Multilingual interaction in secondary education in the Netherlands

Duarte, José; Meij, Mirjam Günther-van der

doi:10.4324/9780429059674-7

Cited by 8 publications

(11 citation statements)

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“…Analyzing plurilingual approaches for FLL Research on (multi)plurilingualism in education reveals that while there is a solid theoretical foundation for the concept, its practical integration into teaching has not made significant progress, therefore, many language teachers rely on a monolingual approach in their classroom practices (Duarte & Günther-van der Meij, 2018). Consequently, the question of how effectively incorporate plurilingual approaches in foreign language teaching and learning is frequently raised.…”

Section: Analyzing the Ukrainian Contextmentioning

confidence: 99%

“…Numerous studies are dedicated to how learners' plurilingual repertoire can be effectively used as a resource in enhancing language learning (Duarte & Günther-van der Meij, 2018;Duarte & Kirsch, 2020). Making use of learners' repertoire can pursue different aims, namely, to develop a positive attitude to home languages and to linguistic diversity, as well as to utilize learners' plurilingual repertoire to foster language learning through raising language awareness.…”

Section: Analyzing the Ukrainian Contextmentioning

confidence: 99%

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Multilingualism in Society and Education: The Ukrainian Context

Natsiuk¹,

Osidak²

2023

ald

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Due to migration and job-related mobility, the communicative effects of globalisation and multilingual societies have become the norm in Europe. Considering the need to respond to the diverse social groups on the educational level, the Council of Europe’s language policy goals are oriented toward plurilingual and pluricultural learner groups (Council of Europe, 2020). The purpose of this paper is to present a thematic literature analysis in order to establish the framework for the project titled «Insights from the CEFR: Multilingual Education and Assessment,» which received funding from the Volkswagen Foundation. The CEFR (Council of Europe 2001) and its Companion Volume (Council of Europe 2020) are cornerstones of this thematic literature analysis. This article aims to present our conceptual understanding of important terms, which will guide our future exploration. Additionally, it analyzes multilingualism in the Ukrainian context, taking into account its multilingual sociocultural realities and language education policy. The study examines the objectives of plurilingual education, with a specific focus on the Ukrainian context, and explores approaches that can be employed to incorporate plurilingual perspectives into language teaching. This progress report is intended to contribute to multilingual teacher education, making teachers aware of their learners’ linguistic resources and the approaches that promote (multi)plurilingualism.

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Section: Analyzing the Ukrainian Contextmentioning

confidence: 99%

Section: Analyzing the Ukrainian Contextmentioning

confidence: 99%

Multilingualism in Society and Education: The Ukrainian Context

Natsiuk¹,

Osidak²

2023

ald

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“…In Fryslân, as well as Frisian and Dutch, English plays a significant role and is considered "more of a ´second´ or a ´third´ language rather than a ´foreign´ language" (Cenoz and Gorter, 2019, p. 64) Cenoz & Gorter (2019) regard the trilingual schools as encapsulating provincial language policy. Since 1980, Frisian is statutory for primary pupils with English language compulsory in the Netherlands from 1986 (Duarte & Günther-van Der Meij, 2018). The philosophy of the trilingual schools is based on Cummins' principles (2000) of additive bilingualism, transfer of language skills and interactive pedagogy.…”

Section: 'Mother-tongue Plus Two' Language Policymentioning

confidence: 99%

“…Issues such as a lack of time to prepare resources, curriculum allocation, lack of management support, and reduced possibilities for collaboration have all had an impact on teachers and on their pupils (Makarova et al, 2021). The risk to the integrity of the minority language can be seen in Friesland and Corsica as can teachers' lack of training in third language, English in Friesland (Duarte & Günther-van Der Meij, 2018). Karabassavo (2020) describes the "multiple challenges" (p. 16) of implementing a trilingual educational policy in Kazakhstan, stating that the trilingual education policy "existed as a discourse" in Kazakhstan rather than as a policy document with action plans.…”

Section: 'Mother-tongue Plus Two' Language Policymentioning

confidence: 99%

“…It could be said that the idea of the LLC similarly exists more as a discourse, and this is one of the greatest challenges for language teachers in Wales. To overcome this challenge, teachers need to be trained in how to adapt to the linguistic diversity of their pupils so that they can eschew traditional monolingual approaches to language learning (Duarte & Günther-van Der Meij, 2018).…”

Section: 'Mother-tongue Plus Two' Language Policymentioning

confidence: 99%

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Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

Brooks

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At a time of significant curriculum reform in Wales, this study sought to establish the perceptions of teachers of Welsh, English and international languages in secondary English-medium schools in Wales to the grouping of their languages into a curriculum area of Language, Literacy and Communication, an understanding of the challenges they are facing as well as their confidence in in the pedagogical practices needed to teach elements of What Matters statement 1: Languages connect us. The assumptions explored were that teachers of Welsh, English and international languages are having significant issues with teaching What Matters statement 1: Languages connect us, crosslinguistic influence between the languages taught in Wales is beneficial to pupils and teachers and exploiting this benefit requires new or different pedagogy. This vii 4.3 Part B: Quantitative Analysis 4.3.1 Statistical Analysis .

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‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

Nap

Hiddink

Duarte

2022

International Journal of Bilingual Education and Bilingualism

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In the field of applied linguistics, the use of multiple languages in educational settings has often been studied from a pedagogical perspective, focusing on teacher practices. In order for multilingual teaching pedagogies, such as translanguaging to reach their full potential, pupils should participate actively in classroom interaction and be stimulated to discuss different ideas, as in dialogic interaction (Alexander. 2008. Towards Dialogic Teaching: Rethinking Classroom Talk. Dialogos). The current study aims to explore multilingual pedagogical practices in primary education from an interactionist perspective and further develop a model of multilingual classroom interaction (Gajo and Berthoud. 2018. "Multilingual Interaction and Construction of Knowledge in Higher Education." International Journal of Bilingual Education and Bilingualism 21 (7): 853-866) based on empirical analyses. Whole class conversations taking place in three Dutch primary schools participating in an Educational Design Research programme were analysed using a mixed methods approach. The analyses demonstrate discourse practices largely in line with monologic interaction and a rather limited and only symbolic use of other languages than Dutch. We discuss the use of the model of multilingual classroom interaction in primary education on a micro-level and the possible relationship between the use of multilingualism and pupils' participation in classroom interaction.

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Multilingual interaction in secondary education in the Netherlands

Cited by 8 publications

References 1 publication

Multilingualism in Society and Education: The Ukrainian Context

Multilingualism in Society and Education: The Ukrainian Context

Making pedagogical links between languages: exploring how teachers are responding to the crosslinguistic and interdisciplinary challenges in the Languages, Literacy and Communication AoLE

‘Do you know a few words?’ – developing an evidence-based model to analyse multilingual classroom interaction

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