growing multilingual awareness and intercultural ... · Ñ ice breaker and geing to know each other...
TRANSCRIPT
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{
Growing Multilingual Awareness and Intercultural Competence through Engagement with Diverse Texts
Erin Kearney, State University of New York at Buffalo
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Ñ Ice breaker and geKing to know each otherÑ Goal-seKing right now today and in our
broader language teaching practiceÑ Clarifying conceptsÑ Our multilingual selvesÑ Creating conditions and fostering interactions
for development of multilingual awareness and intercultural competence
On the agenda for today…
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Ice Breaker / Introductions
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Multilingual Me
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Ñ In one word…Describe the big goal in your current/future language classroom.
Ñ Quick share with group matesÑ Follow-up discussion questions:
Ó Are there other big goals that you have?Ó How do these relate to the one that popped into your head
first?Ó Why do you think that one was at the forefront of your
mind?Ó Do you think your big goal aligns with colleagues’ goals,
with the “profession at large”, with your students’ goals?Ó What advantages are there to focusing on this big goal in
language education?Ó Are there any drawbacks to focusing on this as a top
priority?Ñ Share out to whole group
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Ñ What could this refer to?
Multilingual Awareness as a Goal
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Ñ What could this refer to?
Intercultural Competence as a Goal
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Ñ Clarify our concepts of multilingual awareness, intercultural competence and their relationship to each other
Ñ Explore and stretch our own multilingual awareness
Ñ Articulate goals for our students and contexts when it comes to multilingual awareness and intercultural competence
Ñ Experience and analyze pedagogical approaches to raising multilingual awareness and cultivating intercultural competence
Ñ Think about and plan for addressing these goals in our particular classrooms
Our goals for today more specifically
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Clarifying Concepts
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Ñ The Very Hungry Caterpillar Read In Mandarin
An Experiment: Beginning to Define Multilingual Awareness
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Multilingual Awareness
Concepts of Multilingualism – Languages in the Speaker
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Language Practices from the Multilingual Speaker´s Angle
FnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFnFn
Socially constructed as
English Other
languages Translanguaging Space
Multilingual Awareness
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Ñ Heightened perception of and sensitivity to language (its forms, functions, complexity, dynamism, etc.), linguistic difference and linguistic diversity
Ñ Deepened appreciation for, emotional response to and critical valuation of linguistic difference and linguistic diversity
Ñ Expanded capacity for agentive use
Multilingual Awareness
Multilingual Awareness
NOTICING (perceptual dimension)
APPRECIATING & EVALUATING
(dispositional dimension)LANGUAGING (adaptive use dimension)
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Intercultural Competence
Claire Kramsch (1993)Aiming for Third Places in language instruction
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Intercultural Competence
Michael Byram (1991, 1997, 2013)Aiming for Intercultural Communicative Competence
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Michael Halliday (1978)Meaning potentials – diverse, dynamic, realized and possibly transformed every time we use a piece of language or other symbol
Connecting Multilingual Awareness and Intercultural Competence to Texts
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Expansion of Learners’ Personalized Meaning Potentials
Christian MaKhiesson (2009)“When people learn languages, they build up their own personalized meaning potentials as part of the collective meaning potential that constitutes the languages, and they build up these personal potentials by gradually expanding their own registerial repertoires - their own shares in the collective meaning potential. As they expand their own registerial repertoires, they can take on roles in a growing range of contexts, becoming semiotically more empowered and versatile” (p. 223)
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Ñ If the big goals are Multilingual Awareness and Intercultural Competence…
Ñ Awareness of what?Ó Language, self, otherÓ Forms, functions, conventionalized and situated
meaningsÓ Individual texts and instances of use all the way up
to shared repertoires, culturally anchored, systems of use however dynamic
Ñ What kind of experience?Ó Guided perception – seeing, hearing, sensing,
noticing, orienting toÓ Engagement of all kinds – description,
interpretation/analysis, feeling emotional resonances, negotiation of meanings, action and transformation
Recap
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Ñ Create a multilingually rich environmentÑ Encourage learners to connect to, characterize, reflect on,
acknowledge emotion in and expand their personal multilingualism
Ñ Draw learners’ aKention to language form, language function, language difference, language diversity
Ñ Engage learners’ senses to help them notice and perceive language
Ñ Open space for sustained, meaningful engagements around language form, function, difference and diversity, including: Ó observation/documentation of language useÓ description of language use/texts/features of textsÓ inquiry/research about language use/textsÓ analysis of language use/textsÓ interpretation of/hypothesis testing about language in use/
textsÓ creative language use and production of texts
Some Pedagogical Processes for Raising Multilingual Awareness and Fostering Intercultural Competence
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Articulating Our Goals
Ñ For exampleÓ Students will be able to identify different linguistic forms in or
across texts that refer to the same phenomenon/event/theme Ó Students will be able to identify phrases in a text that seem
central to shared/cultural meaning and will be able to form hypotheses about these
Ó Students will be able to describe their own growing multilingualism and to creatively express various facets of this growth
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Our Multilingual Selves
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Prasad (2015) Toronto & Montpellier
Plurlilingualism as national-cultural identity, as multiple identities, spawning conflicting feelings
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Farmer & Prasad (2014) Toronto, Canada
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Double-Voiced Poems: We Speak __________
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Ñ Create your flower/plant for the multilingual garden
Ñ Talk with group mates about how the mural might be designed and composed, what it should include, particular design elements that could work
Ñ Driving question: How do we want to represent ourselves and our growing multilingualism?
Working Lunch Tasks
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Creating Conditions for Developing Multilingual Awareness and Intercultural Competence
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Ñ Multilingual ecologiesÓ School level, classroom levelÓ Across modes and sensesÓ Not necessarily teacher-made
Ñ Rich textual environments
Creating a Multilingually Rich Environment
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Multilingually Rich Environment: Example 1
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Ñ Multilingual Lesson Objectives
Multilingually Rich Environment: Example 2
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Multilingually Rich Environment: Example 3
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Your Plan for Creating a Multilingually Rich Environment
Goal ResourcesValue students’ multilingualism by featuring representations of this in the classroom environment
Model texts for students to analyzeStudent-created multilingual portraits, other identity texts
Raise awareness of varieties of the language students are learning and of varying means for expressing diverse points of view
Multilingual listening center with clips of language users from different locales discussing similar topics (e.g. ways of dressing/fashion as personal expression)Analytic questions to guide students’ interpretation of clips
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Fostering Interactions that Support Development of Multilingual Awareness and Intercultural Competence
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Fostering Interactions that Support Development of Multilingual Awareness and Intercultural Competence
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Fostering Interactions that Support Development of Multilingual Awareness and Intercultural Competence
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Pedagogical Support for Interpreting Cultural Texts
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Il faut cultiver notre jardin.
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Ñ What are your major takeaways with regard to growing multilingual awareness and intercultural competence in your classroom context?
Ñ How do we continue to grow these efforts after today?