MULTILINGUALISM IN THE MULTILINGUALISM IN THE CLASSROOM CLASSROOM

(based on the MULTEMO Project)(based on the MULTEMO Project)

Assoc. Prof. Dr Galya Mateva Assoc. Prof. Dr Svetlana Dimitrova

21st BETA-IATEFL Annual International Conference Ruse, Bulgaria, 30th March – 1st April 2012

Video: Video: How to become fluent in 11 languages – multilingualism in practice

20 year old Alex Rawlings explains how he became fluent in 11 languages: “The more [languages] you learn, the easier it becomes.”“The more [languages] you learn, the easier it becomes.”

What is the English equivalent? How many (groups of) What is the English equivalent? How many (groups of) languages did you recognise? How did you decide?languages did you recognise? How did you decide?

Aangenaam u te ontmoeten!Mucho gusto en conocerle!~Encantado/-da! Malonu susipazinti! Angenehm!Incantant de cunostinta!Je suis très heureuxse de faire votre connaissance! ~ Enchanté/-e.Mi fa molto piacere conoscerla.~ Tanto

piacere!Очень рада с Вами познакомиться!

HOW TO INTERPRET HOW TO INTERPRET MULTILINGUALISM?MULTILINGUALISM?

DIFFERENT CONTEXTS, DIFFERENT DIFFERENT CONTEXTS, DIFFERENT INTERPRETATIONS INTERPRETATIONS

6000-7000 languages in existence in the world (half of them dying out)

700 languages in a single country

19 official languages in a country

City schools with 30 mother tongues among students

Countries where English is spoken as L1 or L2

Countries with majority / minority languages

Monolingual countries with less widely spoken languages

Can these be considered multilingual Can these be considered multilingual education? What is the difference in education? What is the difference in approach? approach?

Smooth transition from L1 to L2, L3?

Learning one`s mother tongue, one regional or official language and one international language?

Integrating knowledge of several languages in foreign language classes?

SUCCESSIVE OR SUCCESSIVE OR SIMULTANEOUS SIMULTANEOUS

MULTILINGUALISM?MULTILINGUALISM?OR MAYBE BOTH?

The project context The project context Experimenting with aspects of simultaneous

multilingualism in European schools where English is L1 or L2 and where classes are

predominantly monolingual

DEFINING MULTILINGUALISM IN DEFINING MULTILINGUALISM IN THE PRESENT CONTEXT THE PRESENT CONTEXT

Integrated into the L2 syllabus basic knowledge, comprehension skills and partial use of multiple languages

determined by the needs of cultural and linguistic diversity, globalisation and transnational mobility.

BACKGROUND TO THE ORIGINAL IDEA-BACKGROUND TO THE ORIGINAL IDEA-THE LANGUAGES BRIDGE AND THE THE LANGUAGES BRIDGE AND THE

MULTEMO PROJECT MULTEMO PROJECT

THE INTERNATIONAL LEARNING THE INTERNATIONAL LEARNING AND RESEARCH CENTRE IN BATH AND RESEARCH CENTRE IN BATH

The Languages Bridge©

A multilingualmultilingual approach to acquiringlanguage learning strategies and

knowledge about language

Currently used in over 100 primary and

secondary schools in the UK [age range 8-13]

www.ilrc.co.ukIL RC

THE INTERNATIONAL LEARNING THE INTERNATIONAL LEARNING AND RESEARCH CENTRE IN BATH AND RESEARCH CENTRE IN BATH

The Languages Bridge©

Rationale for the projectRationale for the project• By drawing on a number of different languages, the multilingual approach can be very successful in improving pupils’ general language learning ability.

• The Building Blocks support generic language learning aptitude, they do not teach a specific language.

IL RC

THE INTERNATIONAL LEARNING THE INTERNATIONAL LEARNING AND RESEARCH CENTRE IN BATH AND RESEARCH CENTRE IN BATH

The Languages Bridge©

Which languages are included?Which languages are included?

IL RC

French German

Spanish

Portuguese

Italian Romanian

Mandarin Japanese

THE INTERNATIONAL RESEARCHTHE INTERNATIONAL RESEARCH AND LEARNING CENTRE IN BATH AND LEARNING CENTRE IN BATH

IL RC BB1- General sound discrimination BB4 - Word properties

BB2 - Sound and word recognition BB5 - Sentence types

BB3 - Word classes BB6 - Real purposes & real audiences

THE MULTEMO PROJECT PARTNERSTHE MULTEMO PROJECT PARTNERS: : UK, Germany, UK, Germany, Holland, Lithuania & OPTIMA, BulgariaHolland, Lithuania & OPTIMA, Bulgaria

A Leonardo EU project A Leonardo EU project aiming to aaiming to adaptdapt the the Languages Bridge Languages Bridge MethodologyMethodology to Vocational Contextto Vocational Contexts s (2010-2012)(2010-2012)Coordinator: ILRC, BathCoordinator: ILRC, Bath

MULTEMO AIMS MULTEMO AIMS

BY COMPARING AND ANALYSING ASPECTS OFDIFFERENT LANGUAGES IN PROFESSIONALCONTEXTS :

To develop generic language knowledge and language learning skills

To develop basic metalinguistic awareness across languages and language groups

To contribute to learners` multicultural competence in an increasingly global and competitive world

To contribute to the development of learners` thinking skills To contribute to the development of learners` social and

general communication skills

THE THREE PILLARS OF THE THREE PILLARS OF THE MULTILINGUAL APPROACHTHE MULTILINGUAL APPROACH

CONTRASTIVE ANALYSIS COOPERATIVE LEARNING

THINKING/REFLECTIVE SKILLS

THE FIRST PILLAR: CROSSLINGUISTIC THE FIRST PILLAR: CROSSLINGUISTIC ASPECTS OF CONTRASTIVE ANALYSISASPECTS OF CONTRASTIVE ANALYSIS

Contrastive analysis can be defined as an inductive, investigative approach based on the distinctive elements in one or more languages. It consists of: ◦ Type A “IntralingualIntralingual” ◦ Type B “CrosslinguisticCrosslinguistic”

Type B includes comparative analysis of phonological, morphological, syntactic, lexical, semantic, discourse features, as well as study of interference of languages

CROSSLINGUSTIC ANALYSIS- CROSSLINGUSTIC ANALYSIS- NOTICING AND REFLECTINGNOTICING AND REFLECTING

A V V O C A T O Italian A V O C A T French A B O G A D O Spanish A D V O C A T E EnglishА Д В О К А Т български и руски

Try to notice the different letters and the consonant changes.

CROSSLINGUSTIC ANALYSIS- CROSSLINGUSTIC ANALYSIS- NOTICING AND REFLECTING NOTICING AND REFLECTING

Features of language cannot be learned unless

they have been noticed (after R. Schmidt).Noticing can be regarded as a bridge connecting

the subconscious and conscious mind in the

process of learning. Noticing should be followed by analysis.The analysis involves various thinking processes.Active thinking is fostered by group interaction.

CROSSLINGUISTIC ANALYSISCROSSLINGUISTIC ANALYSIS Which are the languages/language groups?Which are the languages/language groups?

Excuse me, where is the exit? Pardon, waar is de uitgang? Scusi, dove e la uscita?Entschuldigung! Wo ist der Ausgang? Atsiprasau, kur yra isejimas? Простите, где выход? Извинете, къде е изходът? Perdone, donde esta la salida?

CROSSLINGUISTIC ANALYSIS CROSSLINGUISTIC ANALYSIS CONTRASTING LINGUISTIC FEATURESCONTRASTING LINGUISTIC FEATURES

Linguistic features

Language

LanguageGroup1

Dutch

LanguageGroup 1

German

LanguageGroup 2

Italian

LanguageGroup 2

Spanish

LanguageGroup 3

Bulgarian

LanguageGroup 3

Russian

LanguageGroup 4

Lithuanian

nounEXIT

article THEQuestion word

WHERE

Verb IS

Polite address EXCUSE ME

Step 1: Work in groups of four and decide together on the language groups and languages exemplified.

Step 2: Work individually to complete the language group of your choice. Step 3: Work again in your group of four, look at your team findings and

discuss all languages:

◦ Similarities/differences in the noun ◦ Similarities/differences in the article ◦ Similarities/differences in the question word ◦ Similarities/differences in the verb ◦ Similarities/differences in the polite address

Step 4: What did you find out about languages? What strategies did you apply?

Step 5: Reflect on your performance, on the group interaction and the contributions of all participants. How successful were you? Don`t forget to praise each other!

THE SECOND PILLAR: THE SECOND PILLAR: COOPERATIVE LEARNING COOPERATIVE LEARNING

Learning in small groups where interaction is STRUCTURED according to a set of PRINCIPLES

1.Simultaneous interaction 2.Equal participation 3.Positive interdependence 4.Individual accountability

(after Jette Stenlev, 2003)

COOPERATIVE LEARNING AND COOPERATIVE LEARNING AND MULTILINGUAL TASKS MULTILINGUAL TASKS

The STRUCTURE (precise step-by-step guidance of interaction) and the assigned individual roles distinguish cooperative learning from traditional group work.

Different aims require different structures which guide group interaction

Crosslinguistic analysis develops learners` knowledge, communication, thinking and social skills

Each structured group interaction ends with reflective THINKING

THE THIRD PILLAR:THINKING THE THIRD PILLAR:THINKING SKILLS SKILLS AND MULTILINGUAL TASKS AND MULTILINGUAL TASKS

LOTS low order thinking skills

HOTS high order thinking skills

Identifying structures, spelling rules

Remembering chunks of language

Classifying letters into aliens, traitors and friends

Locating the position of articles, suffixes

Contrasting parts of speech, word order

Making associations with L1, with existing schemata

Reasoning and answering WHY questions

Evaluating and reflecting on one`s own performance at the end of a task

REFLECTIVE THINKING ON PROCESSES AND MULTILINGUAL TASK OUTCOMES

Personal awareness of acquired multilingual knowledge

Personal awareness of applied cognitive strategies

Personal consideration of one`s own learning

Personal consideration of achievement

Personal consideration of the benefit of group interaction

MULTILINGUAL TASK MULTILINGUAL TASK TYPOLOGY TYPOLOGY

Defining MULTEMO tasks A task is an activity “where the target target

languagelanguage is used by the learnerlearner for a communicative purposecommunicative purpose (goal) in order to achieve an outcomeoutcome”.

(Jane Willis 2005)

The Multilingual tasks are content-content-basedbased & theme-basedtheme-based, the procedure often involves reflection & problem solving, the outcome of the task is related to improved generic language generic language competencecompetence and enhanced language language learning skillslearning skills.

MULTEMO TASK TYPOLOGY the impact of the target learners

Task design is tailored in accordance with:

vocational contexts [the need to use the language in professional situations]

the age range of target student groups

[secondary school, 13+] the level of FL competence & the linguistic experience of the students

MULTEMO TASK TYPOLOGYthe choice of topics and tasks

Need analysis of target student groups in vocational contexts revealed a consistent trend (across partner countries / educational institutions) for predominant use of foreign languages by students:

when travelling abroad;when communicating with foreign friends and

business partners;when browsing the internet for study - or work-

related resources & materials in other languages.

MULTEMO TASK TYPOLOGY the input

verbal [authentic or adapted](e.g. sound files with

words/phrases, dialogues, songs, quizzes, story extracts, newspaper and magazine articles or advertisements, letters or emails, post cards or business cards, hotel or travel brochures, menus, weather forecasts, diaries, TV / seminar programmes, timetables, etc.)

non-verbal(e.g. a picture set or sequence, photographs, video clips, graphs and charts, some realia – e.g. menus with illustrating photos, pictures of airport signs and display boards, computer screen shots, etc.)

Parallel in several languages

MULTEMO TASK TYPOLOGY

Listing- b ra in sto rm ing

- fa c t-f in d ing

O rdering & sorting- se qu e nc ing

- c la ss ifyin g /ca teg o riz ing

Problem solving- a n a lys ing- re a so n ing

- d e c is io n m a k ing

C om paring & m atching- f in d in g d iffe ren ces- f in d in g sim ila rit ies

Sharing personal expereinces- n a rra ting

- d e scrib ing- e xp lo ring & exp la in ing

TASK TYPES

Language form focus• PHONOLOGY: sound discrimination• GRAPHEMOLOGY: discrimination of the letters of the Cyrillic alphabet, recognition of language families and typical characteristics of languages• MORPHOLOGY: recognition and manipulation of word classes, understanding of word structure (prefixes, suffixes) and its impact on the general word meaning, understanding of grammatical / semantic categories such as gender, number or tense and their exponents in languages (e.g. tense markers, determiners, etc.)• SYNTAX: understanding of sentence types (e.g. questions, negatives, imperatives) and construction (word order)• LEXICOLOGY: recognition and comprehension of international words and cognates• DISCOURSE/TEXT: recognition and manipulation of text types

MULTEMO TASK TYPOLOGY

Skills or language-in-use focus• Developing the receptive skills (READING & LISTENING comprehension): context context reliance in the interpretation of meaning, using prosodic features (intonation) and supralingual elements of speech (body language) to aid comprehension, using reference materials (incl. online ones) to help language learning

• Developing the productive skills (SPEAKING & WRITING): understanding and executing language functions & communicative tasks – e.g. introductions, thanking, expressing opinion, (dis)agreeing, making requests, telephoning, ordering food, effective use of computer language, etc.• Developing intercultural competence: understanding and manipulating degrees of politeness, non-verbal patterns of behaviour , etc.

MULTEMO TASK TYPOLOGY

BENEFITS AND OUTCOMES OF BENEFITS AND OUTCOMES OF SIMULTANEOUS MULTILINGUAL SIMULTANEOUS MULTILINGUAL

EDUCATIONEDUCATION

TO HAVE ANOTHER LANGUAGE IS TO HAVE ANOTHER LANGUAGE IS TO POSSESS ANOTHER SOULTO POSSESS ANOTHER SOULking of France, 8king of France, 8thth century century

GIVEN THE APPROPRIATE ENVIRONMENT TWO LANGUAGES ARE AS NORMAL AS TWO LUNGS

V.COOK, 2002

BENEFITS AND OUTCOMES OF SIMULTANEOUS BENEFITS AND OUTCOMES OF SIMULTANEOUS MULTILINGUALISM: WHAT CAN BE IMPROVED?MULTILINGUALISM: WHAT CAN BE IMPROVED?

Perception and analysis of multiple linguistic features

General language learning skills and strategies Cognitive flexibility and higher-order thinking

skills of learnersConfidence in situations of real-life vocational

communication Employment advantages and social adaptability

of learnersAbility to expand horizons and appreciate other

and own culture from a different perspective

KOSZONOM A FIGYELMUKET!KOSZONOM A FIGYELMUKET!