Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings

Description

Offers fresh approaches to foreign language teaching in multilingual settings based on teacher-researcher partnerships

This book promotes linguistically responsive foreign language teaching practices in multilingual contexts by facilitating a dialogue between teachers and researchers. It advances a discussion of how to connect the acquisition of subsequent foreign languages with previous language knowledge to create culturally and linguistically inclusive foreign language classrooms, and how to strengthen the connection between research on multilingualism and foreign language teaching practice. The chapters present new approaches to foreign language instruction in multilingual settings, many of them forged in collaboration between foreign language teachers and researchers of multilingualism. The authors report findings of classroom-based research, including case studies and action research on topics such as the functions and applications of translanguaging in the foreign language classroom, the role of learners’ own languages in teaching additional languages, linguistically and culturally inclusive foreign language pedagogies, and teacher and learner attitudes to multilingual teaching approaches.

Figures and Tables

Acknowledgements

Acronyms

Contributors



Introductions



Part 1: Towards a Multilingual Paradigm in Foreign Language Education

Chapter 1. Anna Krulatz, Georgios Neokleous and Anne Dahl: Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice

Chapter 2. Nayr Ibrahim: Mainstreaming Multilingualism in Education: An Eight-Ds Framework

Chapter 3. Ngoc Tai Huynh, Angela Thomas and Vinh To: Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures

Part 2: Languaging Practices in Multilingual Classrooms

Chapter 4. Tanja Angelovska: The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language 

Chapter 5. Mirjam Günther-van der Meij and Joana Duarte: ‘There are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands

Chapter 6. Spyros Armostis and Dina Tsagari: Learning English as a Foreign Language in a Bi(dia)lectal Setting 

Chapter 7. Rasman Rasman and Margana Margana: Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges 

Part 3: Teacher and Learner Perspectives

Chapter 8. Georgios Neokleous: Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus

Chapter 9. Ylva Falk and Christina Lindqvist: Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context

Chapter 10. Will Travers: Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States

Chapter 11. Romana Kopečková and Gregory Poarch: Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action

Chapter 12. Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison: Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices, and Needs in Multilingual Education

Chapter 13. Mieko Yamada: EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority

Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms

Chapter 14. Antoinette Camilleri Grima: Adopting Pluralistic Approaches when Teaching an Additional Language

Chapter 15. Manon Megens and Elisabeth Allgäuer-Hackl: An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching

Chapter 16. MaryAnn Christison and Adrian S. Palmer: Promoting Multilingualism through Immersion Education: A Case Study in a Thai K12 International School

Chapter 17. Gisela Mayr: Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion

Chapter 18. Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen: The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper-secondary School

Chapter 19. Gro-Anita Myklevold: Operationalizing Multilingualism in A Foreign Language Classroom in Norway: Opportunities and Challenges

Kristen Lindahl: Afterword

Index

Sujets

• Disciplines
• Language Arts
• Teaching
• Lettres et linguistique
• Linguistics
• Teacher education
• Multilingualism
• Study
• Professional
• Postgraduate education
• General officer
• General
• Research
• Postgraduate

Informations

• Publié par: Channel View Publications
• Date de parution: 21 juin 2022
• Nombre de lectures: 2
• EAN13: 9781788926430
• Langue: English
• Poids de l'ouvrage: 2 Mo

Extrait

Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION
Founding Editor : Viv Edwards, University of Reading, UK
Series Editors : Phan Le Ha, University of Hawaii at Manoa, USA and Joel Windle, Monash University, Australia .
Two decades of research and development in language and literacy education have yielded a broad, multidisciplinary focus. Yet education systems face constant economic and technological change, with attendant issues of identity and power, community and culture. What are the implications for language education of new ‘semiotic economies’ and communications technologies? Of complex blendings of cultural and linguistic diversity in communities and institutions? Of new cultural, regional and national identities and practices? The New Perspectives on Language and Education series will feature critical and interpretive, disciplinary and multidisciplinary perspectives on teaching and learning, language and literacy in new times. New proposals, particularly for edited volumes, are expected to acknowledge and include perspectives from the Global South. Contributions from scholars from the Global South will be particularly sought out and welcomed, as well as those from marginalised communities within the Global North.
All books in this series are externally peer-reviewed.
Full details of all the books in this series and of all our other publications can be found on http://www.multilingual-matters.com , or by writing to Multilingual Matters, St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
NEW PERSPECTIVES ON LANGUAGE AND EDUCATION: 100
Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings
Pedagogical Implications
Edited by
Anna Krulatz, Georgios Neokleous and Anne Dahl
MULTILINGUAL MATTERS
Bristol • Jackson
https://doi.org/10.21832/KRULAT6416
Library of Congress Cataloging in Publication Data
A catalog record for this book is available from the Library of Congress.
Names: Krulatz, Anna, editor. | Neokleous, Georgios, editor. | Dahl, Anne, editor.
Title: Theoretical and Applied Perspectives on Teaching Foreign Languages in Multilingual Settings: Pedagogical Implications/Edited by Anna Krulatz, Georgios Neokleous, Anne Dahl.
Description: Bristol, UK; Jackson, TN: Multilingual Matters, [2022] | Series: New Perspectives on Language and Education: 100 | Includes bibliographical references and index. | Summary: “This book aims to advance multilingual research in foreign language education. It contributes to a discussion of how to foster the acquisition of subsequent foreign languages by engaging learners’ existing linguistic resources in an optimal way, and how to strengthen the connection between research and foreign language teaching practice”— Provided by publisher. Identifiers: LCCN 2022003265 (print) | LCCN 2022003266 (ebook) | ISBN 9781788926416 (hardback) | ISBN 9781788926409 (paperback) | ISBN 9781788926430 (epub) | ISBN 9781788926423 (pdf)
Subjects: LCSH: Language and languages—Study and teaching—Foreign speakers. | Multilingual education. | LCGFT: Essays.
Classification: LCC P51 .T47 2022 (print) | LCC P51 (ebook) | DDC 418.0071—dc23/eng/20220316 LC record available at https://lccn.loc.gov/2022003265
LC ebook record available at https://lccn.loc.gov/2022003266
British Library Cataloguing in Publication Data
A catalogue entry for this book is available from the British Library.
ISBN-13: 978-1-78892-641-6 (hbk)
ISBN-13: 978-1-78892-640-9 (pbk)
Multilingual Matters
UK: St Nicholas House, 31–34 High Street, Bristol, BS1 2AW, UK.
USA: Ingram, Jackson, TN, USA.
Website: www.multilingual-matters.com
Twitter: Multi_Ling_Mat
Facebook: https://www.facebook.com/multilingualmatters
Blog: www.channelviewpublications.wordpress.com
Copyright © 2022 Anna Krulatz, Georgios Neokleous, Anne Dahl and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
The policy of Multilingual Matters/Channel View Publications is to use papers that are natural, renewable and recyclable products, made from wood grown in sustainable forests. In the manufacturing process of our books, and to further support our policy, preference is given to printers that have FSC and PEFC Chain of Custody certification. The FSC and/or PEFC logos will appear on those books where full certification has been granted to the printer concerned.
Typeset by Nova Techset Private Limited, Bengaluru and Chennai, India.
Contents
Figures and Tables
Acknowledgements
Acronyms
Contributors
Introduction
Part 1: Towards a Multilingual Paradigm in Foreign Language Education
1 Multilingual Approaches to Additional Language Teaching: Bridging Theory and Practice
Anna Krulatz, Georgios Neokleous and Anne Dahl
2 Mainstreaming Multilingualism in Education: An Eight-Ds Framework
Nayr Ibrahim
3 Enhancing Foreign Language Teachers’ Use of Multicultural Literature with an Analytical Framework for Interpreting Picturebooks about East Asian Cultures
Ngoc Tai Huynh, Angela Thomas and Vinh To
Part 2: Languaging Practices in Multilingual Classrooms
4 The Multilingual Language Classroom: Applying Linguistically Diverse Approaches for Handling Prior Languages in Teaching English as a Third Language
Tanja Angelovska
5 ‘There Are Many Ways to Integrate Multilingualism’: All-inclusive Foreign Language Education in the Netherlands
Mirjam Günther-van der Meij and Joana Duarte
6 Learning English as a Foreign Language in a Bi(dia)lectal Setting
Spyros Armostis and Dina Tsagari
7 Constructing Translanguaging Space in EFL Classrooms in Indonesia: Opportunities and Challenges
Rasman Rasman and Margana Margana
Part 3: Teacher and Learner Perspectives
8 Capturing Hybrid Linguistic Repertoires: Learner and In-service Teacher Attitudes towards Translanguaging in Multilingual EAL Classrooms in Cyprus
Georgios Neokleous
9 Teachers’ Attitudes towards Multilingualism in the Foreign Language Classroom: The Case of French and German in the Swedish Context
Ylva Falk and Christina Lindqvist
10 Inside the L3 Classroom: Learner Reflections on University-level Foreign Language Classes for Bilinguals in the United States
Will Travers
11 Teaching English as an Additional Language in German Secondary Schools: Pluralistic Approaches to Language Learning and Teaching in Action
Romana Kopečková and Gregory Poarch
12 Teaching English in Linguistically Diverse Classrooms in Norway: Teachers’ Beliefs, Practices and Needs in Multilingual Education
Yeşim Sevinç, Anna Krulatz, Eivind Torgersen and MaryAnn Christison
13 EFL Education for Social Justice: A Study of Japanese EFL Student Teachers’ Perceptions about Diversity and Minority
Mieko Yamada
Part 4: Innovative Multilingual Pedagogies in Foreign Language Classrooms
14 Adopting Pluralistic Approaches when Teaching an Additional Language
Antoinette Camilleri Grima
15 An Applied Perspective on Holistic Multilingual Approaches to Foreign Language Learning and Teaching
Manon Megens and Elisabeth Allgäuer-Hackl
16 Promoting Multilingualism through Immersion Education: A Case Study in a Thai K-12 International School
MaryAnn Christison and Adrian S. Palmer
17 Plurilingual Inputs in Task-based TEFL: A Way of Promoting Inclusion
Gisela Mayr
18 The Use of Students’ Linguistic Resources in Teaching English as an Additional Language in Norway: A Study of Writing in Upper Secondary School
Marina Prilutskaya, Rebecca Knoph and Jessica Allen Hanssen
19 Operationalizing Multilingualism in a Foreign Language Classroom in Norway: Opportunities and Challenges
Gro-Anita Myklevold
Afterword
Kristen Lindahl
Index
Figures and Tables
Figures
Figure 2.1 Demonolingualizing education: The Eight-Ds framework
Figure 2.2 Teacher educator’s and student’s linguistic repertoires and DLCs
Figure 2.3 Teacher and student language maps
Figure 2.4 The interdisciplinary nature of multilingualism
Figure 3.1 The framework for interpreting cultural meanings of Asian images (CMAI)
Figure 3.2 Findings on Vietnamese cultural aspects mapped onto other factors of ICC
Figure 3.3 Viewing Plum Blossoms by Moonlight
Figure 5.1 Revised holistic model for multilingualism in education
Figure 5.2 Design and timeline of the Holi-Frysk pilot project
Figure 5.3 Example of language family activity poster
Figure 5.4 Example of multilingual affixes quiz
Figure 6.1 Graphic representation of the varieties observed in the classroom: L2 English as the target language, L1a CG, L1b SMG and Generic Greek (L1a/b) as the intersection between L1a and L1b
Figure 14.1 Worksheet filled in by one learner showing vocabulary in Maltese, English and Arabic
Figure 14.2 Worksheet filled out by two learners about school procedures and policies in Malta, China and Italy
Figure 14.3 Worksheet with a list of nouns filled out by a group of learners identifying masculine, feminine, neuter or no gender in Maltese, English, Chinese and Romanian
Figure 15.1 Example of a follow-up activity on ‘word order’ from the EuroComTranslat course
Figure 15.2 Example activity on ‘multilingual text comprehension strategies’ from the EuroComTranslat course
Figure 18.1 Estimated essay quality means by group and factor
Figure 19.1 Responses to the question of whether the students used the four operationalizations to ease text comprehension (Item 1)
Figure 19.2 Responses to the question of whether the students perceive that looking for cognates will facilitate language learning (Item 4.12)
Figure 19.3 Students’ perceptions of the usefulness of the operationalization in German
Figure 19.4 Students’ perceptions of the usefulness of the operationalization in English
Tables
Table 3.1 Specific objectives for teaching, learning and assessment of ICC
Table 5.1 Sample