BI-LITERACY - Learning to be literate in two languages, how important is it?

Camberwell Primary School

20 March, 2013

PLURILINGUAL INDIVIDUALS:

LANGUAGES, LITERACIES AND CULTURES

Anthony J LiddicoatResearch Centre for Languages and

CulturesUniversity of South Australia

Critiques of ‘multilingualism’ as disguising different realities for languages and their use

Plurilingualism – a feature of individualsMultilingualism – a feature of societiesPlurilingualism and multilingualism do not always

coincide and can be in conflict – especially in educational contexts

PLURILINGUALISM VS MULTILINGUALISM

involves use of multiple languagesinvolves relationships with multiple languages and

cultures (identity, participation, etc.)involves interrelationships between languages and

cultures in individuals’ livesis an individual resource for participation in

multiple societies, contexts

PLURILINGUALISM

involves co-presence of languages in a societydoes not entail plurilingual individuals (except

linguistic minorities)maintains individual monolingualism and

monoculturalism as normsseparates languages and culturessees diversity as a problem to manage

MULTILINGUALISM

The monolingual mindset (Clyne) involves ideas such as: monolingualism is the normal state: plurilingualism is

exceptional, private and invisible monolingualism (in English) is adequate plurilingual individuals should always adapt to monolinguals languages are self-contained and independent of each other learning is not seen as language based there is a normal language in which learning is done languages are seen as in competition (in society and in

education) speaking another language is either a problem or an unfair

advantage

THE MONOLINGUAL MINDSET

Language education can be influenced by a monolingual mindset: languages are kept separate. learning in one language is valued more than learning in

another. learning in one language is not related to learning in others. additional languages are not recognised or not seen as

resources for knowledge, learning. the place of language learning is not seen in all curriculum

areas. intercultural and interlingual practices are not recognised,

valued. language learning is seen as ‘elite’.

THE MONOLINGUAL MINDSET

Recognising and drawing on all languages as a norm in all education

Enabling learners to develop new languages and use them purposefully

Modelling access to and use of knowledge through multiple languages – and the role of literacies in this

Relating knowledge known, created or acquired through one language to the contexts of another

Challenging existing conceptions about languages and cultures

CHALLENGING THE MONOLINGUAL MINDSET IN EDUCATION

The focus of language Movement from oral focus (communicative language

teaching) to a more literate focus - recognising the literate nature of new technologies.

Movement from language acquisition to language learning. The input → output model of second language acquisition

has limited connections to educational goals and aspirations.

New emphases on content, meaning making and interpretation, critical reflection language use as a basis for learning, knowing

EMERGING THEMES IN LANGUAGE EDUCATION

New emphases on culture in language learning Culture as intercultural practice

Decentring – seeing things from new perspectives Mediating – interpreting other realities for self and others

Culture as symbolic system for creating and interpreting meaning, not as facts and information.

Language is not separate from a cultural context. Intercultural learning is integrated into language learning, not

additional to it through reflection on meaning in context.

EMERGING THEMES IN LANGUAGE EDUCATION

Critique of the native speaker norm as the goal of learning: Neither possible nor desirable as a goal Monolingual view of linguistic/cultural knowledge Limited understanding of the differences involved in using

and additional language Devaluing of learners’ own identities and knowledges

Movement to the idea of the intercultural speaker a sophisticated user of multiple languages and cultures complex, integrated linguistic repertoire more than a native speaker education for the plurilingual individual as the key focus

EMERGING THEMES IN LANGUAGE EDUCATION

Making knowledge plurilingual valuing what is known in all languages developing knowledge in both languages creating knowledge in both languages moving knowledge between languages articulating knowledge in both languages

CONSIDERATIONS FOR BILINGUAL PROGRAMS

Making connections between the languages and cultures of learners, society and school making appropriate space for all languages comparing languages, cultures, texts and reflecting on

similarities, differences making connections between languages – for students and

by students recognising that all of a students’/teachers’ languages are

always potentially relevant

CONSIDERATIONS FOR BILINGUAL PROGRAMS

Making literacy plurilingual developing literacy in both languages recognising different literacy skills used in first and second

language literacy fostering transfer of literacy skills across languages using literacy in both languages for common purposes using languages to access knowledge from, participate in the

world outside the school

CONSIDERATIONS FOR BILINGUAL PROGRAMS

Making schools plurilingual making a place for plurilingualism in school life. connecting across languages in explicit ways. making plurilingualism normal and visible. modelling interlingual and intercultural practice in all aspects

of school life. modelling what it means to be a plurilingual individual in

positive ways. challenging the monolingual mindset:

in and out of school in words and actions explicitly and implicitly.

CONSIDERATIONS FOR BILINGUAL PROGRAMS