The multilingual turn as a critical movement in education: assumptions, challenges and a need for reflection

2017 ◽  
Vol 8 (1) ◽  
pp. 131-161 ◽  
Author(s):  
Gabriela Sylvia Meier
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Social Practice ◽  
Decomposition Analysis ◽  
Language Teachers ◽  
Theoretical Pluralism ◽  
Critical Movement ◽  
Critical Perspectives

AbstractThis study establishes the multilingual turn as part of a critical movement in education. It highlights the importance we ought to attach to how we understand the concepts of language, the learners and language learning and related terms, as such assumptions determine what language teachers and learners do in the classroom. A thematic decomposition analysis of 21 chapters, contained in two books both with phrase the multilingual turn in their title (Conteh and Meier 2014, The multilingual turn in languages education: Opportunities and challenges. Bristol: Multilingual Matters; May 2014a, The multilingual turn: Implications for SLA, TESOL and Bilingual education. New York: Routledge), confirms that new critical understandings of these concepts have developed in recent years. While there is not total accord, my findings showed that authors, associated with the multilingual turn, conceive languages as a resource for learning and as associated with status and power; the learners as diverse multilingual and social practitioners; and learning as a multilingual social practice based on theoretical pluralism, consistently guided by critical perspectives. While theoretically relatively well established, the multilingual turn faces important challenges that hamper its translation into mainstream practice, namely popularly accepted monolingual norms and a lack of guidance for teachers. The findings combined with previous research inform a framework to reflect on practice, which may, in the long term, help address the challenges identified.

scholarly journals Teacher education

2003 ◽  
Vol 36 (4) ◽  
pp. 277-278
Keyword(s):  
New York ◽  
Teacher Education ◽  
Second Language ◽  
Hong Kong ◽  
Language Learning ◽  
Language Teachers ◽  
Learning And Teaching ◽  
University Of Oxford ◽  
Ann Arbor ◽  
Language And Education

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

scholarly journals Bilingual education/bilingualism

2003 ◽  
Vol 36 (2) ◽  
pp. 120-157
Keyword(s):  
New York ◽  
Language Learning ◽  
Bilingual Education ◽  
Language Proficiency ◽  
Primary Schools ◽  
Heritage Language ◽  
Large Scale ◽  
Community Services ◽  
Language And Cognition ◽  
Language And Education

03—360 Adegbite, Wale (U. Ile-Ife Nigeria). Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria. Glottodidactica (Poznán, Poland), 28 (2002), 5—17.03—361 Bennett-Kastor, Tina (Wichita State U., USA; Email: [email protected]). The ‘frog story’ narratives of Irish-English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 131—46.03—362 Driessen, Geert, van der Slik, Frans and De Bot, Kees (U. of Nijmegen, The Netherlands; Email: [email protected]). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development (Clevedon, UK), 23, 3 (2002), 175—94.03—363 Gérin-Lajoie, Diane (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). L'approche ethnographique comme méthodologie de recherche dans l'examen du processus de construction identitaire. [Ethnographic approaches to research in examining the process of identity construction.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 77—96.03—364 Haritos, Calliope (Hunter Coll. School of Ed., New York, USA; Email: [email protected]). A developmental examination of memory strategies in bilingual six, eight and ten year olds. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 197—220.03—365 Lambson, Dawn (1270 E. Campus Dr., Tempe, Arizona, USA; Email: [email protected]). The availability of Spanish heritage language materials in public and school libraries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 233—43.03—366 Lee, Jin Sook (Rutgers U., New Brunswick, NJ, USA; Email: [email protected]). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 117—33.03—367 Oh, Maria K. and Kukanauza, Jurate (State U. of New York at Buffalo, USA; Email: [email protected]). Bilingualism and biculturalism: A constructively marginalized new person between worlds. English Teaching (Korea), 57, 3 (2002), 101—23.03—368 Priven, Dmitri (Polycultural Immigrant & Community Services & Seneca Coll., Toronto, Canada; Email: [email protected]). The vanishing pronoun: A case study of language attrition in Russian. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 131—44.03—369 Schelletter, Christina (U. of Hertfordshire, UK; Email: [email protected]). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 93—107.03—370 Shin, Sarah J. (U. of Maryland, USA; Email: [email protected]). Differentiating language contact phenomena: Evidence from Korean-English bilingual children. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 337—60.03—371 Spada, Nina (Ontario Inst. for Studies in Ed., U. of Toronto, Canada; Email: [email protected]) and Lightbown, Patsy M.. L1 and L2 in the education of Inuit children in Northern Quebec: Abilities and perceptions. Language and Education (Clevedon, UK), 16, 3 (2002), 212—40.03—372 Young, Catherine (PO Box 2270 CPO, 1099 Manila, Philippines; Email: [email protected]). First language first: Literacy education for the future in a multilingual Philippine society. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 221—32.

scholarly journals Language and Literacy Practices in Teacher Education: Contributions from a Local Agenda

HOW ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 47-61
Author(s):  
Amparo Clavijo-Olarte
Keyword(s):  
Teacher Education ◽  
Language Learning ◽  
Social Transformation ◽  
Social Practice ◽  
Literacy Practices ◽  
Teacher Educator ◽  
Research Area ◽  
Language Teachers ◽  
Language And Literacy ◽  
University School Partnerships

Language and literacy practices in teacher education are decisive in the education of future language teachers. In this article, I share my beliefs as a teacher educator about language and literacy practices constructed with teachers in Bogota. Thus, my intention is to weave my professional narrative through the connections I can make from theory and praxis to explain teachers´ understandings of language and literacy through their life and literacy experiences and the way they organize their practice as language teachers. My research trajectory of thirty years documenting the local literacy practices within the research area of literacy studies and local pedagogies for social transformation has significantly informed my practice. University-school partnerships and international collaborations for research and teaching in Brazil, Chile, Costa Rica, Manchester, in the USA, and Dundee, in the UK, have nurtured me personally and professionally. My understanding of literacy as a social practice evolved to critical literacies and I developed knowledge in community pedagogies and city semiotic landscapes through reflections and collaborations via working with teachers. Community-based pedagogies (CBPs) invite teachers to see their life and work in relation to places they live and teach as meaningful content for linguistic, social, cultural, ecological, and economic resources to inspire students´ inquiries and teachers´ transformative practices. The city semiotic landscapes are powerful literacies for language learning; therefore, they currently adhere to the research group´s agenda (2019-2021). I describe my understandings, contributions, and suggestions as concerns in the field of teacher education in Colombia. My conclusions raise awareness about the need to address these topics in teacher education programs in Colombia.

Las Teorías sobre el Aprendizaje de Segundas Lenguas

1996 ◽  
pp. 155-186
Author(s):  
José Luis González Díaz ◽  
Mikel Asensio Brouard
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
Universal Grammar ◽  
Theoretical Models ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Psychosocial Approaches ◽  
Grammar Model

In this work we reflect on the main theoretical models which have been formulated with the intention of explaining second language learning. We have chosen six approaches: the interlanguage theory, the linguistic theories (mainly the linguistic universals and Universal Grammar model, derived from the writings of Chomsky), the neurolinguistic or neurofunctional perspectives, the sociolinguistic and psychosocial approaches, the Monitor Model (elaborated by Krashen and very well-known by second/foreign language teachers), and finally the contributions made from cognitive psychology (that is to say, the two models proposed by Bialystok, McLaughlin's theory and the lntegrated Theory of lnstructional Second Language Learning formulated by Ellis). Given the great importance that this curricular content has got lately, we also give some comments on which ones of these principal theories could fit better on the educational reality of a kind of learning which is very complex and difficult to achieve appropriately. As it is shown here, we need a deeper and slower reflection than that which is currently done on the curricular level, and a reflection which, although has not an immediate direct application, we are convinced that will be the basis of an interesting work in the medium and long-term.

Audio Stories as Incidental Language Teachers

2020 ◽  
pp. 1-12 ◽  
Author(s):  
Ute Ritterfeld ◽  
Timo Lüke
Keyword(s):  
Language Learning ◽  
Low Socioeconomic Status ◽  
Language Teachers ◽  
Control Group ◽  
Low Socioeconomic ◽  
Migrant Families ◽  
Populations At Risk ◽  
Grammatical Skills ◽  
Entertainment Value

Abstract. Audio stories offer a unique blend of narrative entertainment with language learning opportunities as a user’s enjoyment is dependent on their processing of the linguistic content. A total of 138 third- and fourth-graders from low socioeconomic status and migrant families recruited from a metropolitan area in Germany participated in a randomized pre–post follow-up intervention study with a control group. Children listened to a tailored crime story of approximately 90 min over a period of 3 days within the classroom setting. Entertainment value for the age group was established in a pilot study. Outcome variables included semantic and grammatical skills in German and were administered before (pretest), shortly after intervention (posttest), and 2 weeks later (follow-up). We used nonverbal intelligence, reading, comprehension skills, age and sex as control variables. Results indicate a strong positive effect of media reception on language skills. The effectiveness of the intervention is discussed with reference to different linguistic domains, entertainment value, and compensatory effects in populations at risk of language learning deficits.

Jazz Bubble

2018 ◽  
Author(s):  
Dale Chapman
Keyword(s):  
New York ◽  
Political Economy ◽  
Social Practice ◽  
Global Economy ◽  
First Century ◽  
Music Culture ◽  
Social Trends ◽  
Governmental Organizations ◽  
Early Twenty ◽  
A Site

Hailed by corporate, philanthropic, and governmental organizations as a metaphor for democratic interaction and business dynamics, contemporary jazz culture has a story to tell about the relationship between political economy and social practice in the era of neoliberal capitalism. The Jazz Bubble approaches the emergence of the neoclassical jazz aesthetic since the 1980s as a powerful, if unexpected, point of departure for a wide-ranging investigation of important social trends during this period. The emergence of financialization as a key dimension of the global economy shapes a variety of aspects of contemporary jazz culture, and jazz culture comments upon this dimension in turn. During the stateside return of Dexter Gordon in the mid-1970s, the cultural turmoil of the New York fiscal crisis served as a crucial backdrop to understanding the resonance of Gordon’s appearances in the city. The financial markets directly inform the structural upheaval that major label jazz subsidiaries must navigate in the music industry of the early twenty-first century, and they inform the disruptive impact of urban redevelopment in communities that have relied upon jazz as a site of economic vibrancy. In examining these issues, The Jazz Bubble seeks to intensify conversations surrounding music, culture, and political economy.

Indonesian Language Learning and Teacher Innovation for Foreigners and Instructors for Foreign Language for Employees in Bali

2018 ◽  
Vol 9 (10) ◽  
pp. 21087-21095
Author(s):  
Ni Putu Nita Anggraini ◽  
Ni Luh Gede Yogi Arthani ◽  
I Putu Yuria Mendra
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Financial Management ◽  
Teaching Method ◽  
Positive Impact ◽  
Development Program ◽  
Language Teachers ◽  
Improvement Program ◽  
Counseling Training ◽  
Language Instructors

The group of foreign language instructors and Indonesian language instructors for foreigners initially had problems in the fields of HR, legality, marketing and management. The implementation of the community partnership program (PKM) funded by the Ministry of Research and Technology's Research and Development Program aims to solve partner problems through entrepreneurship building. The method applied is in the form of knowledge transfer in the form of counseling, training, simulation and diffusion of science and technology about teaching methods, mentoring financial management and marketing and managing agency permits. The teaching method quality improvement program is carried out through workshops and workshops with the theme of teaching Indonesian and multimedia-based foreign languages. The resulting output is in the form of certificates and the quality of teaching increases. The problem of business management and enlargement has been solved through mentoring by management experts so that partners know the tips of building a small business. To build a language teaching business, the team helped partners manage the Business Course and Training (LKP) business license in a notary and operational permits in the Badung District Education Office. From the marketing aspect, the team has helped partner market course service products through the creation of signboards, business cards and websites with the domain www.gepbali.com . The implementation of all these activities has been running 70% while the draft article and seminar papers are still in draft form. This activity has had a positive impact on providing employment for language teachers and improving language skills for the community.

Mafias on the Move

2011 ◽  
Author(s):  
Federico Varese
Keyword(s):  
United States ◽  
New York ◽  
Organized Crime ◽  
The United States ◽  
The West ◽  
Market Expansion ◽  
The North ◽  
Economic Transformations ◽  
At Will

Organized crime is spreading like a global virus as mobs take advantage of open borders to establish local franchises at will. That at least is the fear, inspired by stories of Russian mobsters in New York, Chinese triads in London, and Italian mafias throughout the West. As this book explains, the truth is more complicated. The author has spent years researching mafia groups in Italy, Russia, the United States, and China, and argues that mafiosi often find themselves abroad against their will, rather than through a strategic plan to colonize new territories. Once there, they do not always succeed in establishing themselves. The book spells out the conditions that lead to their long-term success, namely sudden market expansion that is neither exploited by local rivals nor blocked by authorities. Ultimately the inability of the state to govern economic transformations gives mafias their opportunity. In a series of matched comparisons, the book charts the attempts of the Calabrese 'Ndrangheta to move to the north of Italy, and shows how the Sicilian mafia expanded to early twentieth-century New York, but failed around the same time to find a niche in Argentina. The book explains why the Russian mafia failed to penetrate Rome but succeeded in Hungary. A pioneering chapter on China examines the challenges that triads from Taiwan and Hong Kong find in branching out to the mainland. This book is both a compelling read and a sober assessment of the risks posed by globalization and immigration for the spread of mafias.

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