S099 3/3 | Multilingual Education Or How To Learn To Teach Multilingual Learning

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S099 3/3 | Multilingual education or how to learn to teach multilingual learning

Virtual Session Room 1 Symposium

August 17, 2021 08:30 AM - August 17, 2022 12:00 Noon(Europe/Amsterdam)

20210817T0830 20210817T1200 Europe/Amsterdam S099 3/3 | Multilingual education or how to learn to teach multilingual learning Around the world multilingual learning arrangements have evolved over several decades with the aim of enhancing equity in education. More recently a growing body of research has not only produced a myriad of concepts (plurilingualism, translanguaging, metro-, poly- and other -lingualisms) but also valuable insights into the complexities of multilingual learning and teaching, coupled with calls for continuous pedagogical, institutional, and technological innovation to address these complexities. The significant contributions, changing roles, and professional development of teachers have also recently come to the forefront. At the same time, statistics indicate that plurilingual learners face more obstacles for their academic success than those who are categorized as monolingual students (OECD, 2018). This symposium addresses multilingual teaching, learning and innovation as relevant challenges for Applied Linguistics connecting research from different fields within the discipline. Two sub-themes are proposed: 1) teaching and learning for/in multilingual contexts; and 2) teacher education. Sub-theme one raises questions about facets of multilingual learning and teaching and addresses e.g. biographical, discursive and contextual aspects. Sub-theme two focuses upon teaching competence and its development and asks how teacher beliefs, perceptions and attitudes influence learning to teach in and for multilingual contexts. S099 detailed programme, click here Room 1 AILA 2021 aila2021@gcb.nl

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Around the world multilingual learning arrangements have evolved over several decades with the aim of enhancing equity in education. More recently a growing body of research has not only produced a myriad of concepts (plurilingualism, translanguaging, metro-, poly- and other -lingualisms) but also valuable insights into the complexities of multilingual learning and teaching, coupled with calls for continuous pedagogical, institutional, and technological innovation to address these complexities. The significant contributions, changing roles, and professional development of teachers have also recently come to the forefront. At the same time, statistics indicate that plurilingual learners face more obstacles for their academic success than those who are categorized as monolingual students (OECD, 2018). This symposium addresses multilingual teaching, learning and innovation as relevant challenges for Applied Linguistics connecting research from different fields within the discipline. Two sub-themes are proposed: 1) teaching and learning for/in multilingual contexts; and 2) teacher education. Sub-theme one raises questions about facets of multilingual learning and teaching and addresses e.g. biographical, discursive and contextual aspects. Sub-theme two focuses upon teaching competence and its development and asks how teacher beliefs, perceptions and attitudes influence learning to teach in and for multilingual contexts.

S099 detailed programme, click here

In-service teachers, translanguaging pedagogies and the development of teacher cognition – voices from the fieldView Abstract Watch Recording 0

FeaturedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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The purpose of this paper is to investigate in-service teachers’ thoughts and beliefs vis-á-vis a professional development program focusing on pedagogical translanguaging. In this ethnographically framed study, the complex relationships between teacher cognition, teacher identities and their classroom practices during a professional development project will be examined.

Presenters

Preparing Pre-service Teachers for Multilingual Learning—Findings from a Study on Competence Development for Multilingual EducationView Abstract

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This presentation focuses on pre-service teachers’ competence development for teaching in multilingual contexts by attending a corresponding teacher education course. Results of a study using the concept of professional vision—the ability to notice and reason about relevant classroom events—as indicator for professional competence are discussed.

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Teachers’ experiences of assessing their multilingual students’ language abilitiesView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This interview study presents 13 preschool class teachers’ experiences of assessing the language abilities of six year olds who speak other languages than Swedish at home. The classroom assessments were valued as a starting point but the teachers felt the need to vary their methods when assessing multilingual students.

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The Impact of Pre-Service Language Teachers‘ Plurilingual Identity on their Self-EfficacyView Abstract Watch Recording 0

StandardAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This exploratory cross-national study investigates how the perceived plurilingual identity of pre-service teachers affects their self-efficacy. Data sources included 40 language portraits and in-depth semi-structured interviews. Initial inductive content analysis revealed a number of predominant themes suggesting that pre-service teachers‘ plurilingual identity is closely intertwinded with their sense of self-efficacy.

Presenters

Building multilingual identities in the context of parental engagement: insights for teacher educationView Abstract

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This presentation focusses on the teacher’s role in the construction of the multilingual identity of culturally and linguistically diverse parents in the context of their children’s school. Preliminary reflections based on qualitative data show the importance of teachers in facilitating parents’ possibilities of school involvement and empowering them as multilingual subjects.

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Moving from representations on multilingualism to professional practices in teacher training : the field of French Guiana to nurture didacticsView Abstract Watch Recording 0

Standard 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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This communication reports on an empirical approach carried out in socially disadvantaged school districts in the department of French Guiana where most pupils are multilingual during teacher training sessions aimed to draw up an inventory of representations on multilingualism to develop them and to create levers to improve teaching practices

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Teachers’ subjective viewpoints about multilingualism – a cross-national comparative research projectView Abstract

Focused 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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Primary school teachers’ subjective perceptions of multilingualism on a conceptual level and potential pedagogical actions serving as language management actions in Sweden and Switzerland are investigated using a comparative Q methodological research approach.

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Moving towards the multilingual paradigm in ELT: The MIOP modelView Abstract Watch Recording 0

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

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ELT teachers find themselves working in increasingly multilingual classrooms. To challenge the monolingual bias and promote additive multilingualism, better tools for classroom observations are needed for teachers and supervisors. This presentation introduces the Multilingual Approach to Diversity in Education (MADE) as a tool for instructional design and assessment in multilingual ELT contexts.

Presenters

Plurilingual TBLL: a way to enhance inclusionView Abstract

FocusedAILA Symposium 08:30 AM - 12:00 Noon (Europe/Amsterdam) 2021/08/17 06:30:00 UTC - 2022/08/17 10:00:00 UTC

Thanks to plurilingual and multimodal inputs in plurilingual TBLL, the use of all languages present in the plurilingual repertoire of learners are activated during the taks-solving processes. They are involved in real-world discourse, which, triggers translanguaging practices and mediation and, by doing so, fosters inclusive attitudes and coopertive communicative practices.

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