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
A brief announcement that on Thursday, October 27, I will be returning to the Jacaranda Tree Montessori in Amsterdam, for an open seminar “Raising Bilingual Children: Six building blocks for success”. This is my most popular seminar, and mainly given at schools, so an open event is rare! In the two-hour session we will look at (a little) theory and practice, to help parents understand why they should pursue bilingualism (or multilingualism) for their children, what it takes to be successful, and how to make a plan to get them there. It’s always a fun evening (for me too!) and a chance for parents to meet others who are on the same journey with their children.
Registration at via the Jacaranda Tree Montessori website.
Aboriginal people have a right to language. Unless we do something in this generation the languages will die in the next generation — the generation of my daughter.
— Lorena Fontaine, PhD student at the University of Manitoba
As a Canadian living abroad, I tend to focus on all the good things about our history and have an admittedly Pollyanna view of my passport country, including about educational issues. Yesterday, while commuting to work, I came up against a less savoury side of Canadian educational history. Listening to a CBC Ideas podcast, Undoing Linguicide, brought me face to face with the stories of the First Nations children who were taken away from their parents, over a period of more than a century, and sent to residential schools whose mandate was to eliminate the “indian” cultures and languages. Not only was this a barbaric idea, but the practices were barbaric as well, with schools functioning with rules that systematically separated siblings and punished heavily for the use of aboriginal languages. Lorena Fontaine, the lawyer/researcher featured in the program, is attempting to prove a case that the indigenous communities in Canada have a right to the survival of their languages, and to governmental support to reestablish what has been almost lost due to the residential school system. The history is complex and the podcast well worth listening to, as I can’t do their whole story justice. And of course, it’s a story that has been repeated in many places and times around the world, to many groups of indigenous peoples, it happened in France with the suppression of regional languages, and in Wales with the “Welsh Not” for children who dared to speak Welsh in schools, and many more.
In an era where hindsight has shown us that these practices were not acceptable and in an era of truth and reconciliation commissions and efforts to revive many endangered minority languages, it would seem that we have learned our lesson. Sadly, this is not entirely the case. Linguistic suppression does still happen, and although its guises are generally more subtle, it still is the same thing – prioritising one language as the “right” language, and other languages as “wrong”. It happens in schools where children and parents are told that their languages, their mother tongues, their home languages, are not acceptable. It happens in post-colonial Africa, where children are not allowed tuition in their own languages but instead forced to learn through a colonial language that they do not know. It happens in Suriname, where children need to go to school in Dutch – a language that they do not speak, they do not need, and is not a part of their world, but is considered to be a better vehicle for education than their own languages. It happens in international schools where children are told that they can play in their own languages, but must only use the school language in the classroom.
The agenda may not be as overt, and the punishments may no longer be physical, but for minority language speaking children, the results are the same. Minority languages, immigrant languages, refugee languages, hold no power in schools and children know this. And they abandon, by choice or by force, the language that they need to develop cognitively, to learn with, to connect with their families, their culture, their history.
So apparently, the lessons of history are far more easily forgotten than learned.
I’ve been very absent from my blog for the last year, and have been thinking about a good post to start the new year. I have a back-log of ideas in my brain and none was “the one”. Then I saw this video on FB (thanks to Ellen-Rose Kambel from the Rutu Foundation) and found “the one”.
One of the reasons my posting lagged last year was that I have been working more with schools, and less with families. When I started this blog I intended it to be for families raising bilingual/multilingual children. But as I spend more time doing research/training with schools, my focus has changed. So this year, my blog will often feature information for teachers and schools. I am planning to do a “throwback Thursday” series to bring back some of most popular/useful blog posts for parents as well – I know it can be hard to troll the archives to see if there is anything pertinent to your situation, so hopefully this will help.
In the meantime, I’d like to share this video, from a source called “Teacher Pages” (links below). The clip is filmed in a classroom in India, and shows so many great teaching moments that it’s hard to know where to start. So I’ll start with language. One of the issues I have been focusing on in the last 2 years is the very important issue of languages in the classroom. In many, many schools there are still restrictive regulations about language use, which disallow children from using their mother tongue/first language/home language at school. Sometimes the restrictions are only in the classroom, sometimes they apply to the whole school area. In either case, the schools are doing children a disservice, personally and academically, through these regulations. I’ve written about this before, so I’m going to avoid the temptation to go on a diatribe about all the reasons that these regulations are wrong. I will say that in my experience, these regulations are based on these misconceptions:
- If children speak their “other” language at school they won’t learn the school language as quickly.
- That the school needs all the children to use only one language or there will be cliques and divisions among the children
- That teachers need to understand everything said or written in the classroom in order to be “in control” of the environment and the learning.
I will write a post on each of these misconceptions in the future, but in short, we know from research that none of the above are true. When I do training on this topic, one of the most common worries is how to manage different languages in the classroom. I think the teacher in the clip below illustrates beautifully how multilingual learning enhances a classroom, and also how well children work together within and across their languages. In addition, her understanding of how children learn a new language and how to create an inclusive classroom environment are fantastic. Congratulations to Ms. Sujata Patil (Principal) and Ms. Nikita Patil on this wonderful best practice video.
Aside from language, I absolutely love the “running board” in the classroom. No technology, brilliant multilingual, interactive teaching. This is a school we can all learn something from, no matter what our school environment is like. (I know that this shows a classroom in which the teacher speaks, apparently, all the languages. I will write on the same topic for teachers in super-diverse schools as well).
It’s that time a year again… once the school year is up and running, parents start thinking about how things are going with their little bilingual children. I meet more parents in the Sept-Nov block than at any other time of year! I visit many schools to provide parents with an opportunity to learn more about how to help their children become successfully bilingual. For readers who have children in schools that I don’t visit (sorry!) there is an open-invitation seminar next week in Amsterdam as well.
My “Raising Bilingual Children” seminar is one of my favourites; I’ve been working on it for years, and each family I meet contributes to my understanding on bilingual/multilingual families and adds to my “book learning” and research background. I pack as much good information as possible into the 2-hour session, along with some moments of humour and time for asking questions. So if you are raising your children with two or more languages, this session will give you a solid understanding of the elements for success, and how to consider your family situation to make the best plan possible (and then how to change the plan when you need to….).
Thursday, October 15, 20:00-22:00 at the Jacaranda Tree Montessori – you can register at the link below.
“No proven method exists for identifying an English-learner student who has a learning disability and then placing the student in the most appropriate instructional program,”
This report touches on a crucial area for improving support for language learners in school – how to evaluate and support for potential learning difficulties across a language barrier.
The steps they propose are a good guideline for thoughtful processes and attention to details in a complex field.