Multilingual education

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Multilingual education (MLE) typically refers to "first-language-first" education, that is, schooling which begins in the mother tongue, or first language, and transitions to additional languages. Typically, MLE programs are situated in developing countries where speakers of minority languages, i.e. non-dominant languages, tend to be disadvantaged in the mainstream education system. There are increasing calls to provide first-language-first education to immigrant children from immigrant parents who have moved to the developed world. Offering first-language-first education to immigrant children in developed countries has gained attention due to the unique challenges these students face. When students move to a new country, language and cultural barriers can affect their academic progress and well-being. Some suggest that providing instruction in their first language initially, as part of multilingual education (MLE) programs, could help ease their transition. By recognizing and respecting their linguistic and cultural backgrounds, these programs aim to create a supportive learning environment where students feel more comfortable and confident. While this approach may contribute to the preservation of heritage languages, implementing MLE programs present other potential benefits and challenges.

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In addition to the first-language-first approach, another model that supports language development in multilingual contexts is plurilingual education. Plurilingual education works by having students develop multiple languages at once Instead of using on just one language, it uses the language skills of two (or more) languages to bridge the gap in learning. [1]

Components of multilingual education (MLE)

Related to the emphasis on children's first languages, is the implicit validation of their cultural or ethnic identities by taking languages that were previously considered "non-standard" and making active use of them in the classroom. Multilingual education in that regard underscores the importance of children's worldviews in shaping their learning.

Stages of multilingual education programs

A widespread understanding of MLE programs (UNESCO, 2003, 2005) suggests that instruction take place in the following stages:

  1. Stage I – learning takes place entirely in the child's home language
  2. Stage II – building fluency in the first language. Introduction of oral language two.
  3. Stage III – building oral fluency in language two. Introduction of literacy in language two.
  4. Stage IV – using both language one and language two for lifelong learning.

MLE proponents stress that the second language acquisition component is seen as a "two-way" bridge, such that learners gain the ability to move back and forth between their first language and the other language(s), rather than simply a transitional literacy program where reading through the first language is abandoned at some stage in the education.

Examples of multilingual education around the world

Multilingual education in Andhra Pradesh/Orissa (India)

In Andhra Pradesh and Orissa, multilingual education (MLE) programs have been implemented using a thematic approach. These programs focus on helping tribal children rediscover their culture and language by using a seasonal calendar that reflects their cultural context. The MLE programs prioritize teaching children in their first language first, before introducing a second language. This approach recognizes the importance of cultural identity and language in learning. It allows students to build a strong foundation in their first language, which then helps them transition to learning a second language. The programs draw on various educational theories, including critical pedagogy, the idea that education should empower individuals, and theories that focus on how children learn and develop. What makes these programs unique is that they actively involve the community in creating the curriculum. By doing so, they aim to make education more relevant to the community's needs and values. By combining cultural relevance, language development, and community involvement, these MLE programs in Andhra Pradesh and Orissa aim to create an inclusive education system that respects and values local cultures and languages.

Multilingual education in Odisha (India)

In Odisha, a multilingual state in India, the government recognized the linguistic diversity of the region, with over 40 ethnic languages spoken among the 62 tribes, as well as widely spoken Modern Indian Languages like Hindi, Bengali, and Telugu. To address the educational needs of ethnic minority children in schools, the Odisha government implemented a multilingual education (MLE) program. Under the leadership of Dr. Mahendra Kumar Mishra as the Director of Multilingual Education, and with guidance from renowned multilingual experts Prof. D.P. Pattanayak and Prof. Khageswar Mahapatra, the MLE program was launched in 547 schools. The focus was on ten tribal languages: Santali, Saora, Kui, Kuvi, Koya, Kishan, Oroam, Juang, Bonda, and Ho.

To provide culturally responsive education, the program developed curriculum and textbooks for classes I to V, emphasizing a first language-based multilingual education approach for tribal children. Teachers from the respective language communities were appointed to teach in the schools, ensuring a stronger connection between the students and their teachers. The MLE program also received support from the Summer Institute of Linguistics, led by Mr. Steve Simpson, Vicky Simpson, and Pamela Mackenzie. Tribal teachers, guided by MLE resource groups, actively contributed to the development of the curriculum and textbooks. Since its initiation in 2005, the program has expanded to 2250 schools, primarily serving tribal children. The MLE program in Odisha has gained recognition as a sustained initiative in Asian countries, with representatives from seven Asian countries visiting the MLE schools to learn from their experiences and best practices. It stands as an example of successful multilingual education implementation in a region with significant linguistic diversity.

Multilingual education in developed countries

Scholars and educators have argued that embracing the diverse linguistic knowledge that immigrant students bring to developed countries and using students' first-languages to help them learn English may be an inexpensive and effective way to integrate and socialize immigrant youth. Allowing code-switching in schools with high English learner (EL) populations can increase the potential for enhanced English-learning and academic performance. Code-switching between multi-lingual children can create an informal peer-mentorship structure that embraces immigrant children's linguistic capabilities to drive learning, create a strong peer-network, and enhance the development of English-as-a-second-language skills for immigrant students in multi-ethnic schools. [4]

Private and public schools in countries like the United States offer Mandarin Chinese and other global languages. These programs aim to provide a strong language education from elementary school all the way to university. One purpose is to help students become highly skilled in these languages to boost business and other interests that could benefit the country. This could also have an impact on promoting different kinds of multilingualism and building relationships between foreign countries in the future. [5]

The Socrates Schools in Montreal provide an example of multilingual education, with students taught in French, Greek and English.

Multilingual education in Oslo (Norway)

A Norwegian study by Sandra Elen Jacoby found that some teachers think multilingualism is valuable when students are proficient in their first languages and can use that knowledge in other languages. [6] The study defined multilingualism as speaking more than two languages and having a different first language than most people in their country. The author determined that one problem teachers faced was when students were weak in both the first language and the language of learning, leading teachers to feel less confident in teaching them. The study suggests that how helpful multilingualism is depends on how well the students can speak the languages.

Additionally, the research showed that many teachers have not received enough training on how to teach students who speak multiple languages, and they could benefit from learning more about multilingualism and how to help students with different language backgrounds. In the study, teachers often used vocabulary learning to help students with language development. Overall, these findings suggest that teacher education programs should offer better training on language skills and effective strategies for teaching multilingual students. This way, teachers will have the right knowledge and tools to handle the challenges that come up in classrooms with students who speak different languages. [6]

Challenges of implementing a multilingual education program

As with any educational program or initiative, there are potential downfalls and challenges with providing a multilingual education. [7]

Limited Resources: Implementing multilingual education (MLE) programs can be challenging due to the need for extensive resources, including trained teachers, instructional materials, and support staff/services. Some schools or educational systems may struggle to acquire sufficient resources to effectively establish and sustain these programs. To ensure that students reap the benefits of multilingual education, it is crucial to have qualified teachers proficient in multiple languages and access to instructional materials in different languages. However, meeting this requirement can be difficult, resulting in a slower progress of multilingual education unless teachers receive additional training in multilingual education. [6]

Competing Demands: In MLE programs, teaching multiple languages can create competing demands on the curriculum and meeting both language objectives and academic standards can be challenging. Finding a balance between teaching different languages and other subjects can be challenging and time constraints may cause teaching multiple languages to impact the quality of instruction in other areas. Educators must, therefore, strike a balance between subject content and language proficiency when teaching.

Language Gaps: In MLE programs, language proficiency gaps can emerge when students' proficiency in their first language is significantly lower than the language of instruction used in the larger group. This can make it difficult for them to catch up and achieve academic proficiency in both languages. Assessing and evaluating the effectiveness of these programs is crucial, but accurately measuring language proficiency and content knowledge presents a challenging task.

Segregation: MLE programs can sometimes cause separation based on language, which divides the school community. This can prevent students from interacting with different cultures and creating a diverse learning environment. Some MLE programs focus only on a few languages, leaving out others spoken in the community, which reduces diversity. Limited community support for multilingual initiatives is often due to different language preferences and attitudes towards multilingualism. These varying opinions can directly or indirectly affect the success of multilingual education programs.

See also

Multilingual Education in India, The Case For English Edited by Dr MAhendra Kumar Mishra and Prof Anand Mahanand published by Viva Books, New Delhi 2016.

Related Research Articles

In bilingual education, students are taught in two languages. It is distinct from learning a second language as a subject because both languages are used for instruction in different content areas like math, science, and history. The time spent in each language depends on the model. For example, some models focus on providing education in both languages throughout a student's entire education while others gradually transition to education in only one language. The ultimate goal of bilingual education is fluency and literacy in both languages through a variety of strategies such as translanguaging and recasting.

Language education – the process and practice of teaching a second or foreign language – is primarily a branch of applied linguistics, but can be an interdisciplinary field. There are four main learning categories for language education: communicative competencies, proficiencies, cross-cultural experiences, and multiple literacies.

<span class="mw-page-title-main">English as a second or foreign language</span> Use of English by speakers with different native languages

English as a second or foreign language refers to the use of English by individuals whose native language is different, commonly among students learning to speak and write English. Variably known as English as a foreign language (EFL), English as a second language (ESL), English for speakers of other languages (ESOL), English as an additional language (EAL), or English as a new language (ENL), these terms denote the study of English in environments where it is not the dominant language. Programs such as ESL are designed as academic courses to instruct non-native speakers in English proficiency, encompassing both learning in English-speaking nations and abroad.

<span class="mw-page-title-main">Language immersion</span> Use of two languages across a variety of educational subjects

Language immersion, or simply immersion, is a technique used in bilingual language education in which two languages are used for instruction in a variety of topics, including maths, science, or social studies. The languages used for instruction are referred to as the L1 and the L2 for each student, with L1 being the student's native language and L2 being the second language to be acquired through immersion programs and techniques. There are different types of language immersion that depend on the age of the students, the classtime spent in L2, the subjects that are taught, and the level of participation by the speakers of L1.

A foreign language is a language that is not an official language of, nor typically spoken in, a specific country. Native speakers from that country usually need to acquire it through conscious learning, such as through language lessons at school, self-teaching, or attending language courses. A foreign language might be learned as a second language; however, there is a distinction between the two terms. A second language refers to a language that plays a significant role in the region where the speaker lives, whether for communication, education, business, or governance. Consequently, a second language is not necessarily a foreign language.

Transitional bilingual education is an approach to bilingual education in which students first acquire fluency in their native language before acquiring fluency in the second language, where fluency is defined as linguistic fluency as well as literacy. This is in contrast to total immersion bilingual education in which students are directly immersed in the second language. Transitional bilingual education is among those most commonly implemented in public schools across the United States. The application of transitional bilingual education in the United States ultimately resulted from an effort to officially recognize Chicano and Latino identities with the passage of the Bilingual Education Act.

<span class="mw-page-title-main">French immersion</span> A form of bilingual education in Canada

French immersion is a form of bilingual education in which students who do not speak French as a first language will receive instruction in French. In most French-immersion schools, students will learn to speak French and learn most subjects such as history, music, geography, art, physical education and science in French.

Sheltered instruction is an educational approach designed to make academic content more accessible to English language learners (ELLs) while promoting their language development. It involves modifying instruction to accommodate students' language proficiency levels and providing additional support to help comprehend and engage with material effectively.

Sequential bilingualism occurs when a person becomes bilingual by first learning one language and then another. The process is contrasted with simultaneous bilingualism, in which both languages are learned at the same time.

Minority (non-Japanese) students can be found throughout the entire Japanese education system. An incomplete list of possible cultural and or language minorities represented in Japanese schools include:

English-language learner is a term used in some English-speaking countries such as the United States and Canada to describe a person who is learning the English language and has a native language that is not English. Some educational advocates, especially in the United States, classify these students as non-native English speakers or emergent bilinguals. Various other terms are also used to refer to students who are not proficient in English, such as English as a second language (ESL), English as an additional language (EAL), limited English proficient (LEP), culturally and linguistically diverse (CLD), non-native English speaker, bilingual students, heritage language, emergent bilingual, and language-minority students. The legal term that is used in federal legislation is 'limited English proficient'.

Dual language is a form of education in which students are taught literacy and content in two languages. Most dual language programs in the United States teach in English and Spanish, but programs increasingly use a partner language other than Spanish, such as Arabic, Chinese, French, Hawaiian, Japanese, or Korean. Dual language programs use the partner language for at least half of the instructional day in the elementary years.

Intercultural bilingual education(Educación bilingüe intercultural) is a language-planning model employed throughout Latin America in public education, and it arose as a political movement asserting space for indigenous languages and culture in the education system. IBE is designed to address the educational needs of indigenous communities, and consists of various bilingual curriculum designs.

Heritage language learning, or heritage language acquisition, is the act of learning a heritage language from an ethnolinguistic group that traditionally speaks the language, or from those whose family historically spoke the language. According to a commonly accepted definition by Valdés, heritage languages are generally minority languages in society and are typically learned at home during childhood. When a heritage language learner grows up in an environment with a dominant language that is different from their heritage language, the learner appears to be more competent in the dominant language and often feels more comfortable speaking in that language. "Heritage language" may also be referred to as "community language", "home language", and "ancestral language".

<span class="mw-page-title-main">Indigenous education</span> Education that focuses on teaching within formal or non-formal educational systems

Indigenous education specifically focuses on teaching Indigenous knowledge, models, methods, and content within formal or non-formal educational systems. The growing recognition and use of Indigenous education methods can be a response to the erosion and loss of Indigenous knowledge through the processes of colonialism, globalization, and modernity. Indigenous education also refers to the teaching of the history, culture, and languages of Indigenous peoples of a region.

<span class="mw-page-title-main">Translingualism</span>

Translingual phenomena are words and other aspects of language that are relevant in more than one language. Thus "translingual" may mean "existing in multiple languages" or "having the same meaning in many languages"; and sometimes "containing words of multiple languages" or "operating between different languages". Translingualism is the phenomenon of translingually relevant aspects of language; a translingualism is an instance thereof. The word comes from trans-, meaning "across", and lingual, meaning "having to do with languages (tongues)"; thus, it means "across tongues", that is, "across languages". Internationalisms offer many examples of translingual vocabulary. For example, international scientific vocabulary comprises thousands of translingual words and combining forms.

Translanguaging is a term that can refer to different aspects of multilingualism. It can describe the way bilinguals and multilinguals use their linguistic resources to make sense of and interact with the world around them. It can also refer to a pedagogical approach that utilizes more than one language within a classroom lesson. The term "translanguaging" was coined in the 1980s by Cen Williams in his unpublished thesis titled “An Evaluation of Teaching and Learning Methods in the Context of Bilingual Secondary Education.” Williams used the term to describe the practice of using two languages in the same lesson, which differed from many previous methods of bilingual education that tried to separate languages by class, time, or day. In addition, Vogel and Garcia argued that translanguaging theory posits that rather than possessing two or more autonomous language systems, as previously thought when scholars described bilingual or multilingual speakers, bilinguals and multilingual speakers select and deploy their languages from a unitary linguistic repertoire. However, the dissemination of the term, and of the related concept, gained traction decades later due in part to published research by Ofelia García, among others. In this context, translanguaging is an extension of the concept of languaging, the discursive practices of language speakers, but with the additional feature of using multiple languages, often simultaneously. It is a dynamic process in which multilingual speakers navigate complex social and cognitive demands through strategic employment of multiple languages.

In bilingual education, students are taught content areas like math, science, and history in two languages. Numerous countries or regions have implemented different forms of bilingual education.

<span class="mw-page-title-main">Multilingual education in Africa</span>

Multilingual education in Africa is an outlook on how to approach teaching students in the different states in Africa considering the different possible languages to use for instruction. The continent experiences an immense diversification of languages spoken in its different states; therefore, like in other diversely populated regions in the world such as North America or Europe, there are many choices for which languages to use as the medium of instruction, in which specific areas, and to what extent. This is a dilemma that researchers and policy makers have been looking into for years and has left African countries with diverse solutions for teaching language in their schools.

Newcomer education is the specialized teaching of refugees, migrants, asylees and immigrants who have resettled in a host country, with the goal of providing the knowledge and skills necessary to integrate into their country of refuge. Education is the primary way by which newcomers can adjust to the linguistic, social, and cultural environments of their new communities. Newcomer education aims to empower newcomers with a sense of self-efficacy and social integration, as well as giving them the skills to pursue employment or higher education. Newcomer education also aims to help address trauma, culture shock, and other negative effects of forced displacement. Education for newcomers can provide long-term prospects for stability of individuals, communities, countries and global society.

References

  1. ↑ Masats, Dolors; Nussbaum, Luci (2022). Plurilingual Classroom Practices and Participation. Routledge. ISBN   978-1-003-16912-3.
  2. ↑ Thomas, W.P, & Collier, V. (1997). School effectiveness for language minority students. NCBE Resource Collection Series, No. 9.{{cite book}}: CS1 maint: multiple names: authors list (link)
  3. ↑ Jacoby, Sandra Elen (May 2023). "English Teachers' Views on Multilingualism in the Classroom" (PDF).
  4. ↑ Tarım, Şeyda Deniz (2017-11-29). "Breaking Barriers with Collaborative Language Practices in a Multiethnic Classroom: A Potential Model for Immigrant1 Children". European Education. 50 (1): 27–41. doi:10.1080/10564934.2017.1394163. ISSN   1056-4934. S2CID   148942093.
  5. ↑ Ayres-Bennett, Wendy; Fisher, Linda. Multilingualism and Identity : Interdisciplinary Perspectives (1 ed.). Cambridge University Press. pp. 262–263. ISBN   9781108803793.
  6. 1 2 3 Jacoby, Sandra. "English Teachers' Views on Multilingualism in the Classroom" (PDF). Retrieved April 29, 2024.
  7. ↑ Malakar, Jeenti; Datta, Supradip. "Exploring the Benefits and Challenges of Multilingual Education: A Theoretical Analysis". International Journal for Multidisciplinary Research. 5 (4).

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