1. Languages for Learning: A Pedagogy for EAL
Newcastle, UK
10th-11th November 2016
Lecture 1, day 1
Dr Leena Robertson, Prof Nathalie Auger

2. multilingualism language status translanguaging…

3. QUESTIONS (1) what is everyday plurilingual language use?
(2) people's reactions to it, and
(3) implications for classroom practice : towards translanguaging

4. Positioning our work
Dell Hymes – sociocultural perspective and language in use, in everyday social contexts Edward Said – culture and imperialism, ‘Western’ cultures seen as ‘civilized’, ‘others’ as ‘primitive and backward’ Jim Cummins – bilingualism and ‘common underlying proficiency’ and advantages of bilingualism Tove Skutnabb-Kangas – language rights Paolo Freire – the development of pedagogies with families/communities David Gillborn – critical race theory Ofelia Garcia – translanguaging

5. (1) What is everyday plurilingual language use. https://www
Top ten main 'Other' languages in England and Wales, 2011
Leena you could add data from other countries ?

6. (1) What is everyday plurilingual language use?
150 languages spoken as a ‘mother tongue’ in Finland in 2013
Finnish, Swedish, Russian, Estonian, Somalian, English, Arabic, Sami (3 different Sami languages), Karelian, Romani, Finnish and Swedish Sign Languages….
Leena you could add data from other countries ?

7. (1) What is everyday plurilingual language use?
75 languages in France
Migrant languages
Regional languages
50% to 100 % allophons in big cities schools
Leena you could add data from other countries ?

8. Reality vs schools 2014-2015 Langages Public schools Private schools
German
6,16 %
3,38 %
English
92,83 %
96,54 %
Spanish
1,23 %
1,78 %
Italian
0,62 %
0,21 %
Portuguese
0,11 %
0,0

9. Multilingual world and language status
Social capital and linguistic market (Bourdieu 1982)
Language as a ‘market of symbolic power and capital’ – people juggle for profit and some have less capital than others
The capacity of an individual to command resources by virtue of their membership in networks or broader social structures; not just the resources but an individual’s ability to mobilise them on demand
France : a state-based nation constructed around the political model of monolingualism

11. Negative image of the family languages : seen as a disavantage more than a resource
“Ce ne sont pas des ENA qui feront l’ENA”
Translanguaging and the representation of “poor language”
Plurilingualism is a “problem, handicap, disease” : children go to specific care, classrooms etc.

12. Plurilingualism Around 6909 living languages in the world.
The majority of the world’s population use more
than one language in their daily lives.
In our work we promote multilingualism as a process of
learning in schools and an outcome of education.
Brains do not get confused or full when two languages
are used in school.
Home and school language do not work against each
other – they both support conceptual understanding
We want the cognitive benefits of bilingualism for the children themselves and for the society
The use of home languages in schools speeds up the process of learning the school language

13. ‘Traditional’ bilingual pedagogies
Keep languages separate
Consider mixing languages as ‘wrong’
Focus on the ‘target language’
Aim to provide models of ‘standard language’

14. Moving towards translanguaging as a pedagogy
Keep languages separate – not possible because of a shared conceptual base
Consider mixing languages as ‘wrong’ – Why? Who says so? (All bilinguals do it all the time.)
Focus on the ‘target language’ – Why only ‘target language’?
Aim to provide models of ‘standard language’ – Whose version and what for?

15. Language status
So, we know from research around the world that multilingualism should be encouraged… …but…
…most school systems replicate the hierarchy of languages in a society and do not value the languages that children
speak at home.

16. Hierarchy of languages (Calvet, 1999)
Language Status
Hierarchy of languages (Calvet, 1999)
SUPER-CENTRAL
CENTRAL
HYPER-CENTRAL
English
PERIPHERY
Hierarchy emerges locally according to migration, history
economic context

17. Variation seen as a problem
Enquêtrice N. : you have former newly arrived pupil in you class // everything is OK 
Enseignante F. mainstream class CM1 : well// here we are /// they can speak French now
Enquêtrice N. : hum :::
Enseignante F. classe ordinaire CM1 : our problem now you see/// they speak as they speak in the suburbs// you see what I mean

18. Deconstructing stereotypes…
Bi-plurilingualism is not an addition of requirements (Cummins, 2000)
Cummins’ approach (1976, 1979, 1981, 2000) of Common underlying proficiency.
“additive bilingualism” (Lambert, 1974) et “additive multilingualism” (Cenoz & Genesee, 1998 by Lotherington, 2008)
A "diverse, complex, or composite and heterogeneous jurisdiction"
(Coste, Moore and Zarate, 1997/2009, p. 12).

19. TRANSLANGUAGING
Is the dynamic process whereby multilingual language users mediate complex social and cognitive activities through strategic employment of multiple semiotic resources to act, to know and to be.
(Garcia and Li Wei, 2014).

20. Here ‘trans’ means…
…the emphasis on practices that go beyond – they transcend – socially constructed language systems and structures to engage diverse multiple meaning-making systems and subjectivities
…that it has the potential to transform language systems and individual’s cognition and social structures
…that children’s knowledge of the world, relationships with others and their own subjectivities can be transformed.
(Li Wei, 2014)

21. the very nature of how a bilingual thinks and understands and achieves
Translanguaging
the very nature of how a bilingual thinks and understands and achieves

22. 4 educational advantages of translanguaging
To promote a deeper and fuller understanding of the subject matter;
To support the development of the weaker language;
To facilitate home-school links and co- operation;
To support the integration of more fluent speakers with early learners of the ‘school’ language.
(adapted from Baker, 2001)

23. Deconstructing stereotypes on plurilingualism
The reluctance of teachers and decision makers
Exemples… reflection on
Poor and rich languages ?
Abilities or not to learn languages according to mother tongues ?
“A language cannot vary” ?
“If pupils have knowledge that I don’t possess. “Writing is a transcription of speech”
“Pupils lack metalanguage to compare languages”

24. Conclusion : challenges for our societies and for Education
School as a place of social cohesion and discovery and recovery of multiple identities Prepare everyone to live in multilingual and multicultural societies

25. Merci Kiitos Khop chai Thank you Terima kasih Aukhun Takk Shukriya
Ngiyabonga
Gracias