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MULTILINGUAL SCHOOL POLICIES
AND CLASSROOM PRACTICES (IN CONTEXTS OF
IMMIGRANTS, ROMA AND NEWCOMERS) IN
FRANCE : CHALLENGES AND OPPORTUNITIES
Nathalie Auger, Université Paul-Valéry Montpellier
Professeur de Linguistique et Didactique, CNRS Praxiling
MONTPELLIER
students
Working with Migrant, Gypsy and Roma
Students
Photos de St Jacques et Perpignan
St. Jacques neighbourhood of Perpignan
Using pupils’ linguistics ressources
A pledge for the recognition and the mobilization of the language resources of the students at school since 2004.
Classroom activities and training of educational staff in favor of a better knowledge of sociolinguistics issues have been proposed at national and European levels.
“enriching the spoken discourse of the classroom by taking advantage of its diversity and variability” (Kramsch 1993)
Deconstructing stereotypes…
Bi-plurilingualism is not an addition of requirements (Cummins, 2000)
Cummins’ approach (1976, 1979, 1981, 2000) ofCommon underlying proficiency.
“additive bilingualism” (Lambert, 1974) et “additivemultilingualism” (Cenoz & Genesee, 1998 byLotherington, 2008)
A "diverse, complex, or composite and heterogeneous jurisdiction"
(Coste, Moore and Zarate, 1997/2009, p. 12).
Definition (CEFR)
"The plurilingual and pluriculturalcompetence […] refers to the factindividuals do not have a collection ofcommunicationnal competences whichare separated according to languagesthey speak. The plurilingual andpluricultural competence includes thewhole language repertoire."
Consequences in classrooms
Dealing with the different languages present inthe repertoire means varieties composing therepertoire are not treated in an isolated way,[…]
(Guide for the development of Language EducationPolicies in Europe, p. 71)
Principles for the activites
Each language shares universal categories (syntax, phonetics, lexicon, etc.) but specific actualizations (special prosody for questions, anger etc.).
to take advantage of one’s resources and activate transfers (i.e we learn to read only once).
children work at different linguistic levels, for example: syntax, ways to write, consonants and vowels, lexicon, gender and number, gestures, phonetics.
Other activities in the pedagogical guide(relationship to space and time, social representations, relationship between phones and graphs…).
Comparing our languages26mn DVD available on marille website
http://marille.ecml.at/
European Label for innovative projects in language
teaching and learning
Comparing languages, is it difficult ?
Brain and experiences
Interlanguage
Intercomprehension between family languages
(romance, german)
Intercomprehension according to linguistic units
(lexicon, syntax etc.)
Comparing vs. opposing
Comparing and discussing :
co-acting in the classroom
Analyzing the discussion : cooperation / theme
Convergence/divergence
Consensus/conflict
= task
Activities and co-action
Social action and learning action / CEFR
Co-action and co-construction (skills,
knowledge)
Project and temporality : past-present-future
From an individual culture to a shared one
(emergence of culture for action)
Approaches more than methods
Confront each other and develop relationships with
others
Errors as a challenge and an opportunity
Results on pupils
More active in the learning process, reinforces their ability to observation : analyses, making links between languages
Would not disadvantage those who have never gone to school before (language awareness from the age of 3).
Work on similarities, differences with non metalinguistic words.
Work on varieties, languages to build new competences in ML to benefit all learners
Results on teachers
Motivation for teachers : pupils have knowledge and
competencies they can use.
A new role : helping pupils organizing their
knowledge
The use of migrant languages:
an experiment
Interculturality: a concept central to understanding the
importance of using migrant languages
“The notion is then further expanded to include the creation of
an intercultural context”, Kramsch 1993
From the positive use of intercultural contexts to the
development of language and sociocultural competences
From vertical to horizontal methodologies
Comparing languages in other contexts:
looking for links between languages and people
Modules for teachers with diversity in
their classes
Maledive CELV
http://maledive.ecml.at/Home/tabid/3598/langu
age/fr-FR/Default.aspx
students
Working with Gypsy and Roma students
Who are they ?
Rrom
Rom
Gypsy
Manush
Travellers
Plurilingual and pluricultural
challenge
Travelling and not going to school
Not travelling and not going to school
French gypsies
Migrants for other country (Romania)
Seldom success at school
For the institution : oral language and cultural way of life
are challenging
GYPSY CHILDREN
IN THEIR FAMILIES AND AT SCHOOL
FROM THE STUDY OF INTERACTIONS AT HOME
TO POSSIBLE PRACTICIES IN THE CLASSROOMS
Photos de St Jacques et Perpignan
St. Jacques neighbourhood of Perpignan
French gypsies or migrants ?
For the institution : gypsies // migrants (dialogism)
Staff in the town hall : « Ou:::OK they are French///
but/ they are not really part of the society // not
integrated to it/// like migrants you see »
Gypsy language ?
Representations :
Gypsy student V. (9 years old) : I speak gypsy
Teacher F. : you ask about their language/// well
they speak gypsy language
A antempt to describe
gypsy language in Perpignan
Study : spontanous and elicited speech with 3
generations (children, parent, grand-parent)
Gypsy families and non gypsy families
Northern Catalan
Calo vocabulary ( 5% but perceived as the gypsy
language)
Saying it is gypsy language to mark the boundary
Possibilities
Intercomprehension/ continuum (comparing language)
Blanche-Benveniste, Escudé practices in
intercomprehension between Romance languages
Reluctance
Not central Catalan
Double minority
Lack of information on plurinormalism and the way
to work with it in Language Education
Catalan
A Romance language
10 millions of speakers
Catalonia, Valencia, Balearic Islands, Aragon
(Franja de Ponent), Andorra, Pyrenees-Orientales,
Sardinia (Alghero)
21 dialects and catalan from Roussillon is part of it
Catalan from Roussillon
Influence of French and Occitan
Phonetics
/o/ /u/
Stress : « música » »musica »
/l/ disappears before /t/
« escoltar » « escutar », « moltó » « mutú »
« ia » words are reduced « i » : « història »
« histori »
The article :
« Déu meu » « mon Déu »
Extension of the plurial –os :
« aquells » « aquellos »
Negation « no » « pas »
• « no vull » « vull pas »
Morphosyntax
Gypsy families in the 21st century
Computers Ordinateur
Computer club
Social Networking
Downloaded films
Text messaging
Writing in French and catalan
Blogs, social networking
Text messaging
Opportunities and paradox
CLIL Catalan schools not opened to gyspy students
CLIL : elite schools and a way to avoid gypsy schools and
shools hosting migrant students
Different conceptions and practicies
Interlanguage (Selinker)
Transcodic marks (fautes/ erreurs, Bâle-Neuchatel,
Py, Marquillo)
Transcodic boey (Moore)
Marquillo : variation in learning
Extrait 1 « châtaigne »
EVALUATION of the way to describe a picture
L’air
G. Arcimboldo
Corpus 1
E : Non, je vous demande ce que tu, je vous
demande de décrire ce tableau alors///
A : Ah
E : alors
E: Et ce que tu vois ici, comment ça s’appelle ?
E : Là
E : Une châtaigne ? Comment vous le dites
vous le mot châtaigne ?
A : Une euh châtaigne
E : C’est pas une castaña ?
A : Euh si E : Voilà là vous avez une châtaigne
Corpus 2
E : je ne comprends pas Kélian
A : ça c’est des feuilles
E : c’est pas des feuilles// ce sont des plumes
A : mais oui/ mais les plumes il fait des feuilles il
comprend pas
E : non je ne comprends pas alors explique-le à
quelqu’un en gitan et euh comme ça vous allez vous
allez essayer de trouver d’autres mots
New practices
Evaluate the way to describe and avoid « failure »
because of a lack of lexicon.
Différent possibilities (translation, scaffolding)
Home language as a ressource
E : Regarde, on a ce mot
A : Nuit
E : Cette image alors avant de commencer, chut, à écrire nuit, je voudrais que tu regardes à la fin (elle montre la fiche)
A : Un t
E : Pourquoi y a un t à la fin du mot nuit ?
….
E : Qu’est-ce qu’on pourrait faire comme autre mot ? Vous par exemple en gitan comment vous dites la nuit ?
A : La ni[t] la ni[t]
E : Qu’est-ce qu’on entend à la fin ?
A : t
E : On l’entend hein ? Bah nous en français on s’en sert. La nit, vous dites la nit, nous on dit la nuit on peut dire la nuitée aussi nuitée. Regardez je dis le mot nuitée t t tu l‘entends, tu l’entends ? c’est pour ça qu’on a la toupie à la fin du mot. Quand je dis la nuit, tu l’entends le t ? la nuit, la nuit. Donc (montre la fiche), elle est là pour fabriquer un autre mot, il ne faut pas l’oublier…
Example
Point of interest : using L1 to support writting French
Romtels projects :
a multiple levels mediation project
Why does this project question the
notion of mediation ?
Roma translanguaging enquiry learning spaces
Creating spaces for languages and knowledgeappropriation (tasks, activities) taking into account all languages in the classroom.
The project challenges :
Succeeding at school
Creating a relationship with the parents
Identifying the languages in the classroom
What is ERASMUS + ?
Partnership between Universities and
Institutions
Education/ Training teachers and
researches
Cross perspectives in classes practices,
researchesn conferences, dissemination
The team
New Castle University
Helsinki University
People to people foundation
Middlesex University of London
Arthur’s Hill primary school, Newcastle
Montpellier 3, Ecoles, Rectorat, ESPE Aix-Marseille
International team : researchers, members of schools, inspectors, NGO
Some aspects of the mediation
Cultural mediation, the role of paintings and of Paul-Valéry museumFrédéric Miquel IA IPR de Lettres, in charge of FFL/FSL, Académie de Montpellier, associé à l’UMR
CNRS Praxiling
Nathalie Auger Professeur des universités, Université Paul-Valéry Montpellier, UMR
CNRS Praxiling 5267, Appropriation des langues et du langage
Mediation, identities construction with Roma parentsBrahim Azaoui, MCF, LPL UMR CNRS, AMU
Christel Houée, enseignante en UPE2A au collège Hugo à Sète, associée à l’UMR CNRS Praxiling
Médiation semantic mediation and social context Florence Guiraud Sète, 1er degré, doctorant à l’université Paul-Valéry Montpellier, UMR CNRS
Praxiling 5267, appropriation des langues et du langage
Digital mediation to identify Romanian languages Jérémi Sauvage, MCF HDR, Université
Paul-Valéry Montpellier, UMR CNRS Praxiling 5267, Appropriation des langues et du langage
Cultural mediation, the role of paintings
and of Paul-Valéry museum
Séance Date Lieu Elèves Objectif Support Intervenants Matériels nécessaires
Séance 1 Lundi 02/05
10h-12h
Salle informatique
Collège Victor Hugo
Tous les élèves de l’UPE2A+ 3
ROMS primaire
Faire connaissance avec le musée Paul Valéry
de Sète en visitant son site internet.
Les élèves repartent à la maison avec pour
mission de répondre à ces questions en en
discutant avec leurs parents : « Avez-vous déjà
visité un musée ? dans quel ville/pays ?
comment s’appelait-il ? quels types d’objets
exposait-il ? »
Si non, est-ce que les parents savent à quoi
servent un musée et s’ils en connaissent un ?
Questionnaire sur le
musée, réponses à
retrouver dans le site.
Christel HOUEE
Florence GUIRAUD
CAMERAMAN
Caméra
Salle informatique
internet
Séance 2 Lundi 9/05
13h30-14h30
Salle 003
Collège Victor Hugo
Elèves ROMS
+
parents
Compte rendu oral des questions travaillées
avec les parents à la maison et entretien guidé
en vue de les préparer à la visite du musée
Paul Valéry et de la création des cartels
Médiation langagière entre élèves/parents
Réponses des élèves à
partir de leurs
discussions avec les
parents
banque de données
kaldérach de
NewCastle
Christel HOUEE
Florence GUIRAUD
CAMERAMAN
Caméra
Séance 3 Mardi 10/05
14h-16h30
Musée Paul Valéry à Sète Tous les élèves de l’UPE2A+ 3
ROMS primaire
Visiter le musée Paul Valéry et répondre au
questionnaire
Médiation langagière entre élèves ROMS
Questionnaire à partir
de 4 tableaux qui
représentent une vue
marine de Sète
banque de données
kaldérach de
NewCastle
-Christel HOUEE
-Florence GUIRAUD
-CAMERAMAN (x3) pour
suivre les 3 groupes
composés de 3/4 élèves
ROMS
-Accompagnateur
-Nathalie AUGER
Caméra x2
Séance 4 Vendredi
13/05
9h-11h
Collège Victor Hugo Elèves ROMS
+
parents
Présenter les 4 tableaux sélectionnés et
travaillés au musée aux parents en vue de leur
créer un cartel en kalderach
Médiation langagière entre élèves/parents
Réponses au
questionnaire sur les 4
tableaux.
banque de données
kaldérach de
NewCastle
Christel HOUEE
Florence GUIRAUD
CAMERAMAN
Caméra
Séance 5 Vendredi
27/05
9h-11h
Musée Paul Valéry à Sète Elèves ROMS
+
parents
Poser les cartels à côté de chaque tableau au
musée
Les cartels en kalderach
sur les 4 marines de
Sète créés par les élèves
en collaboration avec
leurs parents
Christel HOUEE
Florence GUIRAUD
CAMERAMAN
Caméra
Séance 6 Jeudi 02/06
Après-midi
Collège Victor Hugo UPE2A Visionnage des séquences filmées et
présentation des cartels.
Séquences filmées du
projet
Christel HOUEE
Florence GUIRAUD
Collègues
montpelliérains,
finlandais, roumains et
anglais
Caméra
Séance 7 Septembre
2016
Collège Victor Hugo
Ecole Lakanal
Tous les élèves de l’UPE2A collège
et primaire
Création d’un audioguide multilingue avec
toutes les langues présentes dans l’école, pas
seulement les ENA
Travail des élèves
UPE2A de l’année
précédente
Professeurs de langue
française anglaise,
espagnole et
allemande+ collègues
intéressés par le projet
Caméra
Lesson Date Place Students Objective Pedagogical
material
Participants Material
Lesson 1 02/05/16
10h-12h
Computer classroom
in the school
All the students from the
preparatory classes+ 3 ROM
students from primary school
Get acquainted with the Museum of Sete by
visiting its website
The students go back home with questions to ask to
their parents: have you ever visited a museum? In
what city?/country ? What was its name ? What di
dit exhibit ? If not, then « Do the parents know
what a museum is for and if they know any ?
Questionnaire about the
museum + answers from
the website
Video camera
Computers +
internet
Lesson 2 9/05/16
13h30-
14h30
Collège Victor Hugo Roms students + parents Oral account of the answers to questions +
interview to prepare them to the visit of the
museum and the creation of the placards.
Translanguaging between the parents and the
children
Answers from the
interviews
students/parents
Data bank in kalderash
from Newcastle
Video camera
Lesson 3 10/05/16
14h-16h30
Museum Paul Valéry
à Sète
All the students from the
preparatory classes+ 3 ROM
students from primary school
Visit to the museum and answer to the question
Translanguaging between the Rom students
Questionnaire about the 4
paintings which show Sete
Data bank in kalderash
from Newcastle
Video camera
x2
Lesson 4 13/05/16
9h-11h
Collège Victor Hugo Roms students + parents Presentation to the parents of the four paintings
that were analysed in order to write the placards
in kalderash
Médiation langagière entre élèves/parents
Answers to the
questionnaire about the 4
paintings which show Sete
.
from Newcastle
Video camera
Lesson 5 May 2016
9h-11h
Museum Paul Valéry
à Sète
Rom students
+
parents
Place the placards next to the paintings in the
museum
The placards in kalderash
about the 4 paintings.
Video camera
Lesson 6 June 2016
Après-midi
Collège Victor Hugo Preparatory classes watch the film excerpts and presentation of the
placards.
Séquences filmées du
projet
With colleagues
from the Romtels
project
Video camera
Lesson 7 Septembre
2016
Collège Victor Hugo All the students from the
Preparatory classes
Creation of a multilingual audioguide with the
languages present in the school.
Travail des élèves UPE2A
de l’année précédente
Video camera
The different activities
Description
Our aim : a course for appropriation
Culture in the museum
Cultural and intercultural mediation
Intercultural mediation see videos
http://research.ncl.ac.uk/romtels/resources/video/
Intercultural mediation
Intercultural mediation
Cultural mediation (in the museum) External mediation
In the school, with the guides in the museum
Internal mediation
From French to Ursari, for Ursari to French
Cultural mediation (in the museum)
Cultural mediation
(in the museum)
Cultural mediation (in the museum)
Cultural mediation
(in the museum)
Conclusion
Reflexion on representations (the role of the imaginary, beingable to project oneself in the future), some practices (videoexcerpt)
Decentration for everyone (teachers, pupils, parents)
A process
External mediation/ internal mediation (« I, as a mediator » to my pairs, my parents, my teachers)
Co-action, creating a shared-culture
From dialogue to monologue
Towards a « transmediation » ?
Digital mediation as a tool for identifying
Romanian languages.
Jérémi SAUVAGE
Université Paul-Valéry – Montpellier 3
Introduction
Identifying spoken languages
“Do they speak Kalderache language ? “
In fact don’t, they speak Ursari
In any case they are Romanian ...
A digital tool, a huge database Romani Project (Manchester)
Samuel and Mrs George
video exercept :
Samuel : a role of expert in languages
Mrs George : a languages expert too !
BE CAREFUL, in this video Roma adults and
children will be listening to their own Romani
languages in French middle-school.
Data
Part 1 : Listening to words and
expression in Ursari
Data
Part 2 : listening to words and expression in
Kalderache
Discussion
The importance of oral in an oral culture
Bringing minority languages into class
Affective dimension and identities recognition
Activities which modify (negative) representations
Mediation, a space for the construction of parents of
roma pupils identity
Brahim AZAOUI & Christel HOUEE
Parents and school
A changing reality
A misunderstanding? (Dubet, dir., 1997)
A necessity? (M.E.N., 2006)
An obligation: see the Professional competence framework for
professorship and education (MEN, 2013)
How to cooperate?
Plurilingual projects including parents of allophone pupils: Goï (2008);
Castellotti & Moore (2010); Audras, Leclaire & Ramdani (2016);
http://parents.ecml.at/fr-fr/Accueil
Roma pupils’ parents and school
There exist « heavy schooling problems » (Rapport du DDD, 2009)
Need to communicate with them (cf. Guide for school mediators, 2009)
A paradoxical relation to school: between desire and rejection (Decroix &
Lièvre, 2008; Berner et al. 2015)
70
Méthodologie
Participants
Multimodal analysis of discourses in interaction (Kerbrat-Orecchioni,
2005; Krafft & Dausendchön-Gay, 2001)71
Parents Nbr années
en France
Nbr enfants Nbr enfants
scolarisés
Scolarisé(e)
en Roumanie
Maitrise du
français
Alexandrina 10 6 2/2 NON ORAL/ A1.1
ECRIT/ NA
Violina 8 6 3/3 NON ORAL/ A1
ECRIT/ NA
Nicu 6 4 2/2 OUI ORAL/ A1+
ECRIT/A1.1
Revista
Ovidiu
8 5 3/3 NON ORAL/ A1.1
ECRIT/ NA
ORAL/ A1
ECRIT/A1.1
Results
• The parents as mediators: linguistic experts?
• An acknowledged and collaborative expertise
• But also an evolving expertise => an emerging metalinguistic consciousness
(Gombert, 1996)
72
Results
The parents as mediators: cultural experts ?
A analytical expertise
De-hierarchisation of cultural knowledge
73
« Look over there (point to the painting) it
looks like there used to be no houses,
just a few on the sides. When was the
painting done? »
Results
Parental mediation, a space for the identity (re)construction of
plurilingual locutors and social actors
74
Construction of their plurilingual identity
Becoming social actors
Results
Parental mediation, a space for the identity (re)construction of
parents of students?
75
ABSENCES SEPT-DEC.
2015-2016 2016-2017
ESTERA 128 26 (-102)
SHAKIRA 70 88 (+18)
ALEJANDRU 70 26 (-44)
SOLEDA 70 45 (-25)
SARAH 60 22 (-38)
ANDREA 72 39 (-33)
- Increasing attention to the schooling of their children: attendance and homework
Conclusion
A space of mediation including parents
Ackowledment of linguistic and cultural competences
Identity (re)construction on the social and school levels
Roma parents: means and objectives of mediation
Parental mediation toward their own community/culture =>
linguistic and cultural experts
Mediation towards themselves/the children
What does it mean or imply to work with roma parents ?
« School must mobilise parents just as they are, and associate them
to the educational model it wants to promote » (Meirieu, 1997)
=> coconstruction of a collective project
=> continuous collaboration
76
WORKING
WITH FAMILIES
AS LANGUAGE
EXPERTS
Translanguaging
the very nature of how a bilingual thinks
and understands and achieves
developing translanguaging
as a tool for learning
in schools
families
as collaborators,
co-researchers and co-constructors
becomes
possible with
Conclusion : challenges for our
societies and for Education
School as a place of social cohesion and recovery
of multiple identities
Prepare students to live in multilingual and
multicultural societies
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