Chapter 3. Imagining Multilingual Education in France: A Language and Cultural Awareness Project at Primary Level

Hélot, Christine; Young, Allen

doi:10.21832/9781853598968-004

Cited by 66 publications

(21 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These authors believe that the language separation perspective brings 'emotional disempowerment of the young speakers' (Osterkorn and Vetter 2015, 136). They then go on to quote Hélot and Young (2006) because they consider it advantageous to have a multilingual school where children can use their home language and where all the languages in the plurilingual repertoire are valued. Even though both Osterkorn and Vetter (2015) and Hélot and Young (2006) refer to education in France, the two contexts are completely different and it is difficult to maintain the comparison.…”

Section: Is Translanguaging a Threat For Minority Languages?mentioning

confidence: 99%

“…They then go on to quote Hélot and Young (2006) because they consider it advantageous to have a multilingual school where children can use their home language and where all the languages in the plurilingual repertoire are valued. Even though both Osterkorn and Vetter (2015) and Hélot and Young (2006) refer to education in France, the two contexts are completely different and it is difficult to maintain the comparison. Hélot and Young are referring to the Didenheim School Project in the Alsace where the aim is to develop language awareness in the classroom among students from a wide range of different home languages.…”

Section: Is Translanguaging a Threat For Minority Languages?mentioning

confidence: 99%

See 1 more Smart Citation

Minority languages and sustainable translanguaging: threat or opportunity?

Cenoz

Gorter

2017

Journal of Multilingual and Multicultural Development

349

136

View full text Add to dashboard Cite

Traditionally, languages have been separated from each other in the school curriculum and there has been little consideration for resources that learners possess as emergent multilinguals. This policy is aimed at the protection of minority languages and has sought to avoid crosslinguistic influence and codeswitching. However, these ideas have been challenged by current multilingual ideologies in a society that is becoming more globalised. Within the field of multilingual education studies, there is a strong trend towards replacing the idea of isolated linguistic systems with approaches that take multilingual speakers and their linguistic repertoire as a reference. This article focuses on translanguaging, a concept that was developed in bilingual schools in Wales and refers both to pedagogically oriented strategies and to spontaneous language practices. In this article, translanguaging will be analysed as related to the protection and promotion of minority languages. Examples from multilingual education involving minority languages will be shown in order to see how translanguaging can be at the same time a threat for the survival of minority languages and an opportunity for their development. A set of principles that can contribute to sustainable translanguaging in a context of regional minority language use will be discussed.

show abstract

Section: Is Translanguaging a Threat For Minority Languages?mentioning

confidence: 99%

Section: Is Translanguaging a Threat For Minority Languages?mentioning

confidence: 99%

Minority languages and sustainable translanguaging: threat or opportunity?

Cenoz

Gorter

2017

Journal of Multilingual and Multicultural Development

349

136

View full text Add to dashboard Cite

show abstract

“…This Socrates/Lingua D project, which was coordinated by Candelier (2003), concentrated on the development of awareness-raising techniques in children with regard to multilingualism in the classroom and is linked to the language awareness movement (see also Hélot & Young 2006). The centre describes itself as a 'unique institution whose mission is to encourage excellence and innovation in language teaching and to help Europeans learn languages more effectively'.…”

Section: Projects Funded By the European Centre Of Modern Languagesmentioning

confidence: 99%

Teaching third languages: Findings, trends and challenges

Jessner¹

2008

Lang. Teach.

264

197

View full text Add to dashboard Cite

The last decade has witnessed a rapid increase in interest in multilingualism. Whereas a number of scholars in language acquisition research still base their work on the monolingual native speaker norm, others have developed more realistic viewpoints. This article provides an overview of international research on third language learning and teaching, including examples mainly from a European background. It describes sociolinguistic, psycholinguistic and educational aspects of multilingual teaching and emphasizes current research trends in this fairly young area of language teaching. The challenging ways which have been suggested to achieve multilingualism for all necessarily have to address learners, teachers, educators and policy makers. It will be argued that multilingual education can only be successful if language teaching in general is restructured and oriented towards multilingual norms.

show abstract

“…Αλλά και σε διεθνές επίπεδο διαφαίνεται ότι οι εκπαιδευτικοί συχνά έχουν αρνητικές στάσεις απέναντι στις άλλες γλώσσες των μαθητών τους. Για παράδειγμα, στη Γαλλία υπάρχουν ακόμα εκπαιδευτικοί που πρεσβεύουν ότι δεν πρέπει να χρησιμοποιείται η γλώσσα των γονέων στο σπίτι, αν αυτή δεν είναι η γλώσσα της χώρας υποδοχής, καθώς καθυστερεί τη γλωσσική ανάπτυξη στη Γαλλική και, κατά συνέπεια, την ενσωμάτωση στη γαλλική κοινωνία (Hélot & Young, 2006, Mary & Young, 2017. Αυτή η άποψη βασίζεται στο μοντέλο της χωριστής υποκείμενης ικανότητας (Cummins, 2000), καθώς, αν θεωρείται πως η Γ1 αναπτύσσεται και λειτουργεί ανεξάρτητα από τη Γ2, τότε η καλλιέργεια της πρώτης λειτουργεί ανασταλτικά στην επαρκή ανάπτυξη της δεύτερης.…”

Section: στάσεις εκπαιδευτικών απέναντι στην ετερότητα και τη διγλωσσunclassified

Στάσεις Εκπαιδευτικών Που Διδάσκουν Σε Δομές Υποδοχής Και Εκπαίδευσης Προσφύγων (ΔΥΕΠ) Απέναντι Στην Εκπαίδευση Προσφύγων Μαθητών

Maligkoudi

Τσαουσίδης

2020

HJRE

View full text Add to dashboard Cite

Ο θεσμός των Δομών Υποδοχής και Εκπαίδευσης Προσφύγων (ΔΥΕΠ) αποτελεί μία από τις βασικότερες δομές εκπαίδευσης των προσφύγων στην Ελλάδα εκ μέρους της ελληνικής πολιτείας. Οι εκπαιδευτικοί που εργάζονται σε αυτές έρχονται καθημερινά αντιμέτωποι με πολλές εκπαιδευτικές προκλήσεις, αλλά παράλληλα, και οι μαθητές που φοιτούν σε αυτές, λαμβάνουν σημαντικότατα κοινωνικά, ψυχολογικά και γνωστικά ερεθίσματα. Συνεπώς, οι στάσεις των εκπαιδευτικών που διδάσκουν στις ΔΥΕΠ απέναντι στην εκπαίδευση των προσφύγων μαθητών, είναι καλό να αναδειχτούν και να μελετηθούν, καθώς επηρεάζουν πρωτίστως τους μαθητές. Για την παρούσα έρευνα επιλέχτηκε η ποιοτική μεθοδολογική προσέγγιση, στο πλαίσιο της οποίας εφαρμόστηκε η ημι-δομημένη συνέντευξη. Οι συμμετέχοντες της έρευνας ήταν δώδεκα εκπαιδευτικοί των κλάδων ΠΕ70-Δάσκαλοι, ΠΕ60-Νηπιαγωγοί και ΠΕ02-Φιλόλογοι που εργάστηκαν το σχολικό έτος 2018-19 σε ΔΥΕΠ που υπάγονται σε σχολεία των Διευθύνσεων Πρωτοβάθμιας Εκπαίδευσης των περιφερειών της Κεντρικής Μακεδονίας, Ανατολικής Μακεδονίας, Αττικής και Στερεάς Ελλάδας. Η επεξεργασία των συνεντεύξεων επιχειρεί να εξετάσει τις ρητές αλλά και άρρητες πεποιθήσεις τους απέναντι σε ζητήματα διγλωσσίας, ετερότητας, χρήσης της μητρικής γλώσσας κ.λπ.

show abstract

Chapter 3. Imagining Multilingual Education in France: A Language and Cultural Awareness Project at Primary Level

Cited by 66 publications

References 0 publications

Minority languages and sustainable translanguaging: threat or opportunity?

Minority languages and sustainable translanguaging: threat or opportunity?

Teaching third languages: Findings, trends and challenges

Στάσεις Εκπαιδευτικών Που Διδάσκουν Σε Δομές Υποδοχής Και Εκπαίδευσης Προσφύγων (ΔΥΕΠ) Απέναντι Στην Εκπαίδευση Προσφύγων Μαθητών

Contact Info

Product

Resources

About