In the month of March, I had the privilege of presenting at three international events. The first was the ECIS ESL/MT conference (now the ECIS MLIE group). There I presented on using pedagogical translanguaging to support learning in international education. The second event was the CIS Symposium on Intercultural Learning (Amsterdam), where I presented in the Language as a Pathway to Intercultural Learning strand. My presentation at this event was focused again on translanguaging, this time as a way to bring students’ culture and prior knowledge into the classroom. The final event was the second CIS Symposium, Singapore, where I again presented (for LanguageOne) in the Language strand, with an analysis of models of MT/home language support in international schools, and ways forward for schools who want to engage better on this critical topic.
A recurring point of interest across all three events was the overview of audience members at language-related sessions. On the whole, the audience at these sessions was the “language people” from schools: EAL teachers, language teachers, MT/home language teachers, and mid-level coordinators: EAL coordinators, PYP coordinators, etc. So this leaves the question: Where are the school leaders? Where are the principals and heads of school? They are certainly at these events, but for some reason rarely choose the language-related sessions. This was especially apparent at the CIS Singapore event, which was in a strand-format – all participants stayed in their chosen strand for the two-day event. The strands on global citizenship and developing culturally competent leaders were the two strands where all the leadership-level participants were to be found.
So what’s up with that? Are the language-people not informative enough, funny enough, insightful enough to draw the school leaders? Everyone who attended our strands knows that this is of course not true! What is true, however, is that language is often thought of as a specialist topic in education (international and national). School leadership is often caught up in broader topics that seem to have more importance for the whole than EAL, home languages, other languages. This is a dangerous position to take however, as language is at the heart of everything we do in education; at the centre of identity, culture, communication, and most importantly, learning.
It is hard to argue that we are teaching the whole child when school policy dictates that the students leave their language and culture at the schoolhouse door.
- J. Cummins et al. (2005)
It is true that language people are not always good at publicity and marketing – we know we have a lot of key information that all teachers, administrators and parents need to know. But we’re not always good at getting our message out there in accessible ways.
In order to do some awareness-raising of the complex and critical issue of languages in schools, I’m starting a new blog series, entitled “Spotlight on good practice“. I’d like to do a regular profile of an activity, teacher, school, leader, program (twice a month), to share what is already happening in our schools that we can be proud of, and hope that this will encourage wider awareness outside the language people of how languages can be used in our schools to either empower or disempower our students, and the resulting effects on culture, character, and learning.
The series will start with examples of good practice from schools I have worked with, but I would be delighted to hear from my readers – parents, teachers, (hopefully) school leaders – about examples of good practice relating to any aspect of languages in schools – EAL/ELL, home languages, host country languages, foreign languages. If you have a story to share, for yourself or for your school or your children’s school, please email me at email@example.com
Looking forward to hearing about all your success stories!