1. Promoting Multilingualism through a Trilingual Literacy Camp in Ireland Goldsmiths University, London 4 th December 2010 Rory Mc Daid mcdaidro@gmail.com

2. Overview Context Research Question Theoretical Framework Methodology Analysis of Methodology Key Findings Recommendations

3. Social, Linguistic and Educational Context Significant inward migration resulting in a substantial increase in scale of multilingualism. Multilingualism identified as a Problem C. 30,000 minority language students in Irish primary and post-primary schools. No formal focus on teaching of first languages despite evidence of importance. Childrens voice

4. Research Question English language support teacher.

5. Research Question English language support teacher. My Grandmother would kill me!

6. Research Question English language support teacher. My Grandmother would kill me! What are the feelings, experiences and understandings of minority language children in the Irish primary education system with regard to the non-recognition of their first languages in school?

7. Theoretical Framework Interdisciplinary equality lens: –Equality of Condition: Recognition. –Reproduction of inequalities in schools. –Resistance. Preventing school failure.

8. Methodology Problematics with established methods. Creation of Trilingual Literacy Camp (TLC) –Research participants

9. NameGenderFirst Language Focus Group Dual language text CelinaFPolishPol APrzygoda Kuzko W Irlandii: Kuzkos Adventure in Ireland IrenkaFPolishPol A KlaudiaFPolishPol ANowa Szkoła: New School SylwiaFPolishPol A ZofiaFPolishPol A StefaniaFRomanianRom BAdela Invaţă Engleză: Adlea Learns English AdriannaFRomanianRom B ElisabetaFRomanianRom B AdrianMRomanianRom ARusul Ivan: Ivan the Russian GheorgheMRomanianRom A StefanMRomanianRom A HenricMRomanianRom ABăiteul Cel Nou: The New Boy PetruMRomanianRom A

10. Methodology Problematics with established methods. Creation of Trilingual Literacy Camp (TLC) –Research participants –Personnel

11. Methodology Problematics with established methods. Creation of Trilingual Literacy Camp (TLC) –Research participants –Personnel –Dual language text

12. Methodology: Structure of the TLC 4 day event – childrens Easter holidays. Introductory morning: bilingual alliteration name game, ice-breakers and one-word stories. 2 classrooms and ICT suite. Remainder of time spent writing dual language texts and participating in focus groups

13. Dual Language Texts Writing process (Greaves, 1994) –Prewriting –Drafting –Revising –Editing –Publishing

14. Prewriting Broad topic: Me, My Languages and My School –Explain writing in the first language and then English. –Examine some sample dual language texts from the Dual Language Showcase. –That all participants will engage in all aspects of the workshop. –Availability of resources. –Explain the writing process.

15. Prewriting Ada and Campoy (2004) advocate a creative dialogue in exploring an initial text, the four guiding principles of which are: –Descriptive phase –Personal interpretive phase –Critical/multicultural/anti-bias phase –Creative/transformative phase

16. Episode of The Simpsons used as initial text.

17. Narrative Mini-lesson on: Plot Character Setting Trigger/Problem Ending. These elements were explored in the context of The Crepes of Wrath.

20. Video of childrens work

21. Methodology Problematics with established methods. Creation of Trilingual Literacy Camp (TLC) –Research participants –Personnel –Dual language text –Focus groups –Observations

22. Analysis of Methodology Space Voice Audience Influence Power Limitations

23. Key Findings Linguistic Outsiders. English as an Elixir? Linguistic Choice and Acts of Resistance. Pedagogues, Power and Perpetuation.