A Multilingualism-as-a-Resource Orientation in Dual Language Education

Jong, de; Yilmaz, Tuba; Marichal, Nidza

doi:10.1080/00405841.2019.1569375

Cited by 35 publications

(11 citation statements)

References 63 publications

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“…On the formal level of curricula (Goodlad et al, 1979), all the three language subject curricula and the Core curriculum seem to contain a multilingualism as resource orientation (de Jong et al, 2019). At the same time, they highlight different aspects of multilingualism.…”

Section: Discussionmentioning

confidence: 99%

Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

Myklevold

Speitz

2021

NJLTL

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The present study investigates the dichotomous relationship between the official language policies celebrating multilingualism in education on the one hand, and the practice field facing practical challenges concerning their students’ multilingualism on the other hand (Cummins & Persad, 2014; Lundberg, 2019). Document analysis of LK20 and focus groups of teachers were used to investigate two research questions; 1) Which aspects of multilingualism are represented in the core curriculum and in the subject curricula of English, Foreign languages and Norwegian in LK20? and 2) How are aspects of multilingualism in LK20 perceived by teachers of English, Foreign languages and Norwegian? The findings indicate that there is a gap between the intentions of the ideological curriculum and the perceived and experiential curricula of teachers and students (Goodlad, 1979). When LK20 states that “All pupils shall experience that being proficient in a number of languages is a resource, both in school and society at large”, the teachers report that this normative assumption may place too much responsibility on different stakeholders such as students, as some are reluctant to display their multilingual repertoires in class. Furthermore, although the intentions at the ideological level of LK20 seem clear, the operational level remains unclear, since how this claim is to be applied in the classroom is not specified. This, in addition to the fact that multilingualism is conceptualized in a different way in the three language subject curricula of English, Foreign Languages and Norwegian, may explain why teachers report that, despite being positive towards linguistic diversity, they are insecure concerning the operationalization of multilingualism in their classrooms. Keywords: Multilingualism, Plurilingualism, Operationalizations of multilingualism, Language policies

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Section: Discussionmentioning

confidence: 99%

Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

Myklevold

Speitz

2021

NJLTL

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“…En efecto, estos programas de apoyo señalan a los estudiantes en función de una carencia, la de una segunda lengua, en lugar de los beneficios derivados de su valiosa realidad como hablantes bilingües emergentes (Capdevila-Gutierrez y Rodríguez-Valls, 2018; García y Kleifgen, 2010; García et al, 2008;Moya-Guijarro y Ruiz, 2018). Es necesario, por tanto, que los programas refuercen siempre la idea del bilingüismo y el multilingüismo como recursos, no como inconvenientes (de Jong et al, 2019).…”

Section: áMbito Y Objetivos Del Estudiounclassified

Asimetrías en la competencia lectora de hablantes de inglés y español en programas de doble inmersión: Un estudio cuantitativo y transversal

Capdevila-Gutiérrez¹,

Guijarro

2022

EPAA

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Los programas de inmersión dual (también conocidos como doble inmersión o TWI), que idealmente combinan a estudiantes de dos grupos lingüísticos -50% de hablantes de la lengua de destino y 50% de la lengua mayoritaria-, han demostrado ser eficaces para lograr niveles similares de alfabetización y éxito académico en ambos idiomas. También garantizan el cierre de la brecha de rendimiento entre los dos grupos. No obstante, parece que, al final del programa, no siempre se consiguen niveles similares de alfabetización para todos los estudiantes. Esta asimetría puede afectar tanto en el ámbito de la competencia bilingüe como el rendimiento académico. El presente estudio cuantitativo y transversal se llevó a cabo en un programa de inmersión dual de secundaria implementado en un distrito escolar en el sur de California. El estudio compara el rendimiento en las cuatro destrezas del idioma español, pero en especial en comprensión lectora, de dos grupos de estudiantes (hablantes de español e inglés), durante un período de cuatro años. Utilizando los resultados obtenidos en una prueba estandarizada en español (DELE Escolar), analizamos y comparamos los datos para confirmar o rechazar la hipótesis de que los resultados que reflejan la alfabetización a través de la comprensión lectora son, de media, mejores en un grupo de estudiantes que en el otro. También profundizamos en las razones de esta posible asimetría y revisamos las prácticas y políticas educativas que pueden estar causando esta deficiencia en el resultado en estos programas de enriquecimiento.

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“…Literature that focuses on bilingual education has also highlighted the diversity of students' language practices, and the notion of language duality in bilingual education is increasingly being questioned (e.g. de Jong et al, 2019;Hamman, 2018;Palmer et al, 2014). This questioning includes the idea of a native/non-native speaker dichotomy, which has been problematized, especially in relation to the number of language practices associated with languages such as Spanish and Portuguese (e.g.…”

Section: Linguistic Repertoire and Bilingual Educationmentioning

confidence: 99%

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

Turner

2020

Language Teaching Research

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Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

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A Multilingualism-as-a-Resource Orientation in Dual Language Education

Cited by 35 publications

References 63 publications

Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

Multilingualism in Curriculum Reform (LK20) and Teachers’ Perceptions: Mind the Gap?

Asimetrías en la competencia lectora de hablantes de inglés y español en programas de doble inmersión: Un estudio cuantitativo y transversal

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

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