I’ve been promising for years to write a post about pedagogical translanguaging. In fact, probably about five years! But I always get stuck in the details… I want to present it accurately, and really show how it works. So I created (with the help of Ollydave) this short explainer video, so people can have a 2-minute introduction to a complex topic. Click on the picture above and enjoy!
Next parent seminar in Amsterdam coming up! If you are raising your children with more than one language (or thinking about it), come along and find out the six building blocks for a successful Family Language Plan. This seminar has been developed over a decade of working with bilingual/multilingual families and packs in theoretical background as well and practical planning. Looking forward to meeting my next group of parents!
Our host is the Jacaranda Tree Montessori, registration through this link: Raising Bilingual Children
With respect to ELLs, there is undeniable and growing evidence that the home language of ELLs is of considerable benefit to their overall academic success.
- Fred Genesee (Professor of Psychology Department at McGill University, Montreal and recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service)
This is the first post in the new “Spotlight on Good Practice” series. The goal of the series is to get teachers and schools talking about critical issues in supporting language learners in their schools. This first profile spotlights Jennifer, a Grade 3 teacher at the European International School Ho Chi Minh City.
I visited the school mid-March to provide three days of professional development for the staff of the school, primary and secondary, and for parents. On the first day we did two intensive sessions, the first was “Bilingualism in Education: Understanding your learners”, and the second was “Languages in the Classroom”. As with most schools I visit, the staff were mainly English-speaking, and their training and experience for working with language learners ranged from very little to fully trained EAL teachers. For staff with little training (and, let’s be honest, for monolingual staff) the content of these first two sessions can be challenging. We debunk quite a few myths about language learners in schools (no, children are not sponges!) and look at the critical relationship between home language development and school language development, and how the former can scaffold the latter.
The second morning, Jennifer arrived in the library to show me a poem a student had brought to her. She does a poem a week activity with her students, but this student had taken the initiative and brought in a poem written in his home language (Taiwanese) and translated into English. Connecting to the content of the previous day’s sessions, she wanted to show me the poem, and discuss her impressions of his work. It was a beautiful example of languages in connection – the Taiwanese writing with English translation at the end. The translation itself showed clearly the influence of his thought patterns and expressions in his own language, which led to an inflected yet clear English poem.
In the meantime, teachers and students can’t wait for these policy debates to be settled before deciding how or whether to draw upon ELLs’ home language. The question arises how can schools and teachers, even those who are monolingual, act on evidence that clearly shows the personal, cognitive, linguistic and educational value of using the linguistic resources that ELLs bring to school.
- Fred Genesee
Rather than just admiring the student’s work and moving back to her teaching, Jennifer took this poem, and turned it into a whole-class celebration of poetry and languages. The students were all asked to find and bring in a poem in their own languages. They began the process in class, and then continued with their parents at home. The parents were contacted by email about the project, and responded enthusiastically. The children all arrived with their poems the next morning, some translated already, some ready to display. Each student had the opportunity to present their poem to the class, and show their skills in their home language. You can imagine the impact on the students who are less confident in English, to be given place at the front of the class to use the language they are best at, and show their expertise to their peers. It also gave the children the opportunity to see and discuss the wide variety of writing systems used by their peers.
So one small poem, which could have been easily set aside or forgotten, became the basis of a unit that celebrated the diversity of the class, that promoted the importance of home languages, and that connected the strength of home languages to the task of producing a poem in English, therefore functioning as a language-development exercise as well.
Hats off to Jennifer, for being a brilliant and reflective teacher, and to Iain Fish, Head of School, who creates an environment in which teachers are also enquirers, in this case, on the topic of language learners in their school.
The two quotes from Fred Genesee are from this excellent post: The Home Language: An English Language Learner’s Most Valuable Resource
For more information about the Spotlight on Good Practice series, the introduction can be found here.
If you’d like to share a good practice story, from your class, your child’s class, a colleague’s class, please email me at: firstname.lastname@example.org
This is such an important issue – and this blog explains exactly (perhaps without meaning to) why few teachers engage in research, either actively or as a consumer. There is so much out there, from poor research to great, and from poor events to great, and teachers have such limited time (and budgets) that trying to weed the chaff from the wheat must feel overwhelming. Thankfully, there are more and more researchers now like Victoria Murphy who are making the bridge from research to practice and to make the critical work they are doing accessible and applicable to the teachers and schools it should be helping!
In the last of our mini-series of research blogs, Victoria Murphy asks what counts as research and whether everything that teachers are presented with should be given equal weight.
Research comes in many forms, from reading reports of previous studies to carrying out randomised control trials (RCTs), and everything in between. There’s often an implicit hierarchy at work, and we are told that only large scale studies are more reliable, for example, or that only action research can capture the truth of teachers’ everyday experiences. The truth, though, is that the quality of the research cannot be determined simply by identifying the nature of it. For example, a systematic review (which takes a well-defined, systematic approach to reviewing the research literature to address a particular research question) is very different from, for example, a study where teachers are interviewed to determine their thoughts, opinions, and beliefs about a specific issue…
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… the real issue is not whether they should become bilingual, but how to best support them in their life with two or more languages. (E. Kay-Raining Bird)
I’ve written about the topic quite a few times over the years, because it is one that causes parents great concern. It is also a topic where misinformation is rife – one of the most common pieces of poor advice that parents get is from speech and language therapists, telling them their child is language delayed because they are bilingual. This is an incorrect presumption, but all too common. The following advice is almost always to drop a language, and of course, the language to be dropped is one of the home languages. The potential consequences for a child losing access to a language they have been exposed to all their life range from social isolation within the family to insufficient cognitive development, but they are always significant and avoidable. The article linked below is an interview with Elizabeth Kay-Raining Bird, who has been researching bilingualism in children with three different profiles: SLI (Specific Language Impairment), Down’s Syndrome, and ASD (Austism Spectrum Disorders).
The full article is on Francois Grosjean’s great blog Life as a Bilingual.
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!
Why are we using the terminology ESL and mother tongue, when for many students English is not actually their second language and they have multiple linguistic identities? How does this term reflect the multilingualism of many of our students?
J. Cummins, ECIS ESL/MT conference, 2017
I wrote this article on LinkedIn two days ago, but just had a request to repost here for those who are not on LinkedIn, so here it is!
It’s not often that one gets to spend a weekend listening to, and meeting, the textbooks from your bookshelf. And yet that is what I spent the weekend doing. At the ECIS ESL/MT 2017 conference in Copenhagen, I opened the textbooks of my undergraduate and graduate studies, and I heard them tell me their stories.
From Stephen Krashen I first learned about comprehensible input, and “i+1”, and that teachers need to give students a safe space to learn by lowering their affective filters. And Krashen certainly did that for all of us, in his witty, intense, informative, and at times scathing keynote, which reminded us why he is one of the greats, and also, why it’s important to consider for ourselves the message of any speaker, and compare it to our own inner knowledge of teaching and learning. For while he did convince us all of the benefits of reading for learning, and made us all feel good that reading every day will help our brains stay healthy, he also provoked us by claiming that grammar teaching is never useful or necessary. Some had the courage to stand up to him (Mindy!) and some did not, but the discussion was always lively.
From Cummins, many years ago, I learned to think about the whole child, and to consider what it would feel like to be unseen in school, with your language, culture and identity denied. I learned that children do not need teachers to put barriers between their languages for learning to happen, and than we can integrate all of a child’s language repertoire as a scaffold and a guide for learning. And that no, using the home language during school won’t mean kids never learn English. This weekend I learned again what it is to listen to someone who truly believes that they can make a difference, and that teachers can make a difference too. And I learned that being in the speaker slot right after a Jim Cummins’ keynote is a mighty uncomfortable place to be – following in the footsteps of his amazing talk, with three Cummins’ quotes in my presentation, and a room full of people who had just heard “wow”.
From Fred Genesee, whose work I have known and followed since my days as a graduate student in Montreal, I was reminded that yes, children with various language and learning challenges can and do become successfully bilingual. I was also reminded that it is okay to say that bilingualism is not the right fit for some children, if their needs and circumstances don’t require it, and the school setting can not give them adequate support. I’ve been making this point gently over the last years, with the fear of seeming elitist worrying me – I don’t mean to say that bilingualism is only for “smart” children, or for children who speak the “right” languages. But Fred gave me the courage to be stronger in standing up for children who will not thrive in bilingual programs, not because they couldn’t become bilingual, but because the programs are not set up to give them the support they need to become bilingual.
Those were my great lessons of the weekend, but there were many smaller moments as well. From Mindy and Lara from ISH, I learned that passionate teachers who believe in doing the right thing for their bilingual learners can convince a whole school to do the right thing too.
From Susan Stewart from ISL Surrey, I heard new ways of talking to parents about raising children with languages, and of contextualising the discussions we have with parents in different ways.
From Paul Kei Matsuda, I was reassured that being against numerical evaluations for language development and grammar isn’t a radical position that is incompatible with modern education. We can, and do, assess students’ language on many measures that do not correlate to a number or a letter or a pass or fail.
I don’t expect I’ll ever have the chance again to pass a weekend with my textbooks, but I’m certainly exceedingly lucky to have had the chance to do it once.