BI-LITERACY - Learning to be literate in two languages, how important is it? Camberwell Primary School 20 March, 2013 PLURILINGUAL INDIVIDUALS: LANGUAGES, LITERACIES AND CULTURES Anthony J Liddicoat Research Centre for Languages and Cultures University of South Australia

 Critiques of ‘multilingualism’ as disguising different realities for languages and their use  Plurilingualism – a feature of individuals  Multilingualism – a feature of societies  Plurilingualism and multilingualism do not always coincide and can be in conflict – especially in educational contexts P LURILINGUALISM VS MULTILINGUALISM

 involves use of multiple languages  involves relationships with multiple languages and cultures (identity, participation, etc.)  involves interrelationships between languages and cultures in individuals’ lives  is an individual resource for participation in multiple societies, contexts P LURILINGUALISM

 involves co-presence of languages in a society  does not entail plurilingual individuals (except linguistic minorities)  maintains individual monolingualism and monoculturalism as norms  separates languages and cultures  sees diversity as a problem to manage M ULTILINGUALISM

 The monolingual mindset (Clyne) involves ideas such as:  monolingualism is the normal state: plurilingualism is exceptional, private and invisible  monolingualism (in English) is adequate  plurilingual individuals should always adapt to monolinguals  languages are self-contained and independent of each other  learning is not seen as language based  there is a normal language in which learning is done  languages are seen as in competition (in society and in education)  speaking another language is either a problem or an unfair advantage T HE MONOLINGUAL MINDSET

 Language education can be influenced by a monolingual mindset:  languages are kept separate.  learning in one language is valued more than learning in another.  learning in one language is not related to learning in others.  additional languages are not recognised or not seen as resources for knowledge, learning.  the place of language learning is not seen in all curriculum areas.  intercultural and interlingual practices are not recognised, valued.  language learning is seen as ‘elite’. T HE MONOLINGUAL MINDSET

 Recognising and drawing on all languages as a norm in all education  Enabling learners to develop new languages and use them purposefully  Modelling access to and use of knowledge through multiple languages – and the role of literacies in this  Relating knowledge known, created or acquired through one language to the contexts of another  Challenging existing conceptions about languages and cultures C HALLENGING THE MONOLINGUAL MINDSET IN EDUCATION

 The focus of language  Movement from oral focus (communicative language teaching) to a more literate focus - recognising the literate nature of new technologies.  Movement from language acquisition to language learning.  The input → output model of second language acquisition has limited connections to educational goals and aspirations.  New emphases on  content,  meaning making and interpretation,  critical reflection  language use as a basis for learning, knowing E MERGING THEMES IN LANGUAGE EDUCATION

 New emphases on culture in language learning  Culture as intercultural practice  Decentring – seeing things from new perspectives  Mediating – interpreting other realities for self and others  Culture as symbolic system for creating and interpreting meaning, not as facts and information.  Language is not separate from a cultural context.  Intercultural learning is integrated into language learning, not additional to it through reflection on meaning in context. E MERGING THEMES IN LANGUAGE EDUCATION

 Critique of the native speaker norm as the goal of learning:  Neither possible nor desirable as a goal  Monolingual view of linguistic/cultural knowledge  Limited understanding of the differences involved in using and additional language  Devaluing of learners’ own identities and knowledges  Movement to the idea of the intercultural speaker  a sophisticated user of multiple languages and cultures  complex, integrated linguistic repertoire  more than a native speaker  education for the plurilingual individual as the key focus E MERGING THEMES IN LANGUAGE EDUCATION

 Making knowledge plurilingual  valuing what is known in all languages  developing knowledge in both languages  creating knowledge in both languages  moving knowledge between languages  articulating knowledge in both languages C ONSIDERATIONS FOR BILINGUAL PROGRAMS

 Making connections between the languages and cultures of learners, society and school  making appropriate space for all languages  comparing languages, cultures, texts and reflecting on similarities, differences  making connections between languages – for students and by students  recognising that all of a students’/teachers’ languages are always potentially relevant C ONSIDERATIONS FOR BILINGUAL PROGRAMS

 Making literacy plurilingual  developing literacy in both languages  recognising different literacy skills used in first and second language literacy  fostering transfer of literacy skills across languages  using literacy in both languages for common purposes  using languages to access knowledge from, participate in the world outside the school C ONSIDERATIONS FOR BILINGUAL PROGRAMS

 Making schools plurilingual  making a place for plurilingualism in school life.  connecting across languages in explicit ways.  making plurilingualism normal and visible.  modelling interlingual and intercultural practice in all aspects of school life.  modelling what it means to be a plurilingual individual in positive ways.  challenging the monolingual mindset:  in and out of school  in words and actions  explicitly and implicitly. C ONSIDERATIONS FOR BILINGUAL PROGRAMS