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Language:afundamentaldiversitymarker
Meaning-making,languageusingandlanguagelearning
ESRCSeminarSeries:TeacherEducationandthe
ChangingDemographicsofSchooling
DoCoyle,UniversityofAberdeenandtheGrazGroup15th March2016email:[email protected]
TheParadox:foreignlanguages,otherlanguagesandbarrierstolearning
EvansandFisher(2009)
Manyyoungpeoplerecognizetheimportanceofforeignlanguageskills,butclassroomexperiencescancreatebarrierstosuccessfullearningastheteachingremainsgrammar-basedwithlittleattentionpaidtomeetinganddeepeningrelevantnewworldknowledge
ForeignLanguages,Modernlanguages,HeritageLanguages,ClassicalLanguages,EnglishasanAdditionalLanguage,[FirstLanguageandLiteracies]• Boring• Irrelevant• Toodifficult• Speakersofotherlanguagesignored• Grammaticallydriven• Littlenewknowledge• Ownershipcomestoolate
Aholisticre-conceptualisationoftheLanguagesofSchoolingwhichhasfundamentalimplicationsfortheroleoflanguageintheschoolcurriculum
Implicationsofholisticre-conceptualisationsoflanguage:• Ledtonewwaysofthinkingaboutlanguageandschooling• Reconsiderationoftheroleoflanguageasoneofourgreatestlearningtools• Explosionoflanguagemediumapproachestocurriculumwhichdifferfrommorewelldocumentedapproachessuchasimmersion• SignificanceofintegratedapproachessuchasCLIL(contentandlanguageintegratedlearning)initiallyacrossEuropebutnowonaglobalscale• DominanceofworldEnglishes andthepositionof‘English-speakingnations’• Prioritisinglearninginlanguagelearning
areprovidinguswithopportunitiestobreakdownsomeofthebarrierstolearning
Consider....howdifferentkindsoflearningrequiredifferentkindsoflanguagewhichrequiredifferentkindsofthinking.......inaclassroomwherelearnersarelearningalanguageaspartofthoseprocesses
Fourkeydriverstomakinglanguage/smoreaccessible1. Thedifferentiationbetweenlanguagelearningandlanguageusing
– learnersneedtouselanguageaswellaslearnit!2. Theimportanceof4Cs(i.e.thatin‘otherlanguage’classrooms
contentandcognitivelevelsneedstobetakenintoaccountaswellaslanguage– allinter-culturallysituated.
3. Theprocessoflanguaging learningisofimportancetoalllearnersiftheyaretoowntheirlearning
4. Academiclanguagecanbetaughtintheformofdiscoursefunctionssothatalllearnershaveopportunitiestosaywhattheywanttosayorwritewithappropriatehelp.
CLIL
Communication
Content Cognition
Culture
An Integrated Approach for Learning and Using Languages Across the Curriculum: the 4Cs
Teaching and Learning through a foreign languageCoyleetal.2010
PrinciplesofIntegratedLearningwherelanguageisboththemediumandtheobject
• Meaning-making• Conceptualdevelopment• knowledgebuildingpathways
• Discourse• Languaging (usingandlearning)• Literacies(academicpractices)
Knowledgeisn’tjustfacts!
•Factual knowledgeabout•Conceptualdeeperknowledgeabout•Proceduralhowto(applied)•Meta-cognitivestrategies
MaximizingMeaningMakingandGuided(non-linear)KnowledgePathways
‘doing science’ (procedure,proceduralrecount)
‘organizing scientificinformation’ (descriptiveandtaxonomicreports)
‘explaining science’ (sequential,causal,theoretical,factorial,consequentialexplanation&exploration)
‘arguing science’ (expositionanddiscussion,criticality)
Idealisedknowledgepathways(Veel1997)
Languaging is coreA fundamental dialogic tool
AcademicLanguage
is nobody’smothertongue
......
APLT(Pluriliteracies forLearningandTeaching)approach…
providesaframeworkforintegratingconceptualdevelopment(cognitiveandmetacognitive)andlinguisticprogressionacrosslanguages(academicliteracies).
InScience,learnersneedtobeapprenticedintomeaning (Veel 1997:162)ofschoolscienceinsuchawaythattheybuildscienceunderstandingthroughactivitiesandtaskswhichinvolvetheminreadingtexts,writingtexts,makingargumentsandparticipatinginclassdiscussion(Cervetti etal.2012;Handetal.2003)andcreateanenvironmentwherescienceunderstandingdeepensandevolves.
Breakingdownbarrierstodiversity
• AcademicTribesandtheirTerritories(mindsets)• TeacherIdentities• Strongmovementtorethinkingliteracies(e.g.Australia)• Pioneeringopportunities(1+2)• Newentrantstotheprofession• Bottomupmovements• Confidencebuilding
Theroleofteachereducation:breakingdownbarriersto‘learning’capitalwithdiversityatthecore:toworktogether
• Secondlanguageeducators• Firstlanguageeducators• Foreignlanguageeducators• Subjectspecialisteducators• Literacyeducators• Languagetherapists• Signing
Inspiration
• TheworkoftheGrazGroup• Theworkofteacheractionresearch/Master’slevelworkExamples:• Notebooking inSciencesclassesandbeyond
LeilaEerikainen,Geneva,2015• FLAME(ForeignLanguagesAsaMediumforEducation)FionaMoffat,Stirling
Whereit’sallat…
If you want to improve the quality of teaching, the most effective place to do so is in the context of a classroom lesson…The challenge now becomes that of identifying the kinds of changes that will improve learning for all students…of sharing this knowledge with other teachers…
Stigler, J & Hibbert, J (1999)The Teaching Gap
