2017–1–UK01-KA201-036745

This project (2017–1–UK01-KA201-036745) has been funded with the support of the European

Commission. The information reflects the views of the authors, and Commission cannot be

held responsible for any use which may be made of the information contained therein.

FAMILY LEARNING FOR MIGRANTS AT SCHOOL 2017–1–UK01-KA201-036745

MIFAMILY Online Platform of Open Educational Resources on

Family Learning for Migrants at School

Theoretical and Pedagogical Basis

Theoretical and Pedagogical Basis

TABLE OF CONTENTS

Introduction ...................................................................................................................... 3

LU.1: Cultural sensitivity and interculturality ................................................................... 3

LU.2: Host country language proficiency methodologies and integration ...................... 6

LU.3: Values for teachers working with families from migrant background ................... 9

LU.4: Overview of Family Learning and Family Learning methodologies ...................... 12

LU.5: Additional language acquisition through Family Learning .................................... 15

LU.6: Self-evaluation and professional development for teachers ................................ 18

LU.7: Evaluating the effectiveness of a Family Learning approach and integrating this

into formal environments............................................................................................... 21

Theoretical and Pedagogical Basis

Introduction

The Theoretical and Pedagogical Bases is one of several elements to be included in the second

intellectual output of MIFAMILY project: the Online Platform of Open Educational Resources

on Family Learning for Migrants at School.

The Theoretical and Pedagogical Bases constitutes a detailed analysis and description of the

most relevant cutting-edge theoretical fundamentals and pedagogical approaches on the

school integration of migrant students through innovative Family Learning methods and

resources.

Theoretical fundamentals: rules, principles or theories on which Family Learning methods

and resources are based.

Pedagogical approaches: ways in which teachers apply Family Learning methods and

resources when teaching their discipline, related with theory and practice of teaching.

The information provided in the Theoretical and Pedagogical Bases has been structured on the

basis of the seven Learning Units identified in the first intellectual output of the project:

MIFAMILY Training Curriculum on Family Learning for Migrants at School.

The aim of Theoretical and Pedagogical Bases is to provide the target users of MIFAMILY

project – teachers, school leaders and educators from organizations working with migrants –

with a relevant theoretical and pedagogical referent document for the school integration of

migrant students through innovative Family Learning methods and resources.

LU.1: Cultural sensitivity and interculturality

Interculturality and cultural sensitivity is required in modern education as a necessity to meet

the educational needs of contemporary society by developing students’ awareness of

intercultural aspects and developing attitudes of cultural empathy, improving understanding of

each other and fighting intolerance and discrimination.

The integration of migrants has been an important policy issue with the Council of Europe

(COE) since the late 1960's, with a focus in recent years on the linguistic integration of adult

migrants (LIAM-programme, Council of Europe, 20151). Language skills are perceived as a

prerequisite for the ability to engage in relevant transactional and social exchanges. The COE

Guide to policy development and implementation states that: “Language programmes offered

to adult migrants should be of a sufficiently high quality to give strong support to their efforts

to adapt to a new linguistic and cultural situation” (Beacco, Little, & Hedges, 2014, p. 422).

Thus, social integration is defined as a functional adjustment to a foreign society, including

employment, education, social inclusion, and active citizenship (Eurostat, 20113). There is

1 LIAM Programme, Council of Europe (2015). Retrieved December 21, 2015, from LIAM website:

http://www.coe.int/en/web/lang-migrants/home 2 J.-C. Beacco, D. Little, C. Hedges Linguistic integration of adult migrants Guide to policy development

and implementation, Council of Europe, Strasbourg, France (2014) 3 Eurostat (2011). Indicators of Immigrant Integration. A pilot study. Retrieved from Eurostat website:

http://ec.europa.eu/eurostat/documents/3888793/5849845/KS-RA-11-009-EN.PDF/9dcc3b37-e3b6-4ce5-

b910-b59348b7ee0c

Theoretical and Pedagogical Basis

some indicative research evidence that equipping migrant families with skills to develop their

children’s language skills in early childhood education and care helps to accelerate their

learning.

Practitioners believe that engaging migrant parents is necessary throughout their children’s

education to build the emotional support for their children and their cooperation with the

school. These are believed to improve their children’s attendance, behaviours and attitudes to

learning as well as mutual trust and understanding between teachers and parents.4

Interculturality and cultural sensitivity means awareness of diversity, acceptance of

differences, awareness and recognition of relevant cultural information, prejudice, openness,

empathy, flexibility, tolerance, appreciation and adaptation to the values of another culture.

These are not standalone subjects in most educational curricula in European countries.

However, awareness of this shortcoming is being made in the wider European context as

public policies of some Member States have started to apply the principles of intercultural

education, principles which are also found in the fundamental international human rights

texts.

As such, Recommendation 1346 (1997) of the Council of Europe on Human Rights Education

states that racist, xenophobic and discriminatory attitudes are caused by the ignorance of

human rights principles and the ignorance of groups and cultures different from the

mainstream culture. These attitudes are still manifesting in European spaces today because of

both individual attitudes and shortcomings in public policies.

The Council of Europe’s recommendation invites Member States to revise school curricula by

eliminating negative stereotypes, promoting the positive aspects of different cultures and

ways of life, and the introduction of elements designed to promote tolerance and respect for

people coming from diverse cultural backgrounds.

Furthermore, the Council of Europe is strongly recommending that Member States develop

specific methodologies for de facto implementation of principles of intercultural education in

school pedagogy. Thus, Recommendation 12 (2002) sets out pedagogical objectives and

education methods for democratic citizenship, within which intercultural dialogue, recognizing

and respecting the differences and building a climate of tolerance and mutual respect are

central concepts. Likewise, Resolution 7 (2003) highlights the theme priority in youth

education promoting intercultural dialogue.

Taking into account these positive European guidelines, teaching a new language can become

the vehicle for an exchange and development of cultural competences because these are used

implicitly, to a certain extent, in language learning, as language acquisition involves interaction

and communication between a variety of subjects.

4 http://ec.europa.eu/dgs/education_culture/repository/languages/library/studies/multilingual-

classroom_en.pdf

Theoretical and Pedagogical Basis

Aspects and cultural differences are naturally achieved during the teaching of a new language,

becoming relevant for the formation of students as future citizens of the world.

The concept of interculturality in a family learning setting focuses on interaction between

groups perceived as distinct, referring to a dynamic process of exchange, of dialogue and

negotiation between groups, and identifying a common language and space in which to

communicate.

The general objective of consciously including intercultural education in a family learning

setting is to facilitate the development of intercultural awareness in today's plural society.

More specifically, it is about acquiring knowledge about the culture of others and deepening

one’s self-awareness of own culture, including its impact on behaviours of individuals and

groups. Reflection on one's own culture precedes reflection on the culture of the other. This

first objective facilitates the second, namely the awareness of the causes and the roots of own

cultural determinations, stereotypes, own prejudices, as well their identification to others.

With this awareness, it's about developing positive communications skills with other. The third

objective is the formation of positive attitudes to be applied within a plural society: respect for

diversity, the identity of those perceived as different, and implicitly, the rejection of intolerant

and discriminatory attitudes toward them. Finally, the fourth objective of intercultural

education is to stimulate an active participation in the implementation of pluralist principles

and the fight against racism, xenophobia and discrimination from any point of view.

For the purpose of learning cultural sensitivity and interculturality in the process of language

acquisition, we recommend forming cultural competences by using:

- Strategies for identifying cultural information and cultural differences: sharing and

comparing information and experiences from different cultures (learning by discovery,

reflection, etc.)

- Development of critical thinking on prejudices, cultural stereotypes,

misunderstandings and cultural conflicts: developing tolerance, flexibility, respect for

diversity (of opinions) through cultural documentation and presentation of projects

and teamwork

- Development of empathy through role-plays and simulations, gestures, cultural-artistic

moments: educational projects involving intercultural exchanges between students (in

the classroom or in the field)

The aims of including cultural sensitivity and interculturality in any learning acquisition

curricula using a family learning approach is to provide teachers and educators with

knowledge, skills and tools to effectively navigate cultural differences and similarities in the

classroom without assigning them with subjective value (positive or negative; e.g. “this culture

is wrong, this culture is right”); to be aware of their own culturally-biased communicative

behaviour and that of others and to reduce cultural barriers between the teachers and the

students and between students with various cultural backgrounds.

Theoretical and Pedagogical Basis

Conclusions

A learning module on Cultural sensitivity and Interculturality can educate teachers on the

importance of creating a safe intercultural environment in the classroom (“culturally

competent” teachers), avoiding cultural segregation or self-segregation, and providing

them with practical tools to reach that goal.

For the students, the aims of including cultural sensitivity and interculturality in any

learning acquisition curricula are:

- raising awareness over cultural difference and accepting differences

- showing tolerance through critical approach of cultural differences and stereotypes

- developing interest in discovering specific socio-cultural information

LU.2: Host country language proficiency methodologies and integration

As the first stage in language learning, pre-entry assessment is key to progression in the

development of language skills. Aligned with this is the need for flexibility in allocating guided

learning hours according to individual need, particularly to recognise the time needed for

learning at the lower levels and for those needing to acquire literacy. The family learning

approach can facilitate this assessment and prepare adults for insertion into appropriate

targeted language provision while immediately meeting the primary language needs to

facilitate integration of the whole family.

Learner assessments to assess additional language proficiency are used for a variety of

purposes: to place learners in appropriate classes; to measure progress and motivate learners

to advance to higher levels; to qualify learners to enter academic or vocational training

programmes; to provide feedback to learners to enable them to assess their own progress and

set themselves goals; and to measure the effectiveness of a given programme and

demonstrate learner gains. Within the context of integration, the assessment of language

proficiency of adults who have recently migrated can usefully include identification of all

languages in which the learner is proficient, and an awareness of the primary language needs

in the host country. This permits appropriate ‘scaffolding’ of learning to meet the concrete

language and integration needs (social, economic and legal) of the learner and provides

motivation toward higher level performance.

Additional Language learners

Sometimes referred to as second language learners, bilingual learners or multilingual learners,

individuals with Additional Language needs may come from one of four broad groups:

a) People from settled communities already living in EU host country who still need to

develop their English (or other EU language) skills.

b) Spouses, partners and dependents of European Union citizens. These individuals, who

may come from all parts of the world, have come to join their family and settle in the

European Union. Depending on their country of origin, they may be well-educated and

highly skilled or, on the other hand, have little or no previous education, training or

work experience.

Theoretical and Pedagogical Basis

c) Migrant workers who come to an EU country, for better job opportunities or better

paid work, many of whom come from European Union countries. Many are in low

skilled, low paid work in the EU host country although they may have had higher level

skills and training and previous work experience in another country.

d) Refugees and asylum seekers. Some may have had professional jobs in the past (e.g.

doctors, lawyers) although others will have experienced a disrupted education due to

civil war or unrest

The diversity of Additional Language learners, and their learning needs, is also well recognised.

Research with Additional Language providers, many ESOL providers based in London,

undertaken for the Association of Colleges noted that: ‘There is a wide range of educational,

cultural and socio-economic backgrounds, ethnic origin, first and other languages, life

experience and trauma (for example through war, and torture). At one extreme, learners have

little or no experience of formal education and are unable to read or write in their own

language, which may also be based on a different script from the Latin script used in the

majority of European languages. At the other are those with qualifications and skills from their

own country and good study skills, capable of learning quickly and progressing directly to

higher level occupations.’5

Research has shown sound correlation between the improvement of parents’ English language

(or other EU language) with the literacy progress made by their children in school. ‘Family

learning could increase the overall level of children’s development by as much as 15

percentage points for those from disadvantaged groups and provide an average reading

improvement equivalent to six months of reading age.’ This model also helps resolve childcare

and barriers to accessing provision, as classes run alongside the child’s school day and schools

offer a local, accessible community venue for the classes.

‘We only learn language once: the role of the mother tongue in the FL classroom’6

Bilingualism is an asset, and the first language has a continuing and significant role in identity,

learning and the acquisition of additional languages. It is widely accepted that bilingualism

confers intellectual advantages and the role of the first language in the child’s learning is of

great importance. Children need to develop strong foundations in the language that is

dominant in the home environment, where most children spend most of their time. Home

language skills are transferable to new languages and strengthen children’s understanding of

language use. Developing and maintaining a home language as the foundation for knowledge

about language will support the development of English and should be encouraged. Insistence

on an English-only approach to language learning in the home is likely to result in a fragmented

development where the child is denied the opportunity to develop proficiency in either

language. The best outcome is for children and their families to have the opportunity to

become truly bilingual with all the advantages this can bring. Home languages are also vital for

maintaining positive family connections. It is therefore very important to maintain the

language of the home, particularly where older family members who care for children do not

5 AoC (2014) ESOL Qualifications and funding in 2014: Issues for consideration

6 http://www.fremdsprachendidaktik.rwth-aachen.de/Ww/programmatisches/pachl.html

Theoretical and Pedagogical Basis

speak English. Otherwise this may mean that eventually they are no longer able to have proper

meaningful conversations with each other. Parents who cannot share thoughts and ideas with

their children will inevitably lose the ability to shape, guide and influence their lives. Situations

where this has happened have been documented, and shown to have negative social

outcomes for communities because children have lacked the guiding hand of their elders.

Practitioners have a key role in reassuring parents that maintaining and developing their home

language will benefit their children and support their developing skills in English.7

Primary language needs to facilitate integration

Understand the systems and the new culture

Access health and other services

Get jobs

Move into higher skilled work

Support their children’s education

Feel safe in their local area

Become part of local communities, and

Contribute to civic and social life in the area

Conclusions

There are four broad groups of adult learners requiring additional language for the

purpose of facilitating integration:

a) People from settled communities already living in EU requiring host country

additional language skills.

b) Spouses, partners and dependents of European Union citizens.

c) Migrant workers who come to an EU country, for better job opportunities or better

paid work, many of whom come from European Union countries.

d) Refugees and asylum seekers.

These adults are likely to be in low skilled, low paid work in the EU host country although

they may have had higher level skills and training and previous work experience in

another country. Some may have had professional jobs in the past (e.g. doctors, lawyers)

although others will have experienced a disrupted education due to civil war or unrest.

Note that:

We only learn language once.

Maintaining home language is vital for maintain positive family connections.

Bilingualism is an asset, and the first language has a continuing and significant role in

identity, learning and the acquisition of additional languages.

7 00683-2007BKT-EN Supporting children learning English as an additional language © Crown 2007

Theoretical and Pedagogical Basis

LU.3: Values for teachers working with families from migrant background

Principles and values of the Family Learning Sector

The National Occupational Standard for Family Learning (LSIFLOO) in England identifies eight

principles and values of the sector

1. Family learning recognises the role of the parent as the first educator

2. Family learning is inclusive and is to be offered as a universal provision with open access.

3. Family learning recognises and values diversity of culture, race, relationships and beliefs.

4. Equal partnership is the basis for all developments in family learning: all learners and

educators, regardless of generation, recognise that learners and educators can frequently

exchange ideas.

5. Family learning recognises that it is acceptable to make mistakes, which are part of the

process of reflective learning.

6. Achievements within family learning benefit the wider learning community through

promoting change and empowering individuals and communities.

7. Family learning raises aspirations and all outcomes of the process, including those which

may not be overt, are of equal significance and importance.

8. Family learning operates within a culture of mutual respect for individuals, communities,

colleagues and organisations.

Legal and Human Rights Framework

The theoretical and pedagogical bases for LU3 draws on research and practice in the areas of

inclusion, equalities and diversity as well as multicultural, multi-faith and critical race theory in

education as applied to family learning. These approaches have emerged within schools,

communities, race equality initiatives and radical scholarship as opposed to Family Learning

per se, as ways to challenge and overcome discriminatory barriers, in addition to any language

barriers that may prevent the greater integration and empowerment of minority ethnic and

migrant families within the UK. These approaches are in line with legislation and human rights

frameworks such as The Equality Act 2010 protects everyone from discrimination in the UK

and imposes duties on public authorities that apply to refugees and migrants as well as British

citizens. One of the nine protected characteristics of the Equalities Act, specifies “race” as

being part of a group of people who are identified by their nationality, citizenship, colour,

national or ethnic origins and there is specific technical guidance for schools.8 Additionally,

there are nine core international human rights instruments9 with specific reference to

migrants, which include the Convention on the Rights of the Child; International Convention on

the Elimination of all Forms of Racial Discrimination; Conventional on the Elimination of All

Forms of Discrimination against Women and International Convention on the Protection of

Rights of All Migrant Workers and Members of their Families.

8 https://www.equalityhumanrights.com/en/publication-download/what-equality-law-means-you-

education-provider-schools 9 http://www.globalmigrationgroup.org/content/human-rights-legal-framework

Theoretical and Pedagogical Basis

School-Family-Community Partnerships

School-Family-Community Partnerships are stressed within this Unit as a basis for authentic

and sustainable Family learning in schools. In England, there is an extensive network of

between 3,000 and 5,000 supplementary schools that exists. These community-led out-of-

school educational programmes, set up largely by migrant and ethnic minority communities,

have widespread support from parents and communities, and offer a personalised and

informal learning environment that complements mainstream education, covering areas

including the core curriculum, languages, and cultural activities.10 In addition, there are

innovative youth mentoring organisations targeting young people in areas of greater

concentration of Black and migrant communities, re-engaging them with learning, role

modelling success and preventing early school drop-out. Family learning practitioners within

schools and local authorities would benefit from seeking out and developing active partnership

with such organisations for the benefit of migrant family children attending their schools and

to celebrate success, diversity and learner centred learning and/or transformative pedagogy,

rather than focus on lack, disadvantage and challenges of fitting in to a “one size fits all” model

of school education.

Multi-faith and Multicultural education

The different sectors of school, non-formal training and family-centred learning, play a large

part in the implementation of multi-faith and multi-cultural efforts. Multi-cultural learning in

particular has been a central tenet of teaching in many schools that provide general education.

In addition there are numerous multi-faith and multi-cultural aspects of learning in the

Citizenship Curricula of all other types of schools and colleges; the use of the British Council

International Award is also a relevant aspect of learning in this sphere, allowing for

intracultural and intercultural learning, though it is difficult to calculate the exact coverage of

this in terms of education centres of young people reached and whether this is truly

international or home-based. A teaching principle around multi-faith and multi-cultural

learning may not be limited to a particular subject, but may be covered in other subject areas

such as languages, literature from other countries, geography, history and, where taught,

religious education. The teaching aim of all of these areas is to contribute to a societal

understanding, to recognise differences and similarities and to reduce prejudices and barriers.

It is intended to show participants that one can learn from each other and that people are able

to respect and help each other in despite cultural differences and backgrounds. Different faith

groups and cultural attitudes are discussed and debated and learners are encouraged to learn

about new things as well as learn from their classmates.

Despite these bold claims on multi-faith and multi-cultural learning, it is also apparent that

schools find it difficult to reference their efforts in this sphere in particular, given that this is

non-statutory and can therefore be an addendum to the main learning which, in the United

Kingdom, is currently driven by testing and outcomes. There is also a lack of specialist teaching

in this area, allied to a current paucity of learning materials or ‘patchy’ coverage at best.

10

https://www.ippr.org/files/publications/pdf/supplementaryschools-yourschool.pdf

Theoretical and Pedagogical Basis

Primary schools are recognised as being better at developing a multi-faith and multi-cultural

learning aspect, given the greater flexibility of the school day, with secondary schools needing

to find time to cover a growing range of non-academic learning. E.g. Personal, Social, Health,

Economic Learning, Digital Literacy, Well-being, Resilience. With regard to the learning in this

unit, it is recognised that the learning be centred around more non-formal learning techniques,

allowing for the greatest flexibility of delivery, whether in school or college, in after-school

sessions or in a family-centred learning environment and which is suitable for both qualified

teachers as well non-qualified trainers.

Critical Race Theory

CRT is a body of scholarship steeped in radical activism that seeks to explore and challenge the

prevalence of racial inequality in society. It is based on the understanding that race and racism

are the product of social thought and power relations; CRT theorists endeavour to expose the

way in which racial inequality is maintained through the operation of structures and

assumptions that appear normal and unremarkable”.11

CRT is based on understanding and opposing systems that subjugate peoples of colour and

recognises how other systems of subordination interact and reinforce each other in complex

and many ways at the same time, e.g. gender and race, or “intersectionality” as first coined by

Kimberle Crenshaw (1989)12 In relation to the UK, the work of Dr Nicola Rollock13 and Professor

David Gillborn14 are extremely relevant in the context of education.

Conclusions

“The United Kingdom has very low social mobility compared to other OECD nations. Children’s

academic attainment is closely linked with their parents’ income, occupation and educational

qualification.” (Helping Parents to Parent, 2017)

Helping Parents to Parent was commissioned by the United Kingdom Social Mobility

Commission and looked at how public policy can affect parenting behaviours, namely

income; education; family structure, stress and mental health; as well as examined

international case studies of interventions.

Although migrant parents or minority ethnic families were not addressed as specific

groups, the “hostile environment” for immigrants15 in the United Kingdom both pre and

post Brexit, is likely to impact the education of children of migrants for some time.

11

https://www.bera.ac.uk/wp-content/uploads/2014/03/Critical-Race-Theory-CRT-.pdf?noredirect=1 12

Crenshaw, K. (1989) Demarginalising the intersection of race and sex: A Black feminist critique of

antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum,

pp. 139-168. 13

Rollock, N. (2012). The Invisibility of Race: Intersectional Reflections on the Liminal Space of Alterity,

Race Ethnicity and Education. 14

Gillborn, D. (2008) Racism and Education: Coincidence or Conspiracy? London: Routledge. 15

https://www.theguardian.com/uk-news/2017/nov/28/hostile-environment-the-hardline-home-office-policy-tearing-families-apart

Theoretical and Pedagogical Basis

Therefore, it is even more urgent that school leaders, community educators and Family

learning practitioners are better equipped to promote equity, inclusion and diversity in

schools working with families from migrant backgrounds for more successful

school learning and reduction in inequalities of attainment.

The Unit presents a range of educational theories and the legal and human rights

framework on which leaders and practitioners can draw to develop better School - family-

community partnerships. Family learning presents an opportunity for schools to engage

with migrant parents in a non-threatening and celebratory way to achieve the principles

and values of the sector for the benefit of their children at school.

LU.4: Overview of Family Learning and Family Learning methodologies

Family, as social institution, is in a state of constantly transformation, its demographic aspect

changes, as well as its organization and its structures. Historical and generational aspects vary,

but family also constitutes a developmental context with its own inner processes. To be

parents is a very complex evolutive task in which should be conjugated the reflection with the

making of decisions in very different performance levels. Parents are uncharged of controlling

and regulating the socializing process to acquire cultural norms and values in order to

contribute to child’s development. They have to create a learning environment where the child

interacts to encourage his/her personal development, and also, they might provide him/her

with an educational curriculum, organizing diverse daily activities addressed to acquire

knowledge about the world16.

Families play a fundamental role in Education, “many studies show home background is the

biggest influence on children’s learning. Differences in support for learning at home are

probably the greatest source of inequality in educational attainment among children of equal

ability”. Family learning “refers to the vast amount of learning that takes place in and around

families, from the first smile, word and step to the complex transitions of adolescence,

becoming a parent, looking after elderly relatives or coping with bereavement”17.

As a term, “family learning” describes activities where different generations of a family are

present, and where both adults and children benefit from learning. In practice, it means to

apply an approach to lots of different workshops, classes and community events delivered by a

variety of local agents including libraries, schools, museums and arts and cultural

organisations, digital and maker spaces and sports and leisure facilities, as well as formal

learning and skills providers such as community colleges18.

The UK’s National Institute of Adult and Continuing Education (NIACE) remarks that family

learning definitions vary because it is an evolving process: “It is not a curriculum area but an

approach to learning which encourages active, participatory intergenerational-learning,

drawing on family experiences and home culture”. NIACE specify that family learning

16

Maíquez, M. Capote, C. Modules and focuses in the family intervention, 2001, p. 186 17

Alexander, T. Family Learning. The Foundation of Effective Education. London: Demos, 1997, p. 13 18

Macfarland, C. Owen, K. The Experiential Library: the Future of Family Learning, 2017, p. 6-7

Theoretical and Pedagogical Basis

“encompasses any learning activity that involves both children and adult family members

where learning outcomes are intended for both, and which contributes to the development of

a positive learning culture in the family”19. Clare Family Learning Project (Ireland) defines the

term as follows: “Family learning is based on the principle that awareness of opportunities

for learning in everyday home and community activities, raises confidence and contributes to

literacy and numeracy development across generations”.

Family learning has evolved as an intergenerational model of learning with learning outcomes

for adults and children. The UNESCO advocates for an intergenerational approach, based on a

family learning view as a lifelong process: “the added value of an intergenerational approach is

that it ensures that family members are involved in one another’s learning activities. This

creates an environment of mutual encouragement and aspiration that can have a long-term

positive impact on the culture, habits, motivation, attitudes and pattern of learning. Family

learning presents adults and children with opportunities to become independent, proactive

lifelong learners”20. Thus, “situating family learning within the framework of lifelong learning is

a way of breaking down barriers between formal, non-formal and informal learning”21.

Family learning aims to help break the intergenerational cycle of low education and literacy

skills, and support teachers and parents in preventing school failure and drop-out.

Family learning results in multiple benefits for adults and children, especially for families which

are most disadvantaged and excluded from society. Family learning is recognised as a powerful

way of engaging adults back into lifelong learning and hence breaking the cycle of

underachievement22. In this sense, the UNESCO Institute for Lifelong Learning (UIL) concludes

that family learning “overcomes the barriers between home, school and community, breaks

the intergenerational cycle of low education and literacy skills, and thus helps address the

persistent challenges of disadvantage, inequality and exclusion”23. The UK Learning and Work

Institute, highlights that family learning reduces the cost of supporting vulnerable families,

through improved health and well-being, increased engagement with society, positive

attitudes to learning, greater confidence and employability for adults, improvements to young

people’s development and attainment.

Schools alone cannot reverse the high rates of school failure in the poorest communities in

Europe; they need the contributions of the entire community. Early intervention is critical to

prepare children for school and to prevent them from dropping out. Research indicates a

strong association between parents’ education levels and their children’s level of literacy

acquisition. There is considerable evidence that shows that: “parental involvement in

children’s learning is more important for educational achievement than school itself, although

19

NIACE. Best practice guidelines. Adult learning and children’s centres: Making learning accessible for parents and families. Leicester: NIACE, 2009 20

UIL Policy Brief nº 9. Engaging Families in Literacy and Learning, 2017, p.1 21

UIL. Conference on family learning in Europe (22 and 23 October 2015) 22

UNESCO Institute for Lifelong Learning Web site: http://uil.unesco.org/literacy/learning-families 23

UIL Policy Brief nº 9. Engaging Families in Literacy and Learning, 2017

Theoretical and Pedagogical Basis

the quality of schooling does make an important difference”. According to this, “parental

support enables children to make the most of opportunities offered by school”24. Thus,

“coordination between families, the larger community, and the school seems crucial to

enhance student learning and achievement, especially for minority and disadvantaged

families”. INCLUD-ED Project (2006-2011) is a comparative research based on the best

European schools’ inclusion strategies. The research shows how in schools across Europe

where students were culturally diverse and from low SES backgrounds; if the communities are

deeply involved in the schools, the students do well academically: “Successful schools engaging

immigrant and minority community members in more active, decisive, and intellectual ways

have greater impact on the school and the students' learning”. This investigation highlights

how adequate family learning strategies can build relationships between schools and

disadvantage families that improve students’ academic achievements: “Though the schools

studied use different practices, the strategies have been found to contribute to a

transformative result in all schools: moving minority and disadvantaged families from the

periphery of school participation to the centre” 25.

Conclusions

Family learning is recognised as a powerful way of engaging adults back into lifelong

learning and hence breaking the cycle of underachievement. Research indicates a strong

association between parents’ education levels and their children’s level of literacy

acquisition.

Family learning refers to the vast amount of learning that takes place in and around

families, can be considered as an approach or a method to impulse a learning process

involving intergenerational family members and caregivers.

Family learning describes an extensive range of planned activities and programmes that

involves parents, children and the wider family, learning together. The activities are as

diverse and varied as families themselves. ‘Family learning’ involves broader learning

activities beyond literacy in the family and in community contexts. It recognizes the vital

role that parents, grandparents and other caregivers play in children’s education. It values

and supports all forms of learning in homes and communities, and seeks to break down

artificial barriers between learning in formal, non-formal and informal settings26.

Schools need to develop a holistic strategy integrating families and communities as

common elements of learning processes. Thus, “coordination between families, the

larger community, and the school seems crucial to enhance student learning and

achievement, especially for minority and disadvantaged families”. Investigation highlights

how adequate family learning strategies can build relationships between schools and

disadvantage families that improve students’ academic achievements.

24

Ibídem, p. 2 25

INCLUD-ED Project Web site: http://creaub.info/included 26

p.3 http://unesdoc.unesco.org/images/0024/002494/249463E.pdf

Theoretical and Pedagogical Basis

LU.5: Additional language acquisition through family learning

Context-Based Language Learning

Context-Based Learning (CBL) refers to the use of real-life and fictitious examples in teaching

environments in order to learn through the actual, practical experience with a subject rather

than just its mere theoretical parts. Context-Based Learning is a student centred approach to

teaching and learning, utilising scenarios to replicate the social context or cultural background

of the students’ environment.

In the framework of language acquisition, Context-Based Language Learning (CBLL) refers to

an approach to second language learning in which the learning-teaching process is organized

around the context rather than a linguistic or other type of syllabus. In language learning this

context-based approach will be articulated by the specific content that the students will

acquire. That is, the content to be learned is an instrument to replicate the social context or

cultural background of the students, but is not the core of the learning approach.

Furthermore, Context-Based Language Learning is also based in the Communicative Language

Teaching (CLT) method, which emphasizes interaction as both the means and the ultimate goal

of learning.

Context-Based Language Learning (CBLL) is a pedagogical methodology that centres on the

belief that both the social context of the learning environment and the real –concrete- context

of knowing are pivotal to the acquisition and processing of knowledge. This learning approach

is based on the conviction that learning is a social activity that is not adequately served by

most classroom situations due to an inherent misrepresentation of how the mind acquires,

processes, and produces knowledge. From this perspective, language learning is a communal

activity centred on the interactions between persons with substantial interests provided by

these contexts. Standard classroom approaches which not respond to these interactions may

well inhibit the success of learning.

Research has shown that learners do not become truly competent from only content-centred

approach learning. In this sense, "competent" refers to much more than becoming familiar

with the foundational knowledge of a language, or the ability to recall basic facts. Acquiring

competence in language learning would be a learning process that not only helps learners

remember specific information, but also helps them to apply this information in their lives

using creative, practical, or critical thinking. Language learning process would fail to develop

competence if all that learners could do at the end was to recite a list of words from memory.

An example of true competence would be the ability to draw larger meaning from the words

and situations in which they are applied to any subject that will truly serve learners. In other

words, passively absorbing content is not how people acquire skills because there is no context

and no connection to the real world and needs of the learners.

Theoretical and Pedagogical Basis

Teachers applying CBLL may be content specialists who use the target language for instruction,

or language specialists who are using content for language Instruction. To be effective in their

roles, they will need the knowledge, skills and concepts required for content delivery in the

target language, as well as to be well prepared in the following areas.

Content knowledge. It will be hard to teach content if teachers do not know it themselves.

While content teachers will be prepared in their own disciplines, it may be particularly

challenging for teachers trained as language specialists who are not familiar with the

content. Some language teachers are uncomfortable teaching content in fields they may

have struggled with themselves, such as numeracy.

Content pedagogy. There are identifiable pedagogical strategies that make content

instruction more effective but some content specialists have had no training in these ones.

Because learning content in a new language can pose difficulties for students, it is essential

that teachers (regardless of their content or language orientation) have a repertoire of

strategies at their disposal to give students multiple opportunities to access content in

meaningful, and comprehensible ways. Language specialists, in particular, will need

opportunities to become skilled in content-appropriate instructional strategies if they are

to teach or use content appropriately.

Understanding of language acquisition. All teachers applying CBLL will benefit from an

understanding of the processes involved in second language acquisition. To select and

sequence appropriate learning experiences teachers need to understand and be aware of

how language learning develops in formal and informal contexts. One of the most

important aims of CBLL is to help students acquire language rather learning it, i.e. that

students internalise language unconsciously while they are working with the language as a

means to learn something else useful for their social interactions.

Language pedagogy. Promoting language growth can and should be done by content-

based teachers, even those who work in settings where content, not language, is a primary

program goal. Language learning can be planned as part of every content lesson, and

teachers can use strategies drawn from language pedagogy to help students gain language

skills. In fact, in doing so, they will exceed the goals of content instruction, since the better

students know the language; the more easily they can learn content through it. It is

important to remember that, even though the purpose of CBLL is to use the target

language to learn something else, there will come a moment in which focus on how the

language works will become necessary

Knowledge of materials development and selection. When students learn content through

a new language they will need a variety of instructional materials. Print and non-print

resources developed for native speakers may need modification or adaptation. Teachers

may also need to develop their own materials. Criteria for selecting and developing

materials include accessibility of language, text organization that facilitates comprehension

(e.g., headings and sub-headings), availability of non-linguistic supports to meaning

(illustrations, graphs, and diagrams), and a certain degree of cultural knowledge required

for comprehension.

Understanding of student assessment: Teachers will need to understand the principles of

assessment across disciplines. It will be helpful for teachers to be familiar with a range of

assessment options, and the contexts in which they are most likely to provide answers

Theoretical and Pedagogical Basis

regarding student progress. These options may also need to integrate language and

content assessments as well as allow learning to be measured independently.

When preparing and implementing a CBLL lesson, focus should be done on setting the context

in order to facilitate learners to learn about something interesting and useful for them and

their social interactions. They should learn by using the language they are trying to learn,

rather than their native language, as a tool for developing knowledge, so they develop their

linguistic ability in the target language. This approach is thought to be a more natural way of

developing language ability and one that corresponds more to the way we originally learn our

first language.

From the students’ perspective, CBLL implies several benefits:

Motivation. CBLL makes learning a language more interesting and motivating since

students can use the language to fulfil a real purpose, which can make them more

empowered, independent and confident.

Developing wider knowledge. Students can also develop a much wider knowledge of the

world through CBLL which can improve and support their general educational needs.

Academic purpose: CBLL is extremely popular among English for Academic Purposes

teachers as it helps students to develop valuable study skills such as note taking,

summarizing and extracting key information from texts.

Transferable skills. Taking information from different sources, re-evaluating and

restructuring that information can help students to develop valuable thinking skills that

can then be transferred to other subjects.

Improving social skills. The inclusion of a group work element within this framework can

help students to develop their collaborative skills, which can have great social value. By

social interaction, they can learn from each other and bring their strengths into their

groups.

Conclusions

Context-Based Language Learning (CBLL) is a pedagogical methodology to second

language learning in which the learning-teaching process is organized around the context

rather than a linguistic or other type of syllabus.

The content to be learned by means of CBLL represents an instrument to replicate the

social context or cultural background of the students, but is not the core of the learning

approach.

CBLL emphasizes interaction as both the means and the ultimate goal of learning,

following the communicative language teaching method.

Acquiring competence through CBLL can help learners to remember specific information,

but moreover to apply this information in their social interactions and everyday live using

creative, practical or critical thinking.

Theoretical and Pedagogical Basis

LU.6: Self-evaluation and professional development for teachers

The focus of self-evaluation for individuals in education is ultimately based on assessing and

improving teaching and learning processes and how these happen. Evaluation is a critical

element in any teaching and learning process and self-evaluation helps to ensure effectiveness

and impact.

Within the sphere of family learning, self-evaluation is no less important, but also requires

additional considerations and interpretation to be effective. As identified by Carpentieri

(2013), while it is possible to derive evidence of impact on literacy for families involved in

family learning programmes, wider and longer-term impacts are not always easily captured.

The process of cause and effect in family learning is not always simple and a wide range of

factors can weigh heavily on the process and results. As also noted by Carpentieri, a basic or

inappropriate approach to evaluation of family learning can result in incorrect conclusions and

a simple focus on evaluating family learning programmes can distract from its longer-term

impacts. This heavily impacts on the process of self-evaluation for family learning (MIFAMILY)

trainers as it means that self-evaluation not immediately yield quantitative results. As noted by

the review of family learning supporting excellence and equity by the Scottish Government

(2016) “There has to be trust in inputs as some outcomes are more long term”. It is important

to bear this in mind in looking at self-evaluation for MIFAMILY trainers. Key to this process,

therefore, is an approach more aligned to self-reflection and the development of a personal

and professional philosophy of teaching and learning.

While it is focused on the teacher, “self-evaluation” is ultimately to the benefit of every

stakeholder involved in the process. As education is considered to be an investment in learners

in terms of developing skills, knowledge and competencies, self-evaluation of the trainer is

critical as a way of helping to ensure that there is a return on this investment and that there

will continue to be into the future. There are a great deal of different tools and approaches

available for self-evaluation and professional development of teachers, across numerous fields

and teaching circumstances. However, there is little in the way of formal research into the area

of trainer self-evaluation for family learning. Like with a great deal of elements involved in

family learning, there is no “one-size-fits-all” approach for trainer self-evaluation when it

comes to family learning. It is up to the practitioner to carefully consider and select

approaches, methodologies and tools that best fit their needs and unique situation on a case-

to-case basis, based on the families with whom they work and their requirements.

To this end, the basic theoretical approach for self-evaluation and professional development

for family learning should be based less on formal definitions of teacher evaluation and

professional development and should be more related to self-reflection and the development

of a personal and professional philosophy and a related plan for professional development

activities. Theories and approaches for approaching this can be drawn from multiple areas to

help you guide this process. An initial key element for this process is based on self-evaluation

and self-reflection on your own teaching.

Theoretical and Pedagogical Basis

Teacher Self-Evaluation

Evaluation on one’s own teaching practice, as well as the characteristics and skills which affect

your teaching and learning can be drawn from a range of existing teacher evaluation

frameworks such as OECD Teacher Evaluation framework comparison (2009). This identifies a

broad range of elements which can be drawn upon for effective self-evaluation, leading to

professional development - as an “accurate appraisal of the effectiveness of teaching, its

strengths and areas for development, followed by feedback, coaching, support and

opportunities for professional development.”

Within this OECD report, a popular framework for teacher evaluation is referenced -

Danielson’s Framework for Teaching Evaluation Instrument (2013). This breaks the complex

work of teaching down into 4 domains and 22 components, against which teachers can identify

standards for what they should know and be able to do. This is an example of an extremely

useful tool for self-evaluation and can help guide the process of examining one’s own

professional skills and characteristics. Similarly, Marzano's Causal Teacher Evaluation Model

(2007) is based on 4 domains containing 60 elements, attempting to create an evaluation

system based on continuous improvement of instruction, professional development, and

feedback.

Through frameworks such as these, processes can be followed by teachers to help them

evaluate their own teaching and learning activities across multiple aspects of their practice.

This provides them with a useful topology to proceed to the next task, identifying values for

professional development.

Evaluating values for inclusive educators

Identifying necessary values and attitudes relevant to teaching and learning is also critical for

family learning, particularly for family learning for language and literacy. Theoretical and

pedagogical approaches in this area can be drawn from areas such as Fenner, whose work in

their book “Evaluating ALL Teachers of English Learners and Students with Disabilities:

Supporting Great Teaching” (2015) provides guidelines to recognizing diverse students’

strengths and changing educators’ dispositions. Critically, their work identifies principles for

inclusive teacher evaluation and they map these principles against the teaching evaluation

domains identified by Danielson and Marzano. Through this, it is possible for you to evaluate

your teaching against an inclusive approach that seeks to build up the strengths of diverse

learners while also meeting their unique needs.

Developing a personal philosophy and approach to teaching and learning

Following the above processes of self-evaluation on one’s own practice and values for inclusive

teaching and learning (critical for family learning), the next step in this process is to articulate a

personal philosophy of and approach to teaching. This process draws upon your evaluation

work by helping you to articulate the rationale behind what guides your teaching, what

impacts on you as an educator and what values underlie your practice. Research in this area

such as that by Brookfield (such as in “The Skilful Teacher”, 1990) has also identified that the

Theoretical and Pedagogical Basis

process of creating a personal philosophy and approach to teaching and learning is not only

about reflection, but can also lead to ultimately evolve and progress your practice by

identifying the sincere values and practices underpinning your teaching and helping you form a

professional growth plan.

Professional development plan and practice

Hand-in-hand with the process of self-evaluation is the process of professional development.

In a similar vein to what was identified for self-evaluation in the context of family learning,

professional development for MIFAMILY trainers here does not only refer to clear accredited

activities and results, but should also consider informal and non-formal development too - on

the path to a holistic professional development model. This ties into the development of the

personal and professional philosophy of teaching and learning and, done effectively, can lead

to a related, focused professional development learning plan.

Key to this process is evidencing your practice, comparing it to your self-evaluation results and

personal philosophy to teaching and learning and developing a professional development plan

to meet areas where you would intend to improve. Approaches for this process can be led by

practices such as the Irish national professional development framework (2016), which

provides guidelines on a cyclical, reflective and evidence-based approach which involves

reflecting on current knowledge and experience; recognising the importance of self-evaluation

informed by data and evidence; identifying and developing a personal strategy for effective

use of relevant evidence; developing one’s own capacity to shape and plan their future

professional development activities.

Additional guidelines which can help to drive this process include guidelines from other areas,

such as the wider context of school evaluation, a useful guide for which (“School Self-

evaluation Guidelines 2016-2020”, 2016 ) was developed by the Irish Department of Education

and Skills.

Conclusions

The process for self-evaluation and professional development for MIFAMILY trainers

presented here is based on an approach which is flexible, but which follows a logical,

chronological order. It should be noted, however, that the process presented can only be

truly appropriate and effective when the teacher themselves fully engages with it. This is

an area which requires one to engage in self-study and self-reflection and to try and

interpret the results of their own labour, rather than following a traditional learning

process of understanding and practice.

As self-reflection is a critical element in the overall approach, there are no clear and

immutable guidelines at any stage - the process presented is based on approaches which

are substantial, appropriate and reliable, but which cannot give a step-by-step set of tasks

to guide the trainer from A to Z. Ultimately, the trainer will be required to honestly look at

their own practice, to try and interpret the results of their own teaching and to honestly

look at what they believe and how they want to improve. The activities and the results of

Theoretical and Pedagogical Basis

this learning unit should not result in a type of curriculum vitae, nor should they be looked

at as some kind of “vision statement” for teaching and learning and professional

development. Equally, this process is not something which should be done one time and

then forgotten about - it is a process that the trainer should continue after the MIFAMILY

training course, to continually and regularly examine their practice and identify how they

can further evolve in their teaching.

The “results” of the approaches identified above should ultimately result in a sincere

expression of the trainer’s values and practices within the context in which they teach and

a plan (and evidence) for evolving these values and practices. As identified in the

introduction to this unit, “There has to be trust in inputs as some outcomes are more long

term”.

LU.7: Evaluating the effectiveness of a family learning approach and integrating this

into formal environments

Throughout every step and therefore, every learning unit of the MIFAMILY project, the

emphasis is put on different aspects, each one more important than the last such as

interculturality, integration, languages, learning methodology, self-evaluation and,

professional development for teachers. It is, therefore, essential to evaluate effectiveness, in

order to see things with perspective, analyze and, make the improvements needed. In the

MIFAMILY project, the effectiveness of a family learning approach on language proficiency and

integration will be evaluated in a first phase. Then, methods to integrate family learning into

formal educational environment/programs will be developed. In order to do this efficiently,

different tools are available.

The evaluation of the effectiveness of the family learning approach is run by the main

stakeholders of the projects (teachers, educators, etc.). The later purpose is to analyze the

elements that require modification and make an appraisal of those elements that are fit-for-

purpose. A SWOT analysis can also be very helpful to establish an efficient diagnostic as it

facilitates the adoption of new strategies. By identifying the strengths, weaknesses,

opportunities and threats of the project, a relevant strategy will be put in place.

In addition to this analysis, the stakeholders have official EU evaluation tools at their disposal,

essentially two:

Common European Framework of Reference for languages (CEFR): it “aims to improve the

quality of communication among Europeans of different language and cultural

backgrounds. This is because better communication leads to freer mobility and more direct

contact, which in turn leads to better understanding and closer cooperation. The Council

also supports methods of learning and teaching which help young people and indeed older

learners to build up the attitudes, knowledge and skills they need to become more

independent in thought and action, and also more responsible and co-operative in relation

Theoretical and Pedagogical Basis

to other people. In this way, the work contributes to the promotion of democratic

citizenship27”.

The European Reference Framework of Key Competences for Lifelong Learning: this

framework was created in 2006. It defines the competences that each European citizen

needs for personal fulfilment and development, employment, social inclusion and, active

citizenship. There are eight key competences in total, that are divided in two categories:

the basic and complex ones

KC1: Communication in the mother tongue;

KC2: Communication in foreign languages;

KC3: Mathematical competence and basic competences in science and technology;

KC4: Digital competence;

KC5: Learning to learn;

KC6: Social and civic competences;

KC7: Sense of initiative and entrepreneurship and,

KC8: Cultural awareness and expression.

Even though all competences are developed in the MIFAMILY project, the emphasis is mainly

put on the KC2 (the ability to communicate but also to understand another culture), KC5 (this

skill is linked to the learning process, the ability to undertake and organize our self, individually

or in group), KC6 (represents both personal, interpersonal, intercultural skills. It is also all the

type of behaviours that an individual can adopt in order to participate efficiently to social and

professional life), KC8 (implies the importance of the expression of creative ideas, experiences

and emotions) the evaluation step.

Once an evaluation has been made and improvements considered, the next step is

dissemination of the family learning approach. The integration of the family learning approach

into a formal environment appears as the best solution. Therefore, there are not only

professionals’ that play a role but all project stakeholders.

Because school is obligatory for children in Europe, the integration of the family learning

approach in a formal environment will be the opportunity for each of them to benefit from it.

Also, the family learning approach creates an environment where youth can feel more

comfortable.

In order to acquire the linguistic level required for being able to exchange with professionals at

school, many forms of learning approaches are suggested from formal to non-formal learning

approaches:

1- Formal learning with an evaluation (CEFR) at the end (A1 to C2);

2- ASL in France which means “Ateliers SocioLinguistiques” – sociolinguistic workshops

with a focus on education. This method has been implemented in the past 15 years in

France with parents at school: this method is halfway between formal and informal

27

“Common European Framework of Reference for languages: Learning, teaching, assessment”, Council of Europe. Accessed on 18

th May 2018.

Theoretical and Pedagogical Basis

learning. These workshops aim to enable parents to understand the functioning of the

social space of the school, and use it independently, to present the laws and social

codes in force at the school, provide an answer to the emergence of early school

difficulties of children and, prevent a possible future situation of illiteracy.

3- Discussion with parents on an informal basis on the occasion for instance of the

trimester scores.

More generally, the MIFAMILY project aims to develop knowledge, skills as well as

responsibility and autonomy.

Conclusions

Evaluation and integration are the keywords of the effectiveness the family learning

approach;

Two European Common Framework references: Common European Framework or

References for languages and Key Competences for Lifelong Learning;

Ways of dissemination: discussion, hands-on practice, oral/written exercise,

presentations, working groups’ fieldwork, reflective diary, self-evaluation

questionnaire, portfolio, ongoing assessment, checklist, teacher observation, etc.