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3LANGUAGE AWARENESS AND MULTILINGUALISM IN TEACHER EDUCATION EAPRIL Belfast 2023 Case study
CONFERENTIEBIJDRAGE
Inaugurele rede uitgesproken in verkorte vorm bij de aanvaarding van de positie van lector Meertaligheid en Geletterdheid aan de NHL Stenden Hogeschool. In deze rede gaat Joana Duarte dieper in op het thema meertaligheid in het onderwijs vanuit een sociolinguïstisch perspectief op het noorden van Nederland.
LEZING
In J. Purkarthofer & M.-C. Flubacher (Eds.), Speaking Subjects in Multilingualism Research: Biographical and Speaker-centred Approaches. Bristol: Multilingual Matters.
BOEKDEEL
Multilingualism can both enrich and complicate interactions in health care. Several studies point out that language differences between care providers and patients can lead to less access to and lower quality of care. More specifically, challenges regarding communication, mutual understanding and shared decision making are often present in health care situations. dujal.nl/article/view/15520
CONFERENTIEBIJDRAGE
Liz is a CLIL and language teacher educator, senior lecturer, author, and researcher. Her publications include CLIL Skills, CLIL Activities, a doctoral thesis on the role of English teachers in bilingual streams and articles on multilingualism. She also chairs audit panels for bilingual streams in vocational and academic tracks.
You will be introduced to a visual methodology as a way of uncovering learners’ multilingual experiences. Language mapping is a technique that helps learners uncover their own lived multilingual experiences and to represent and talk about these using their own words and descriptions. Liz Dale will show you how and why language mapping works and how you can integrate this exercise in a lesson. Of course, you will try your hand at creating your own language map!
PAPER
Meertalige maatschappij vraagt om onderwijs gericht op meer brontalen en doeltalen (ook minderheidstalen en immigrantentalen). Leeropbrengsten in meer talen in systeem ter vergelijking van bijvoorbeeld Fries-Nederlands-Engels. Bekwaamheid leraren betreft eigen taalvaardigheid en reflectie, toepassing differentiatie en transfer. In opleidingen extra aandacht in minor tweetaligheid en master multilingualism
LEZING
Multilingualism can both enrich and complicate interactions in health care. Research shows that language differences between providers and patients can lead to less access and lower quality of care. A specific type of care where communication is both instrument and goal of therapy is speech language therapy (SLT). Several studies within the field of SLT were performed to improve the diagnosis and treatment of complex multilingual cases (Hyter & Salas-Provance) but little research is done on how SLT’s reach mutual understanding with multilingual clients. Although SLT’s are experts in communication, experiences from the work field indicate that these professionals often feel less competent in the interaction with multilingual clients. Exploratory and design research is needed to gain insight into and optimize this complex communicative setting.
ANDERSOORTIG MATERIAAL
Multilingualism is common in educational settings across Europe and beyond, yet many language teachers report feeling unprepared to valorise the different languages students bring to their classrooms. Multilingual language learning interventions – activities that intentionally draw on students' multilingual repertoires – offer one way to enhance language learning. Research suggests that such interventions can support students' language proficiency and cross-linguistic awareness, particularly in upper primary, secondary and university contexts. Nevertheless, no systematic literature review has yet synthesised interventions fostering language proficiency and cross-linguistic awareness in educational settings for language learners aged ten or older. Consequently, this systematic review of 17 studies seeks insights into (1) types of multilingual language learning interventions fostering language proficiency and cross-linguistic awareness for this group of language learners, and (2) the outcomes of these intervention types. Our narrative analyses identified three types of multilingual language-learning interventions with outcomes related to language proficiency and/or cross-linguistic awareness: (1) Creating multilingual space in language learning, (2) Raising cross-linguistic awareness with structured tasks and (3) Exploiting multilingual repertoires to support language skills. Our review offers practical insights and directions for further research on using students' multilingual repertoires in upper primary, secondary and university language learning settings.
OVERZICHTSARTIKEL
