August 18, 2021 08:30 AM - August 18, 2022 12:00 Noon(Europe/Amsterdam)
20210818T083020210818T1200Europe/AmsterdamS111 1/2 | Multilingualism in European education
With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
With the increase of multilingual pupils in European schools and research insights claiming that language skills are transferable across languages, varieties and registers (Cenoz and Gorter 2015; Cummins 2008), there is a call for a change towards multilingual educational models. Recent research suggests that both multilingual and monolingual pupils would benefit from a so-called heteroglossic approach in which majority as well as minority, immigrant languages and dialects are incorporated in instruction (May 2014; Flores and Beatens-Beardsmore 2015). This approach has been termed the multilingual turn in education (Conteh & Meier 2014). Melo-Pfeifer argues that the multilingual turn "legitimizes the use of multalistic approaches to languages and cultures, as well as the development of an integrated language learning curriculum (namely for the L3 or additional languages), that fully acknowledges pupils' linguistic biographies and previous knowledge" (2018, p. 207). This symposium focuses on multilingual education models in highly diverse areas in Europe (e.g. province of Friesland - the Netherlands, Catalonia and Basque Country - Spain, South Tyrol- Italy, etc.). It aims at exploring different multilingual education models that involve all languages (minority, majority, foreign, immigrant, dialects, etc.) spoken in the areas, including amongst others, didactical approaches such as translanguaging, CLIL and immersion.
A holistic approach towards multilingualism in educationView Abstract Watch Recording 0Featured08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper presents a holistic model for multilingualism in education that has been implemented in several Dutch educational projects. Within these projects multilingual activities are developed and implemented in co-construction between researchers, teachers and students. These activities aim to include all languages present in the classroom: from regional and neighbour languages to migrant and foreign languages. The model, the developed activities and materials, transcripts of classroom interaction and teachers' experiences will be discussed in this paper.
Teachers’ decisions in the creation of meaningful multilingual tasks in the primary classroom.View Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This paper explores the positioning of home and school-learned languages in a highly linguistically diverse primary school in Brussels, Belgium. It focuses on teachers’ decisions as they adopt a Functional Multilingual Learning approach which recognises pupils’ full linguistic repertoire as a didactic resources for learning.
Development of academic register in bilingual pupils – a comparison between bilingual and monolingual settingsView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This study investigates the influence of monolingual vs. bilingual education settings on written language development in Turkish-German bilingual pupils with a focus on the pupils' syntactic complexity development in both languages.
Presenters Esin Isil Gülbeyaz AILA Solidarity Awardee, Utrecht University
Using multiple languages to make meaning at primary school in Luxembourg: a student's perspectiveView Abstract Watch Recording 0Standard08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Based on my doctoral research project investigating translanguaging practices in the primary school, this paper focusses on how a Portuguese-speaking newcomer to the trilingual education system in Luxembourg orchestrates both multilingual and multimodal resources to navigate curricular demands and co-construct meaning.
‘Do you know a few words?’ Analysing multilingual whole class interaction in Dutch primary schoolsView Abstract Watch Recording 0Standard08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
While both the classroom interaction and the languages used in this interaction can influence pupils’ opportunities for learning in school, these two dimensions have mostly been studied separately. For this study, analyses of video data of Dutch primary schools were used to describe a model in which both dimensions are included in order to come to a better understanding of multilingual whole class interaction.
Presenters Laura Nap AILA2021 Volunteer, NHL Stenden University Of Applied Siences
A holistic approach to multilingualism in secondary schools in Fryslân (the Netherlands)View Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This talk presents the Holi-Frysk 2.0 project, in which an intervention is developed, aiming to create more positive attitudes from teachers and pupils in secondary education towards Frisian and multilingualism. We will present examples of activities, teachers' experiences and a first look at the effects on pupils' attitudes.
The teaching of the regional language Low German - holistic approaches and digital potentialsView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
On the basis of a sociolinguistically oriented and ecolinguistically inspired approach, the talk presents webinars on the teaching of Low German. We assume that, in addition to school lessons, a holistically oriented teaching of the regional language adressing various New Speakers (Jaffe 2015) with digital support is necessary.
No money, no glory? The appreciation of heritage education modules about dialects in North BrabantView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
With little financial support for the facilitation and promotion of Brabantish in education, heritage experts are still developing multiple initiatives to incorporate this regional language in the curricula of primary and secondary education. This study investigates the effectiveness and scope of these efforts by conducting a survey among teachers.
The presence of Catalan in higher education. The cases of Catalonia and the Balearic IslandsView Abstract Watch Recording 0StandardAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Catalan, Spanish and English coexist in universities from Catalonia and the Balearic Islands. The presence of the regional language in higher education differs in both regions. Focus groups with students were carried out to understand the roles that these three languages have in each region.
Perceptions of university students on multilingualism in the Basque Autonomous CommunityView Abstract Watch Recording 0Focused08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This study analyzes Business Students’ perceptions on languages in the multilingual context of the Basque Autonomous Community. The study takes into account as a variable not only the L1 of the students, but their whole linguistic repertoire by defining them on different levels of multilingualism according to their language competences.
Presenters Karin Van Der Worp University Of The Basque Country Co-authors
Multilanguaging, Maths classroom discourse, and language of thinkingView Abstract FocusedAILA Symposium08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Hypothesis of the paper, based on 7th grade Maths classes of bilingual German-Turkish students, is that the employment of home languages in professional instruction enhances the students’ cognitive abilities. The transcripts reflect the verbalization of the ”language of thinking“ in L1 as opposed to L2, related to the diversity of teaching styles.
Presenters Jochen Rehbein Institute Of German Philology (IFG I Co-authors
Targeted language use in teaching materialsView Abstract Watch Recording 0Focused08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
This poster presents an instrument to determine whether foreign language (FL) teaching materials integrate scientific insights regarding targeted language use. Subsequently, we demonstrate the application of the instrument by exploring course books used in the neighbor language classroom. We compare course books for German FL textbooks from the Netherlands with Dutch FL textbooks from Germany.
Not With That Attitude: Translanguaging in Frisian Primary SchoolsView Abstract Standard08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/18 06:30:00 UTC - 2022/08/18 10:00:00 UTC
Implementing successful alternative approaches for multilingual education requires positive attitudes towards multilingualism and towards home languages. The current research will measure how multilingual pedagogical approaches in primary schools have a positive and durable effect on implicit and explicit language attitudes of teachers and pupils.
Mirjam Günther-van Der Meij
Nell Foster
Esin Isil Gülbeyaz
Sarah Degano
Laura Nap
Birte Arendt
Ulrike Stern
Jos Swanenberg
Kristel Doreleijers
Anna Tudela-Isanta
Karin Van Der Worp
Jochen Rehbein
Marjon Tammenga-Helmantel
Eva Knopp
