Reflexivity in language and intercultural education: rethinking multilingualism and interculturality

Kullman, J.

doi:10.1080/14708477.2016.1190679

Cited by 3 publications

(3 citation statements)

References 2 publications

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“…Thus, work on representations or even stereotypes is a primordial and powerful lever. Intercultural education as well as the co-construction, with teachers, of multidisciplinary reflections [23] and actions involving fields that have nourished the intercultural approach such as language sciences [24], education [25], sociology [26], and social psychology [27], can allow for renewed perceptions and uses of the resources carried by the other at school, and in particular of the languages and social experiences of his or her repertory, for the greatest benefit of all.…”

Section: Taking Into Account Teachers' Redundant Questionsmentioning

confidence: 99%

The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages

Auger

2023

Education Sciences

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The starting point (1) of our proposal is the observation of the lack of intercultural practices in schools in France, even in the crucial context of teaching French to migrant children (2). Thanks to previous studies, we, therefore, develop theoretical anchors (3) about learning territories, the ways to recycle language, and cultural experiences that can encompass all the context parameters (a pan-language approach) to elaborate an intercultural model for learning and teaching. The aim is to propose, methodological reflections to offer a model which could help change the representations and practices of the educational community regarding multilingualism so that students’ language and cultural experiences could become an asset to achieve academic success (4). It leads to a discussion about leads to the creation of the intercultural language diamond model to teach and learn (through) languages (5). Projects based on the language model give the opportunity to discuss this proposal (5): interests and possible limitations (6). The conclusion (7) pledges the use of the language diamond to counterbalance the ideology which considers diversity as an issue, and therefore adopt a holistic, maximalist point of view: a pan-language and pan-cultural approach to encompass the complexity of education challenges today.

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Section: Taking Into Account Teachers' Redundant Questionsmentioning

confidence: 99%

The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages

Auger

2023

Education Sciences

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“…(Dupuy & Allen, 2012: 305) Recognizing that innovative methods and materials may only lead to superfi cial changes, discussions of multiliteracies and teacher education have drawn support from sociocultural approaches to teacher education (e.g. and have emphasized teacher refl exivity (see Byrd Clark & Dervin, 2014;Crane, 2015). As noted by Gramling and Warner, refl ection as a process 'requires refl ective socio-cognitive spaces and surfaces to prompt the activity of refl ection ' (2016: 83).…”

Section: The Oer Life Cycle As a Template For The Professional Develo...mentioning

confidence: 99%

Open Education and Second Language Learning and Teaching

2021

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“…Foro de Educación, v. 17, n. 27, julio-diciembre / july-december 2019, pp. 167-184. e-ISSN: 1698-7802 I believe field relationships and experiences shape the research process offering wider perspectives of understanding and knowledge production and a greater potential for impact and change that is mutually beneficial (Brydon-Miller & Maguire, 2009;Byrd Clark & Dervin, 2014;Lather, 1986;Ortega, 2004). Therefore, these field experiences should not be cast within the liminal perimeters of fieldwork but are central to it as part of the reflexive practices emerging from working «on, for and with » (Cameron et al, 1992) communities.…”

Section: Reframing Research Knowledge Identities and Field Relationmentioning

confidence: 99%

An Unfinished Critical Ethnographic Journey: Collaborative Reframing and Repositioning of Relationships in the Field

Giampapa

2019

FdE

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This paper explores my ongoing collaborative research journey that began in 2009 with a critical ethnographic investigation into the ways one early years school in Bristol was working to advance a pedagogy of respect that drew on the multilingual and multiliterate out of school practices of children and their parents in order to open possibilities for in-school learning. The project was framed within a critical ethnographic approach that is underpinned by a philosophy of democratic and collaborative ways of working within the field; acknowledging identities, positionalities and relations of power as constructed within and across institutional settings. In this paper, I present the collaborative learning trajectories and relationships between myself, as researcher, and Lara, the Head Teacher, a key participant within this project. I situate this within a critical reading of researcher identities, collaboration and research-community partnerships within a scholarship that draws on arguments for the democratizing of knowledge production, the re-evaluation and transformation of field relationships through reflexive practice (Byrd-Clark & Dervin, 2014; Facer & Enright, 2016; Giampapa, 2011) and the intellectual and emotional commitment involved in shaping them. What evolved through this unfinished critical ethnographic journey is an understanding of the underlying «practical, personal and symbolic» reasons (Facer & Enright, 2016, p. 59) for field relationships as a starting point in order to build deeper forms of engagement. These deeper forms of engagement generate different ways of knowing that are co-created, ethically grounded, socially responsible and action oriented (Campbell & Lassiter, 2010). I stress the transformative power of these field conversations that were able to evolve and shape new ways of understanding as a result of the longevity of being in the field and working beyond it.

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Reflexivity in language and intercultural education: rethinking multilingualism and interculturality

Cited by 3 publications

References 2 publications

The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages

The Language Diamond: An Intercultural Model to Teach and Learn (through) Languages

Open Education and Second Language Learning and Teaching

An Unfinished Critical Ethnographic Journey: Collaborative Reframing and Repositioning of Relationships in the Field

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