-alternation

or

Unilingualdesign



PlurilingualpracticeMicro-alternation

or

Unilingualdesign



PlurilingualpracticeMicro-alternation

or

Unilingualdesign

or

Unilingualpractice

?

Task 6

In pairs or groups of 3, describe your own

‘multilingual’ classroom model based on the

diagram.

Summarise your convergences and



9.00 – 11.15 am



Pause 11.15 – 11.45 pm


11.45 – 2.00 pm

Challenges, planning and management ofmultilingualsm in group activities

Plurilingual

Unilingual

Exolingual(interaction with ‘challenges’ linked to the use of a second language; interaction involving users with asymmetrical competences)

Endolingual(interaction without ‘challenges’ linked to the use of a second language; interaction involving users with symetrical competences)

Adapted from: Alber, J.-L., & Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université de Lausanne; Et al.

24

Plurilingual

Unilingual

Exolingual(interaction with ‘challenges’ linked to the use of a second language; interaction involving users with asymmetrical competences)

Endolingual(interaction without ‘challenges’ linked to the use of a second language; interaction involving users with symetrical competences)

Adapted from: Alber, J.-L., & Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université de Lausanne; Et al.

Mul

tilin

gual

educ

ation

Task 7

Look at the fragment assigned to you and

identify the problem (A fragment 1; B fragment 2;

C fragment 3).

Work with people with a different fragment. Explain

what you have identified.

The zone of proximal development helps to conceptualise the relationship between language users with asymmetrical competences:

ZDPZDP

What the user can do alone: self-regulation, self-facilitation...

What the user cannot do, even with the help of another

What the user can do with the help of another: scaffolding,other-regulation, hetero-facilitation…

Adapted from: Vygotsky, L. (1934/1986). Thought and Language. Massachusetts: The Massachusetts Institute of Technology; Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, pp. 89-102;

Alber, J.-L., &Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université de Lausanne.

Et al.

Task 8

Listen and take notes.

Compare your notes with a partner.

Together, define the two principles of interaction

in your own words.

“On the one hand, interaction is governed by the principle of progressivity, which aims at advancingthe activity taking place. On the other, interaction obeys the principle of intersubjectivity, which aims at ensuring mutual comprehension. The first principle is oriented prospectively and tends towards the minimisation of the resourcesmobilised. The second is oriented retrospectivelyand tends, on the contrary, towards an expansion of the resources used” (Markaki, et al., p. 24).

Translated from: Markaki, V., Merlino, S., Mondada, L., Oloff, F., Traverso, V. (2011) Les pratiquesplurilingues en contexteprofessionnel. Deliverable 1.6: Working Paper 6. DYLAN Project, pp. 16 – 51.

Task 9In pairs or groups of 3, discuss the questions.

Summarise the convergences and



9.00 – 11.15 am



Pause 11.15 – 11.45 pm


11.45 – 2.00 pm


“[…] il ne consiste pas àconduire des coursentièrementen langue 2, par conséquent ...Il n’est pas non plus,

biensûr, unesomme de deuxenseignementsmonolingues. Il s’agit, selon nous,

dans un dispositif bilingue, de conduire en DNL [discipline non-linguistique] des unités didactiques, des cours, des leçons oùles deux langues co - existent en permanence, très explicitement, où le professeur et

les élèves disposent en permanence de ces deux langues, de deux outils de travail, pour le plus grand bénéfice de la discipline, au - delà bien sûr du profit

pour la langue 2 (et d’ailleurs aussi pour la langue 1)”.

Duverger, J. (2007). Didactiserl’alternance des langues en cours de DNL. Tréma, 28, http://trema.revues.org/302, p. 2.

http://trema.revues.org/302

When are plurilingual resources useful or beneficial for teaching

and learning in lectures?

Participation

Data collected by EulàliaBorràs.

Comprehension and attention


Ensuring terminology in L1

Data collected by Alexandra Vraciu.

Ensuring terminology in L1

Learning activity in a second language

Learning activity in a second language

Densityof the subject contentDensityof the

subject content

Opacity of the second language


Simplificationof the subject

content

Saturation of the subject content


content


Recourse to plurilingual mode can help achieve

saturation.

Adapted from: Gajo, L. (2007a). Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of Bilingual Education and Bilingualism, 10 (5), pp. 563–581;

Gajo, L. & Grobet, A. (2008). Interagir en langue étrangère dans le cadre de disciplines scolaires: intégration et saturation des savoirs disciplinaires et linguistiques dans l’élaboration des definitions. In: Filliettaz, L. & Schubauer-Leoni, M.-L. (eds.), Processus interactionnels et situations éducatives. Brussels: De

Boeck, pp. 113-136.

Saturation


Task 10aWork in groups of 3-4 with

people from a similar discipline.

Decide on one concept from your shared disciple.

Plan an explanation for your ‘student’ peers.

Rememberthatthesituationisexolingual. Try to

encourage active participation.

Task 10bMake new groups of 3-4

with people from other disciplines.

Explain the concept to your ‘student’ peers with the help of the ‘board’ (the

blank sheet of paper).

Reflect collectively on the strengths and weaknesses

of the explanation.

Task 10cReturn to your original

group of 3-4.

Discuss the feedback you have received.

Perform the explanation for the whole group.


of the explanation.


9.00 – 11.15 am



Pause 11.15 – 11.45 pm


11.45 – 2.00 pm


Task 11In pairs or groups of 3, discuss the questions.

Summarise the convergences and


STAGE 1.

Learners basically use L1 or other shared languages, inserting (some) utterances in the target language; they manage the activity in L1 or other languages shared by participants and overcome communicative obstacles by asking for help or using code-switching and hybrid forms.

STAGE 2.

Similar to Stage 1, learners manage the activity in L1 or other shared languages and overcome communicative obstacles by asking for help or using code-switching and hybrid forms. However, learners use a considerable number of utterances in the target language.

STAGE 3.

Learners use target language all the time; they manage the activity in the target language; they overcome communicative obstacles through reformulations or looking for other ways to construct utterances, always in the target language.

Plurilingualmode Unilingualmode

Objective of secondlanguageeducationObjective of secondlanguageeducation

Adapted from: Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L. (2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9 – 21. http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php, p. 19.

http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php

aspirations = idealistic

expectations = realistic

Adapted from: Gajo, L. (2007a). Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of Bilingual Education and Bilingualism, 10 (5), pp. 563–581;

Gajo, L. & Grobet, A. (2008). Interagir en langue étrangère dans le cadre de disciplines scolaires: intégration et saturation des savoirs disciplinaires et linguistiques dans l’élaboration des definitions. In: Filliettaz, L. & Schubauer-Leoni, M.-L. (eds.), Processus interactionnels et situations éducatives. Brussels: De

Boeck, pp. 113-136.

Learningactivity in a second language

Learningactivity in a second language

Densityof the subject contentDensityof the

subject content




content



content


Can create novel opportunities for w

ork on…Ca

n cr

eate

nov

el

oppo

rtun

ities

for w

ork

on…

aspirations = idealista / idealistic

expectations = realista / realistic

Task proposed in unilingual mode in a

second language

Task proposed in unilingual mode in a

second language

Plurilingualprocess in treating task

opacity and density

Plurilingualism = communicative and cognitive scaffold

Plurilingualprocess in treating task

opacity and density

Plurilingualism = communicative and cognitive scaffold

Expert product in unilingualmode in a

second language

Expert product in unilingualmode in a

second language

Adapted from: Nussbaum, L., Moore, E., i Borràs, E. (en premsa). Accomplishing multilingualim through plurilingual activities. A: Berthoud, A-C., Grin, F., i Lüdi, G. (eds.), DYLAN Book (títol provisional). Amsterdam: John Benjamins.

Task 12aWork in groups of 3-4 with

people from a similar discipline.

Decide on a typical group work activity in your discipline.

Plan how you would design the activity to scaffold

students’ eventual achievement of unilingual

mode.

Task 12b

Make new groups of 3-4 with people from other

disciplines.

Explain your plan.


of the task design.

Task 12c

Return to your original group of 3-4.

Discuss the feedback you have received.

Task 13

Summarisewhatyou are taking away from this session by

filling your baggage with the key ideas.

Share with the group.

¡Gracias! … Gràcies! … Merci! … Danke! … Thanks!

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