The need to develop linguistic proficiency beyond English, to use the full linguistic repertoire to advance learning, and to help learners negotiate their future multilingual lives are just some of the demands placed on schools which, with the movement of people worldwide, are increasingly diverse spaces. This symposium will contribute to work exploring the challenge of maximising the multilingual potential of schools. Questions as to why and how schools can design and enact a multilingual policy are central. Our plenary speaker is Professor Britta Hufeisen (TU Darmstadt), who will present her model and strategies for developing schools as multilingual contexts in her talk 'Implementing a multilingual whole school policy'. Additional papers will be sought that address this sub-theme of policy with regard to multilingual schooling. Key to enacting any policy level plans at a classroom level are teachers. Our second sub-theme is, therefore, teachers' beliefs about multilingualism and multilingual pedagogies. The final sub-theme of multilingual identity is focused on the learners' conceptions of themselves as multilinguals, which has been shown to be conducive to aspects of language learning.
Room 1 AILA 2021 aila2021@gcb.nlThe need to develop linguistic proficiency beyond English, to use the full linguistic repertoire to advance learning, and to help learners negotiate their future multilingual lives are just some of the demands placed on schools which, with the movement of people worldwide, are increasingly diverse spaces. This symposium will contribute to work exploring the challenge of maximising the multilingual potential of schools. Questions as to why and how schools can design and enact a multilingual policy are central. Our plenary speaker is Professor Britta Hufeisen (TU Darmstadt), who will present her model and strategies for developing schools as multilingual contexts in her talk 'Implementing a multilingual whole school policy'. Additional papers will be sought that address this sub-theme of policy with regard to multilingual schooling. Key to enacting any policy level plans at a classroom level are teachers. Our second sub-theme is, therefore, teachers' beliefs about multilingualism and multilingual pedagogies. The final sub-theme of multilingual identity is focused on the learners' conceptions of themselves as multilinguals, which has been shown to be conducive to aspects of language learning.
Linda Fisher
Åsta Haukås
Dieuwerke Rutgers
Irina Tiurikova
André Storto
Euline Cutrim Schmid
