A holistic model for multilingualism in education

Abstract

EN This paper presents a holistic model for multilingualism in education (Duarte, 2017), which combines different approaches to teaching and knowledge and places them in a continuum-from the acknowledgement of different languages to their actual use as a language of instruction. The model addresses attitudes, knowledge, and skills related to the multilingualism of both teachers and students (Herzog-Punzenberger, Le Pichon-Vorstman, & Siarova, 2017) and is suitable for different school types and students (i.e., for both minority and migrant students). The model is tested in the northern Netherlands in a multilingual education project that combines different approaches to multilingual education for both migrant and minority learners. Through design-based interventions, teachers and researchers collaboratively develop multilingual activities in a bottom-up approach (i.e., based on questions from the schools involved). Some preliminary results from the project are presented, and the model's contribution to research on multilingual education is discussed.

Understanding low outcomes in English language education in Austrian middle schools: the role of teachers’ beliefs and practices

“…Cenoz and Gorter 2020). Several approaches have been developed which can be drawn on in English language education that allow for the exploration of all existing languages and dialects in the classroom, in the surroundings and in society (including language of schooling, foreign languages, migration and heritage languages) and develop sensitivity to language(s) to increase confidence, motivation and ability in learning (Duarte and Günther-van der Meij 2018;Herzog-Punzenberger, Le Pichon-Vorstman, and Siarova 2017;Hélot et al 2018).…”

‘We Learn Together’—Translanguaging within a Holistic Approach towards Multilingualism in Education

“…As the model shows, translanguaging is a feature that appears in each of the five approaches and is mostly manifested in interaction. For more detailed information about the model see Duarte and Günther-van der Meij (2018b). The present study looks at the role of translanguaging as a part of a wider pedagogical approach for professional development of primary school teachers for multilingual education.…”

“…With the arrival of other minority and migrant languages, schools are nowadays faced with a new challenge: incorporating these languages into their everyday practice. This is the motivation behind recent multilingual education projects based on a holistic model for multilingualism in education (Duarte and Günther-van der Meij 2018b) that aims at acknowledging and using both migrant and minority languages of pupils in education, next to the majority and foreign languages and is suitable for different school types (e.g., trilingual, mainstream, newcomer schools). Official or pedagogical translanguaging is one of the approaches of the model (Duarte 2018).…”

“…The aim of the present chapter is to shed light on the potentials of (official) translanguaging as a part of a holistic approach for multilingualism in education (Duarte 2017;Duarte and Günther-van der Meij 2018b), in which also other approaches for the use of multiple languages in education are featured. It looks at translanguaging at two levels: classroom practices and professional development of pre-and in-service teachers.…”

‘Red is the colour of the heart’: making young children’s multilingualism visible through language portraits

“…In order to improve multilingual education in the Province, two research projects More Opportunities with Multilingualism Project (Meer kansen Met Meertaligheid − 3M-project) and Languages4all (L4A), were set up. The projects work in collaboration with primary school teachers, researchers, and students and teachers at the primary teacher training program (Duarte and Günther-van der Meij 2018a). In order to valorise pupils' home languages in the classroom, language portraits (Busch 2006) were used in all project schools.…”