Language and Diversity: Challenges and possibilities

Prof. Stephen May

School of Critical Studies in Education (CRSTIE)

Faculty of Education

University of Auckland

4 August 2010 1

4 August 2010 2

It has been known for some time that

secondary teachers do not consider

reading and learning to be issues that

are of much importance to them.

(Gunderson 2000: 692)

4 August 2010 3

The problem of monolingualism

Particularly evident in English-dominant countries like New Zealand

A result of English as the current world language

Ignores the history (and politics) of English

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Key Challenges in teaching bilingual students

1. Developing and fostering an additiverather than subtractive view of bilingualism

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Subtractive bilingualism

views bilingualism as problematic

judges students by native (L1) English norms

Constructs bilingual students as incompetent (in English)

e.g. NESB; this child has ‘no language’

Excludes the L1 in the teaching and learning process (‘time on task’ principle)

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The first response

Building specifically from/on the students’ language backgrounds

Developing an ‘additive’ view of students’ bilingualism

Drawing on all the language registers/domains of students in the teaching and learning process

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Additive bilingualism

Recognises bilingual students as multicompetent

Accords with research on the cognitive, social and educational advantages of bilingualism Cognitive flexibility

Metalinguistic awareness

Communicative sensitivity

Accords with the linguistic interdependence principle The more developed the L1, the easier the

development of the L2; the less developed the L1, the harder the development of the L2

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1. Implications for teaching

How can we challenge/change deficit constructions of bilingual students?

How can we recognise and value our students’ extensive language competencies?

How can we foster use of L1 in our classes in order to enhance metalinguistic awareness and language interdependence?

How can we address our own knowledge gaps (and monolingualism)?

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Key challenges in teaching bilingual students

2. Recognising that academic English is a specific language register, and that we need to teach it explicitly

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Academic English

Is significantly more demanding than conversational English

Cf.

Conversational competence (BICS)

Develops within 1-2 years

Academic language proficiency (CALP)

Takes 5-8 years to develop fully

= 2nd language learning delay

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Academic English

Is more abstract

Has more passive constructions (e.g. It has been argued by May that … vs. …. Stephen says that)

Is more decontextualised

Has specific patterns of classroom language

IRE (initiation - response - evaluation)

IRF (initiation - response - feedback)

Which are also culturally located (with students having varying degrees of familiarity with them)

Has more difficult vocabulary

VocabularyA-S nouns G-L nouns

time chapter

people component

years text

work criterion

something data

world design

children focus

life hypothesis

4 August 201015

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2. Implications for teaching

How can we apprentice students into academic English?

How can we scaffold learning more effectively?

How can we avoid ‘dumbing down’ (amplifying, not simplifying)

How can we vary existing classroom discourse patterns

IRE (initiation; response; evaluation)

IRF (initiation; response; feedback)

Group work

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Group Work Learners hear more language Learners use more language (fosters exploratory talk;

increased output) Learning is contextualised (language is used

appropriately and meaningfully) Learning and comprehension are supported (message

redundancy)

In addition, group work Can include both L1 and L2 Is culturally congruent for many groups Facilitates language use in contextualised / integrated

ways (linking language and content) However, still requires explicit framing/instruction

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Cognitively Undemanding

A B

(conversation) (email/texting)

Context Embedded Context Reduced

C D

(group work/journaling/

role play) (classroom discourse)

Cognitively Demanding

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Key References

Language Enhancing the Achievement of Pasifika (LEAP). http://leap.tki.org.nz

May, S., Hill, R. & Tiakiwai, S. (2004) Bilingual/Immersion Education: indicators of good practice (available at http://www.educationcounts.govt.nz/publications/schooling/5075

See also:

Gibbons, P. (2002). Scaffolding Language, Scaffolding Learning: teaching second language learners in the mainstream classroom. Heinemann.