Multilingual education in an Italian public preschool: teachers and families among mobility processes and inclusive practices

Multilingua ◽  
2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Valentina Carbonara
Keyword(s):  
Qualitative Content Analysis ◽  
Language Education ◽  
Language Diversity ◽  
Minority Children ◽  
North West ◽  
Public Preschool ◽  
Multilingual Education ◽  
Immigrant Background ◽  
Teachers And Parents ◽  
Teachers Professional Development

Abstract This paper focuses on the integration of translanguaging practices in a public preschool situated in a small village in North-West of Italy. Mobility processes and local Italian families’ school choices have led to the raise of the number of students with an immigrant background enrolled at the studied preschool up to 85%. After a brief overview regarding mobility and translanguaging in education, particularly in relation to preschool domain, I describe the macro and micro contexts of this ethnographic case study. I then focus on the analysis of the main learning activities designed by teachers to engage children’s multilingual repertoires. Later, applying qualitative content analysis, I outline the main patterns and categories emerging from interviews and focus groups conducted with teachers and parents to investigate how they experienced the marginalization of immigrant minority children in their preschool and how they received the introduction of multilingual education approach. The results shows that the adoption of a translanguaging lens contributed to the educational legitimation of language diversity and to the acknowledgment of immigrant families. Finally, I discuss the results in terms of democratic language education and social justice, underlining their implications and relevance for preschools teachers’ professional development and agency.

Filipinos as EFL Teachers in Bangkok, Thailand: Implications for Language Education Policy in the ASEAN Region

RELC Journal ◽  
2019 ◽  
pp. 003368821987977 ◽  
Author(s):  
Mark B. Ulla
Keyword(s):  
Foreign Language ◽  
Native Speaker ◽  
Qualitative Content Analysis ◽  
Language Education ◽  
Teaching Experience ◽  
Cultural Backgrounds ◽  
Efl Teachers ◽  
Teachers Professional Development ◽  
Filipino Teachers

In response to the increase in demand for teachers of English in Thailand, many Filipino teachers are now working as English as a Foreign Language (EFL) teachers in Bangkok. This study explores the perceptions of 56 Filipino teachers about the conditions and challenges of being EFL teachers in Bangkok, Thailand. A modified questionnaire and an individual follow-up interview were used to collect the data. Likewise, a qualitative content analysis was performed on the data in the study. Findings revealed that teacher-participants held a positive view with regards to being EFL teachers in Bangkok. Some reasons why they came to teach in Bangkok include good salary rates, a chance to provide for their families’ financial needs, an opportunity to widen their teaching experience, and a chance to work with people from different cultural backgrounds. However, some professional and personal issues like the perceived lack of teachers’ professional development programmes, cultural differences, language barriers, and absence from family celebrations and other important occasions were also noted. The findings suggest that although the experience was generally positive, Filipino teachers encountered some personal and professional issues, including those which stemmed from their status as so-called ‘non-native speaker teachers’ (NNEST) of English.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

Linguistic Consciousness and Foreign Language Learning in Multilingual Education

2021 ◽  
Vol X (2) ◽  
pp. 71-83
Author(s):  
Nataliia Safonova ◽  
◽  
Alla Anisimova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Foreign Language Learning ◽  
Language Education ◽  
Modern Society ◽  
Learning Tools ◽  
Language And Culture ◽  
Multilingual Education ◽  
Important Means

The article deals with the issues where linguistic consciousness as a sociolinguistic phenomenon is successfully revealed in FLT, namely, in problematic questions of language learning. It covers the description of linguistic consciousness and some aspects of its influence on the process of development of students’ communicative competence. It is emphasized that the philosophy of lifelong learning has become a widespread phenomenon in modern society. Learning a foreign language can be considered an important means of forming linguistic consciousness and the ability to conduct intercultural dialogues. The correlation of two languages and cultures (Ukrainian and foreign ones) helps to outline their national specific features, which contribute to a deeper understanding of both the foreign and the native language and culture. Any education system is open and fairly stable. As for the methods and learning tools, they can vary depending on the applicable learning concept. The article gives a detailed description of the development of linguistic consciousness of Ukrainian students from different social groups while learning English. So linguistic consciousness is a reflection of the actual language sphere contributes to the development of both communicative and multilingual competences. The main aim of the use of modern educational technologies is to increase the level of the communicative competence and linguistic consciousness in students, their educational achievements, and to improve the quality of language education.

Multilingual Education in South Siberia: National Schools in the Republics of Altai and Tyva

2012 ◽  
Vol 9 (2) ◽  
pp. 139-155
Author(s):  
Joan F. Chevalier
Keyword(s):  
Language Education ◽  
Minority Languages ◽  
Regional Study ◽  
Indigenous Youth ◽  
Language Programs ◽  
Local Language ◽  
Multilingual Education ◽  
South Siberia ◽  
Local Languages

Subtractive bilingualism is widespread throughout Siberia, with indigenous youth often more proficient in Russian than in their non-Russian local languages. Siberia’s national schools, which are secondary schools offering instruction in local languages of Russia, provide critical institutional support for minority languages. The goal of this interdisciplinary regional study is to present an overview of national schools’ development in two neighboring southern Siberian republics, Altai and Tyva, up to the present, and to evaluate the role of national schools’ local language programs in promoting language vitality. The study examines a shift in priorities and challenges in local language education since 1991, the factors contributing to the shift, particularly federally-enacted educational reforms, and what has been done in these regions to meet these challenges.

scholarly journals Cultural Diversity and African Language Education: The Role of Urbanization and Globalization

2016 ◽  
Vol 6 (1) ◽  
pp. 160 ◽  
Author(s):  
Lydia Nyati-Saleshando
Keyword(s):  
Cultural Diversity ◽  
Economic Status ◽  
Language Education ◽  
Language Diversity ◽  
African Languages ◽  
Economic Exploitation ◽  
Policy Frameworks ◽  
Long Time ◽  
State Of Affairs ◽  
The Many

<p>The African Union has been committed to the development and promotion of African languages for a long time. This is in cognizance of the fact that, language is the DNA of culture and its vehicle of expression. The Languages Plan of Action which was first adopted in 1986 and reviewed in 2006 outlines clear goals to be achieved by member states in the promotion and recognition of African languages. The Plan for all its intents and purposes has good will for the development and use of African languages in critical social domains such as education, trade, government and media. The Policy Guide on the Integration of African Languages and Cultures into the Education systems adopted in 2010 and Aspirations 3 and 5 on Agenda 2063 are clear examples of such good intentions.  On the other hand, practice continues to show very little, if any, improvement in the development and use of African languages in these critical domains. Scholars have explored several reasons why African languages continue to have low socio-economic status (Bamgbose (2011), Batibo (2013), Nyati-Ramahobo (2011), Chebanne, 2010). Globalization and urbanization have been described to be among the many factors responsible for this state of affairs. This paper aims to explore these two factors to see how they contribute to language under-utilization and the inherent loss of African languages.  Are globalization and urbanization by nature detrimental to language diversity resulting in language loss? The paper concludes that urbanization and globalization are facilitators of language and cultural diversity. However, it is policy frameworks operating on and in Africa which shape values and attitudes against the use of African languages. These policy frameworks are politically driven by multi-national corporations for economic exploitation of Africa.</p>

I HAVE NOTHING TO DO WITH LANGUAGE TEACHING – LANGUAGE PRACTICES, IDEOLOGIES AND LANGUAGE MANAGEMENT IN EDUCATION

Via Latgalica ◽  
2016 ◽  
pp. 8
Author(s):  
Sanita Lazdiņa
Keyword(s):  
Language Policy ◽  
Social Practice ◽  
Language Teaching ◽  
Language Education ◽  
Theoretical Explanation ◽  
Regional Studies ◽  
Language Practices ◽  
Language Management ◽  
Education Policies ◽  
Multilingual Education

<p><em>The aim of this article is to identify links observable in social practice between the process of multilingualism and the teaching of language and other subjects in school, as well as associated opportunities and models which are supported by the strengthening of interdisciplinary aspects.</em></p><p><em>The article consists of five sections: the first two mainly theoretical, the last three – supported by empirical evidence. The first section is devoted to a theoretical explanation of the basic elements of language policy referenced by the title (language practices, ideology, and language management). Two approaches in modern education – the so-called monoglossic and heteroglossic approach – which reflect certain ideology about language teaching methods, are described in the second section. The third section provides insight into Content and Language Integrated Learning (CLIL)</em> <em>and the realization of this method in Latvia, while the fourth details the planning and practice of “Regional Studies” as a subject of study from the perspective of the heteroglossic approach. The fifth chapter outlines the experience of multilingual education in the European context, analyzing language education policies in the province of Friesland.</em></p><p><em>The questions raised in the article have been evaluated in practice by: 1) preparing a publication on the CLIL approach internationally and in Latvia, and cooperating with teachers in all Latvian regions who utilize this approach in their schools; 2) leading teacher training courses on the use of digital tools in the teaching of Regional Studies and other subjects (conducted in Rēzekne in March and April of 2015); 3) collecting evidence from trilingual schools in the Dutch province of Friesland (lessons in six schools were observed in October 2015; additionally, interviews were conducted with teachers, schoolchildren and principals).</em></p><em>In Latvian schools, both the monoglossic and heteroglossic approaches are observable. However, these different approaches are not mutually exclusive; rather, they exist on a continuum. It is recommended that schools in Latvia be given greater autonomy to choose their own language policies, in a similar fashion to the Frisian schools previously described in the ethnographic observations; this is not to speak against state language policy, but merely to highlight a need for school language policy to reflect regional specifics and context. </em>

VALUES IN EDUCATIONAL PRACTICE: EXPLORING LATVIA’S TEACHERS’ PERSPECTIVES

2019 ◽  
Vol 1 ◽  
Author(s):  
Gunita Delijeva
Keyword(s):  
Qualitative Content Analysis ◽  
Educational Institution ◽  
Educational Practice ◽  
Values Education ◽  
Questionnaire Data ◽  
Folk Wisdom ◽  
Municipal Schools ◽  
The Republic ◽  
Teachers And Parents ◽  
Teachers Perspectives

An increasing importance in today's education is placed on emphasising values. Values provide a reference in people’s life and serve as criteria, when making daily choices. However, values are often unconscious and rarely discussed among teachers. Hedonic values that are oriented towards individualism have become self-evident in the society, while classical values are being pushed in the background. The aim of this study is to identify teachers’ perspectives on values within an educational practice. A survey of teachers working in municipal schools and preschools in Latvia was conducted. An in-depth examination was reached by implementing interviews with educational experts. The values definied in the Republic of Latvia recent legislative documents were used in designing the content of a questionnaire. Data were analysed using descriptive and inferential statistics as well as qualitative content analysis. Implementation of values education is influenced by regulatory framework, its emphasising in educational practice and individual teacher’s personal judgement. The present-day situation in Latvia’s education reveals a discrepancy between the legislation requirements and the educational practice. Unfortunately some teachers lack confidence in the content of values defined in the Constitution (the Satversme) of the Republic of Latvia, namely – in the Latvian folk wisdom, universal human and Christian values. Thus it is important to set common values in upbringing in a family and in an educational institution. By defining and emphasising values at the institutional level, they become a subject of reflection and discussion among teachers and parents.

scholarly journals Bilingualism

2004 ◽  
Vol 37 (3) ◽  
pp. 203-205
Keyword(s):  
New York ◽  
Bilingual Education ◽  
Teacher Identity ◽  
Traditional Approach ◽  
Language Education ◽  
Linguistic Minority ◽  
Minority Children ◽  
Second Language Education ◽  
Bilingual Teaching ◽  
Language Competency

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