Trilingual Education National and International Experience Astana Kazakhstan 2324 November 2016 Conventional view the vertical view of languages as separated from one another There are clear differences between languages ID: 557229
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Slide1
Translanguaging as an opportunity to expand and strengthen students’ trilingual repertoires
Trilingual Education: National and International Experience
Astana, Kazakhstan, 23-24 November 2016Slide2
Conventional view – the vertical view of language/s as separated from one another
There are clear differences between languages
There are boundaries or borders between languagesThese are evident when we translate written textTranslation between languages was a standard language pedagogy in many countries in the pastEmphasis on translation for teaching & learning has declined in many European & North American bi-/trilingual programmes.‘Unsystematic’ code-switching / code-mixing usually viewed as unacceptableIn contemporary programmes, two / three languages taught separately e.g. in immersion programmes
Three views of bi-/trilingualism in education
2Slide3
2.
Challenge
to this view – a horizontal view - borders between languages are porousThere are similarities between languagesThere are no clear boundaries or borders between languagesPeople mix their (spoken) languages in real lifeTwo / three languages can be taught alongside or togetherCode-switching can be used deliberately in developing bi-/trilingualismIn Wales, deliberate use of code-switchingPart of the lesson in Welsh; switch to part of the lesson in English, and so on, has been called ‘translanguaging’ (Williams 1996; Lewis, Jones & Baker 2012)‘Translanguaging’ is used differently in the USA & in some other countries (e.g. García & Li Wei 2014)Focus on the metalinguistic processes of learners using their linguistic repertoires, & bringing these into the classroom
Three views of bi-/trilingualism in education, continued
3Slide4
Two of the three views: vertical or horizontal
HorizontalCo-operative, inclusive & bridging practicesBilingualism or trilingualism understood as each person’s language repertoire
informal spoken contextsCode-mixing, code-switching, texting, hybrid
languages (Africa & India)
Translanguaging (USA, some European countries)
May increase equality & social justice
‘
Vertical
Separate
Exclusive boundaries
Focus on difference
Bilingualism or trilingualism
understood as two or three
parallel monolingual systems
written contexts in
E
ducation, Government, Legal systems, Literary works
F
ormal translation, interpreting
Can result in inequality & marginalisation Slide5
3. A Functional View
It is normal to mix languages when speaking in informal contexts
We also separate languages in academic, literary, legal, and policy documentsespecially for purposes of reading and writingWe can use both vertical and horizontal dimension of language in teaching and learningFunctional trilingualism & translanguaging (Heugh, 1995; Sierens & van Avermaet 2014)Third View: Bringing horizontal & vertical views together
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Horizontal & Vertical dimensions
A functional view of bi-/trilingualism in educationHorizontal
Co-operative, inclusive & bridging practicesFluid moving back & forth between languages
Code-mixing, code-switching, texting,
hybrid languages
(Translanguaging)
Vertical
Exclusive, bounded & practices of difference
Multiple parallel monolingualisms:
education, government, legal systems, literary works
F
ormal translation & interpreting
Horizontal and vertical
Reduces inequalities, & maximises recognition & development of students’ linguistic resourcesSlide7
A Case-study:
University of South Australia
University Strategic Plan Enhanced student learning experienceIncreasing international student ‘mix’Division Education, Arts & Social Sciences Strategic PlanRespect for diversityEnglish language support frameworkEnglish Additional Language (EAL) – BA major - considerationsLearning & assessment experiencesWell-being of EAL studentsStudent diversity language, culture, faith, epistemologiesLanguage education theory & pedagogy crisis (e.g. Lo Bianco 2010)Bi-/trilingual theory & pedagogy – ‘translanguaging’
Purposeful use of students’ linguistic repertoire to enhance language/s and learning
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8
Developing academic proficiency in English
Step 1
Developing academic proficiency in primary language
Step 2
Developing enhanced language proficiency in English
Step 3
Developing academic proficiency in English
Step 1
Developing academic proficiency in English
Domestic students with English as the Primary Language
International and domestic students with English as an Additional Language
Slide9
A translanguaging approach to teaching & learning English at university
Shifting the goal from:
Building academic proficiency in EnglishPrinciple:Value in academic knowledge available in EnglishTo:Building academic proficiency in English and primary languageExpanding whole linguistic repertoireExpanding principles:Value academic knowledge in English, other languages, & international contexts known to studentsInvolving students, PhDs, tutors & co-ordinator in on-going research & reflexive processes
9Slide10
R
esearch findings & what they mean
Developing academic proficiency in English takes longer than previously indicated bilingual research indicates 6-8 yearsStrong positive correlation between writing proficiency in L1 & EnglishStrong positive correlation between translation and proficiency in L1 and in EnglishAt enrolment, most EAL students at UniSAhave 8-10 years of learning English before entering universitydo not have the necessary academic proficiency in English
Academic proficiency in L1 influences proficiency in Englishstrong(er
)
proficiency
in L1 &
strong(
er
) proficiency in English
Students who develop metacognitive & metalinguistic expertise in translation, demonstrate increased proficiency in L1 and English10Slide11
What does this imply for teaching, learning & assessment
S
tudent awareness of: their own linguistic repertoiresacademic proficiency in L1 & Englishepistemological (knowledge) repertoiresStudent expertise In translanguagingtranslationinterpretingcode-switchingAs language-knowledge brokers in tutorials/peer learningSystematic translanguagingFormative tasks built into summative assessment 1 task in primary language built into each assignmentTranslation: L1 to English; &/or English to L1
Academic sources English + 25-30% in L1Reflective / research dimension
Students draw on full linguistic repertoires in tutorial group work
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‘Language is not everything in education, but without language, everything is nothing’
Ekkehard Wolff 2006.
Staff awareness of:Interdependent relationship between each student’s primary language & academic proficiency in EnglishKnowledge and expertise which students bring contribute to learning of all studentsStaff do not need to be multilingual to teach EAL studentsSmall adjustments (exec. Summary of Case Study 1)What does this imply for teaching, learning & assessment beyond English courses / programs?12Slide13
Translanguaging:
Can reduce student anxiety and increase confidence when used
in spoken communicationwriting tasks for formative assessmentdrafting writing tasks for summative assessmentBut is unlikely to guarantee high level achievement in two or three languages unless it includesSystematic use of code-switching and opportunities for translationImplications beyond this case study13Slide14
Horizontal & Vertical dimensions
A functional view of bi-/trilingualism in educationHorizontal
Co-operative, inclusive & bridging practicesFluid moving back & forth between languages
Code-mixing, code-switching, texting,
hybrid languages
(Translanguaging)
Vertical
Exclusive, bounded & practices of difference
Multiple parallel monolingualisms:
education, government, legal systems, literary works
F
ormal translation & interpreting
Horizontal and vertical
Reduces inequalities, & maximises recognition & development of students’ linguistic resources