Managingmultilingualism in theclassroom:
Experiences, strategies and challenges
Emilee Moore
Grup de Recerca en Ensenyament i Interacció Plurilingües
Departament de Didàctica de la Llengua, la Literatura i de les CiènciesSocials
UniversitatAutònoma de Barcelona
Serveid’Idiomes
Universitat Internacional de Catalunya
DALE-APECS
Discurso Académico en Lengua
Extranjera: Aprendizaje y Evaluacion
de Contenidos Científicos en el Aula
Multilingüe
PROJECTE DE MILLORA
DE LA QÜALIAT DOCENT
Desenvolupament
de
material
didàctic en anglèsper a la integració
de
les
competèncieslingüístiquesicientífique
s
en
assignaturesdels
Graus
d'Educació Infantil iPrimària
Task 1
In pairsorgroups of 3,
discussthequestions.
Summarisetheconvergenc
es and
divergencesforyourpeers.
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualismin lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualism in lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
Task 2
In pairsorgroups of 3,
completethetexts.
(M. Bernaus et al. 2007 p. 44)
6
« Ces dernières années, le concept de plurilinguisme a pris de
l’importance dans l’approche qu’a le Conseil de l’Europe de l’apprentissage
des langues. On distingue le «plurilinguisme» du «multilinguisme» qui est
la connaissance d’un certain nombre de langues ou la coexistence de
langues différentes dans une société donnée. On peut arriver au
multilinguisme simplement en diversifiant l’offre de langues dans une
école ou un système éducatif donnés, ou en encourageant les élèves à
étudier plus d’une langue étrangère, ou en réduisant la place dominante
de l’anglais dans la communication internationale. Bien au-delà,
l’approcheplurilingue met l’accent sur le fait que, au fur et à mesure que
l’expérience langagière d’un individu dans son contexte culturel s’étend de
la langue familiale à celle du groupe social puis à celle d’autres groupes
[…], il/elle ne classe pas ces langues et ces cultures dans des
compartiments séparés mais construit plutôt une compétence
communicative à laquelle contribuent toute connaissance et toute
expérience des langues et dans laquelle les langues sont en corrélation et
interagissent. » (Conseil de l’Europe, 2001, p. 11)
“[…] attempts to create truly multilingual teaching by introducing the
teaching of a new language are insufficient. At first, one must stop
considering the languages practised by a sole plurilingual speaker as the
simple addition of languages learnt on their own terms, from a
monolingual perspective, and replace the classical notion of competence
with that of linguistic repertoire […] or even verbal resources. This term
[…] presupposes the existence of a free and active subject who has
amassed a repertoire of resources and who activates this repertoire
according to his/her need, knowledge or whims, modifying or combining
them where necessary.” (Lüdi&Py, 2009, p. 157).
« […] nous définirons provisoirement la compétence plurilingue comme
l'ensemble des connaissances et des capacités qui permettent de
mobiliser les ressources d'un répertoire plurilingue et qui contribuent en
outre à la construction, à l'évolution et à la reconfiguration éventuelle
dudit répertoire. » (Coste, 2001)
Task 3
In pairs or groups of 3,
argue whether the
speakers are
competent or not.
Summarise your
convergences and
divergences for your
peers.
11
Procedures in the face of an obstacle
Abandonment:r
eduction of
communicative
goals and
message topics
Substitution:recou
rse to other
languages and
semiotic systems
Execution:
recourse to
approximate
solutions, creation,
interactive
solutions
More favourable for communication and learning
Adaptedfrom: Bange, P. (1992). À propos de la communication et de l’apprentissage de L2. AILE, 1, pp. 53 – 85.
12
STAGE 1.
Learners basically use
L1 or other shared
languages, inserting
(some) utterances in
the target language;
they manage the
activity in L1 or other
languages shared by
participants and
overcome
communicative
obstacles by asking for
help or using codeswitching and hybrid
forms.
Plurilingualmode
STAGE 2.
Similar to Stage 1,
learners manage the
activity in L1 or other
shared languages and
overcome
communicative
obstacles by asking for
help or using codeswitching and hybrid
forms. However,
learners use a
considerable number of
utterances in the target
language.
STAGE 3.
Learners use target
language all the time;
they manage the
activity in the target
language; they
overcome
communicative
obstacles through
reformulations or
looking for other ways
to construct utterances,
always in the target
language.
Unilingualmode
Objective of secondlanguageeducation
Adapted from: Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L. (2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9 – 21.
http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php, p. 19.
Task 4
Summarisethe key points
until now for 2 minutes.
Compare with a partner.
Questions, comments?
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualism in lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
Task 5
Read the text assigned to you
(A page 6; B page 7; C page 12).
Work with people with a
different text. Explain what
you have read.
Multilingualcurriculum
Macro-alternation
Plurilingual design1
Meso-alternation
Multilingualcurriculum
Macro-alternation
Plurilingualdesign
Meso-alternation
Multilingualcurriculum
Macro-alternation
or
Unilingualdesign
Plurilingualdesign
Meso-alternation
Multilingualcurriculum
Macro-alternation
or
Unilingualdesign
Plurilingualpractice
Micro-alternation
Multilingualcurriculum
Macro-alternation
Plurilingualdesign
Meso-alternation
Plurilingualpractice
Micro-alternation
or
or
Unilingualdesign
Unilingualpractice
?
Task 6
In pairs or groups of 3,
describe your own
‘multilingual’ classroom
model based on the
diagram.
Summarise your
convergences and divergences
for your peers.
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualismin lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management
ofmultilingualsm in group activities
Plurilingual
Exolingual
Endolingual
(interaction with
‘challenges’ linked
to the use of a
second language;
interaction
involving users with
asymmetrical
competences)
(interaction without
‘challenges’ linked
to the use of a
second language;
interaction involving
users with
symetrical
competences)
Unilingual
Adapted from: Alber, J.-L., & Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université de
Lausanne; Et al.
24
Multilingualeducation
Plurilingual
Exolingual
Endolingual
(interaction with
‘challenges’ linked
to the use of a
second language;
interaction
involving users with
asymmetrical
competences)
(interaction without
‘challenges’ linked
to the use of a
second language;
interaction involving
users with
symetrical
competences)
Unilingual
Adapted from: Alber, J.-L., & Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université de
Lausanne; Et al.
Task 7
Look at the fragment
assigned to you and
identify the problem
(A fragment 1; B fragment 2;
C fragment 3).
Work with people with a
different fragment. Explain
what you have identified.
The zone of proximal development helps to conceptualise the
relationship between language users with asymmetrical
competences:
What the user can do with the help of another: scaffolding,other-regulation,
hetero-facilitation…
ZDP
What the user can do alone: selfregulation, self-facilitation...
What the user cannot do, even with
the help of another
Adapted from: Vygotsky, L. (1934/1986). Thought and Language. Massachusetts: The Massachusetts Institute of Technology;
Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Child Psychiatry, 17, pp. 89-102;
Alber, J.-L., &Py, B. (1985). Interlangue et conversation exolingue. Cahiers du Departement des Langues et des Sciences du Langage, 1. Lausanne: Université
de Lausanne.
Et al.
Task 8
Listen and take notes.
Compare your notes with
a partner.
Together, define the two
principles of interaction
in your own words.
“On the one hand, interaction is governed by the principle of
progressivity, which aims at advancingthe activity taking place.
On the other, interaction obeys the principle of intersubjectivity,
which aims at ensuring mutual comprehension. The first
principle is oriented prospectively and tends towards the
minimisation of the resourcesmobilised. The second is oriented
retrospectivelyand tends, on the contrary, towards an expansion
of the resources used” (Markaki, et al., p. 24).
Translated from: Markaki, V., Merlino, S., Mondada, L., Oloff, F., Traverso, V. (2011) Les pratiquesplurilingues en contexteprofessionnel. Deliverable 1.6:
Working Paper 6. DYLAN Project, pp. 16 – 51.
Task 9
In pairs or groups of 3,
discuss the questions.
Summarise the
convergences and
divergences for your
peers.
Questions, comments?
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualism in lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualism in lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualismin lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
“[…] il ne consiste pas àconduire des coursentièrementen
langue 2, par conséquent ...Il n’est pas non plus, biensûr,
unesomme de deuxenseignementsmonolingues. Il s’agit,
selon nous, dans un dispositif bilingue, de conduire en
DNL [discipline non-linguistique] des unités didactiques,
des cours, des leçons oùles deux langues co - existent en
permanence, très explicitement, où le professeur et les
élèves disposent en permanence de ces deux langues, de
deux outils de travail, pour le plus grand bénéfice de la
discipline, au - delà bien sûr du profit pour la langue 2
(et d’ailleurs aussi pour la langue 1)”.
Duverger, J. (2007). Didactiserl’alternance des langues en cours de DNL. Tréma, 28, http://trema.revues.org/302, p. 2.
When are plurilingual resources
useful or beneficial for teaching
and learning in lectures?
Participation
Data collected by EulàliaBorràs.
Comprehension and attention
Data collected by EulàliaBorràs.
Ensuring terminology in L1
Data collected by Alexandra Vraciu.
Ensuring terminology in L1
Densityof the
subject content
Learning activity
in a second
language
Simplificationof
the subject
content
Saturation of the
subject content
Opacity of the
second language
Recourse to plurilingual
mode can help achieve
saturation.
Adapted from: Gajo, L. (2007a). Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of
Bilingual Education and Bilingualism, 10 (5), pp. 563–581;
Gajo, L. & Grobet, A. (2008). Interagir en langue étrangère dans le cadre de disciplines scolaires: intégration et saturation des savoirs disciplinaires et
linguistiques dans l’élaboration des definitions. In: Filliettaz, L. & Schubauer-Leoni, M.-L. (eds.), Processus interactionnels et situations éducatives. Brussels: De
Boeck, pp. 113-136.
Saturation
Data collected by EulàliaBorràs.
Task 10a
Work in groups of 3-4 with
people from a similar
discipline.
Decide on one concept from
your shared disciple.
Plan an explanation for your
‘student’ peers.
Rememberthatthesituationis
exolingual. Try to encourage
active participation.
Task 10b
Make new groups of 3-4
with people from other
disciplines.
Explain the concept to your
‘student’ peers with the
help of the ‘board’ (the
blank sheet of paper).
Reflect collectively on the
strengths and weaknesses of
the explanation.
Task 10c
Return to your original
group of 3-4.
Discuss the feedback you
have received.
Perform the explanation for
the whole group.
Reflect collectively on the
strengths and weaknesses of
the explanation.
Summary
Introduction to the notion of plurilingual
competence
9.00 – 11.15 am
Conceptualising the multilingual university
classroom
Challenges, planning and management of
multilingualism in lectures
Pause
11.15 – 11.45 pm
Challenges, planning and management of
multilingualism in lectures
11.45 – 2.00 pm
Challenges, planning and management of
multilingualism in group activities
Task 11
In pairs or groups of 3,
discuss the questions.
Summarise the
convergences and
divergences for your
peers.
STAGE 1.
Learners basically use
L1 or other shared
languages, inserting
(some) utterances in
the target language;
they manage the
activity in L1 or other
languages shared by
participants and
overcome
communicative
obstacles by asking for
help or using codeswitching and hybrid
forms.
Plurilingualmode
STAGE 2.
Similar to Stage 1,
learners manage the
activity in L1 or other
shared languages and
overcome
communicative
obstacles by asking for
help or using codeswitching and hybrid
forms. However,
learners use a
considerable number of
utterances in the target
language.
STAGE 3.
Learners use target
language all the time;
they manage the
activity in the target
language; they
overcome
communicative
obstacles through
reformulations or
looking for other ways
to construct utterances,
always in the target
language.
Unilingualmode
Objective of secondlanguageeducation
Adapted from: Borràs, E., Canals, L., Dooly, M., Moore, E. & Nussbaum, L. (2010). Deliverable 4.3: Working Paper 4. DYLAN Project, pp. 9 – 21.
http://www.dylan-project.org/Dylan_en/dissemination/page102/page102.php, p. 19.
aspirations = idealistic
expectations = realistic
Can create novel
opportunities for work on…
Opacity of the
second language
Can create novel
opportunities for work on…
Learningactivity
in a second
language
Densityof the
subject content
Simplificationof
the subject
content
Saturation of the
subject content
Adapted from: Gajo, L. (2007a). Linguistic knowledge and subject knowledge: How does bilingualism contribute to subject development? International Journal of
Bilingual Education and Bilingualism, 10 (5), pp. 563–581;
Gajo, L. & Grobet, A. (2008). Interagir en langue étrangère dans le cadre de disciplines scolaires: intégration et saturation des savoirs disciplinaires et
linguistiques dans l’élaboration des definitions. In: Filliettaz, L. & Schubauer-Leoni, M.-L. (eds.), Processus interactionnels et situations éducatives. Brussels: De
Boeck, pp. 113-136.
aspirations =
idealista / idealistic
expectations =
realista / realistic
Task proposed in
unilingual mode in a
second language
Plurilingualprocess
in treating task
opacity and density
Plurilingualism =
communicative and
cognitive scaffold
Expert product in
unilingualmode in a
second language
Adapted from: Nussbaum, L., Moore, E., i Borràs, E. (en premsa). Accomplishing multilingualim through plurilingual activities. A: Berthoud, A-C., Grin, F., i Lüdi,
G. (eds.), DYLAN Book (títol provisional). Amsterdam: John Benjamins.
Task 12a
Work in groups of 3-4 with
people from a similar
discipline.
Decide on a typical group work
activity in your discipline.
Plan how you would design
the activity to scaffold
students’ eventual
achievement of unilingual
mode.
Task 12b
Make new groups of 3-4
with people from other
disciplines.
Explain your plan.
Reflect collectively on the
strengths and weaknesses
of the task design.
Task 12c
Return to your original
group of 3-4.
Discuss the feedback you
have received.
Task 13
Summarisewhatyou are taking
away from this session by
filling your baggage with the
key ideas.
Share with the group.
Questions, comments?
¡Gracias! … Gràcies! … Merci! … Danke! … Thanks!