Multilingual Classes Research Articles

Teacher agency in the times of crisis: a situational analysis of school environment after the 2022 Russian invasion in Ukraine

From February to May 2022, the war in Ukraine prompted Poland to accommodate 3.37 million refugees from conflict zones, in addition to 850 thousand Ukrainian economic migrants already residing in the country. A substantial proportion of these refugees, primarily mothers with children, swiftly integrated into the Polish educational system, with some children commencing schooling within a week of their arrival. This influx significantly diversified the then predominantly monolingual landscape of Polish schools. Given the uniqueness of this situation and the fact that Poland has historically remained mono-national and monolingual for decades, Polish teachers suffered from a lack of preparedness, resources and expertise to effectively navigate their teaching practices in multilingual classes. To understand the specificity of this situation, taking especially into account the perspective of educators, we have designed a qualitative study drawing on focus group and individual interview reports. We were particularly interested in determining how teachers' agency was activated in times of crisis. The findings reveal how the newly-emerging linguistic and cultural heterogeneity is perceived by teachers, how it is manifested in school and home environments, and the extent to which possibilities for synergies exist between the two. The findings also highlight the fact that, despite teachers' inexperience and unpreparedness for the new educational context, they instantly responded to the challenges that emerged. This can be exemplified by teachers' collaboration in material design as well as the willingness to participate in courses sensitizing to migrant students' needs (e.g., linguistic, educational, or emotional ones).

Some good news for the school: the levelling effect of the EFL class in FL vocabulary production and FL categorization of autochthonous learners and heritage speaker learners

Abstract Several researchers have drawn attention to the educational challenge posed by multilingual classes where students from different linguistic backgrounds coexist. Current institutional initiatives in Europe, but also elsewhere, advocate for the maintenance and promotion of multilingual and multicultural diversity within both monolingual and multilingual classrooms. In this study located in Spain, we were interested in exploring the English as a Foreign Language (EFL) vocabulary production and FL categorization of a group of heritage bilinguals in comparison with their mainstream monolingual peers. Results from a categorization task revealed that on most measures taken, heritage bilinguals, despite being a more heterogenous group, performed similarly in terms of vocabulary production in general, and as compared against the framework of a standard pre-B1 Cambridge vocabulary list, FL categorization, and typicality structures. The levelling effect of the EFL class is claimed to be accountable for this lack of differences. Furthermore, we dare speculate the generalization of CLIL could play in favour of more inclusive classes where immigrant learners are not left behind and can realise their potential to the fullest.

The Relevance of Chitonga as a Regional Language of Instruction in the Multilingual Schools of Livingstone Urban in Southern Province of Zambia

The purpose of the study was to find out the relevance of Chitonga as a regional language of instruction from Grade 1 to 4 in multilingual schools of Livingstone. The study objectives were, to assess how teachers are teaching literacy to grade 1 to grade 4 using Chitonga in the multilingual classes of Livingstone and to establish the pedagogical challenges teachers face on the use of Chitonga as a language of instruction in Livingstone. The study used a phenomenological design on the population of Livingstone District. Data was collected using interview guide and classroom observation guide from three primary schools and sixteen (16) participants who included three (3) head teachers, twelve (12) grade 1 to 4 teachers (four (4) from each selected school) and one (1) official from the district education board. The findings revealed that teachers in Livingstone multilingual schools taught Literacy in Chitonga through translanguaging practices like translation and code switching. They also used flash cards, syllabic cards and talking walls. The findings also indicated that Chitonga was not the language of play in multilingual primary classrooms of Livingstone. It was also revealed that there were differences between the Chitonga spoken in Livingstone District and the one used in schools and books. Both teachers and pupils were not proficient in the standard Chitonga. The study concluded that Chitonga despite being the regional language, it was not relevant to the urban primary school learner of Livingstone town because the classrooms were multilingual hence translanguaging practices were used extensively. In the view of the findings, the study recommended that there should be training for primary teachers to teach in multilingual classrooms and schools need to buy more teaching and learning materials in Chitonga for primary schools to help teachers in multilingual classes.

The Relevance of Chitonga as a Regional Language of Instruction in the Multilingual Schools of Livingstone Urban in Southern Province of Zambia

The purpose of the study was to find out the relevance of Chitonga as a regional language of instruction from Grade 1 to 4 in multilingual schools of Livingstone. The study objectives were, to assess how teachers are teaching literacy to grade 1 to grade 4 using Chitonga in the multilingual classes of Livingstone and to establish the pedagogical challenges teachers face on the use of Chitonga as a language of instruction in Livingstone. The study used a phenomenological design on the population of Livingstone District. Data was collected using interview guide and classroom observation guide from three primary schools and sixteen (16) participants who included three (3) head teachers, twelve (12) grade 1 to 4 teachers (four (4) from each selected school) and one (1) official from the district education board. The findings revealed that teachers in Livingstone multilingual schools taught Literacy in Chitonga through translanguaging practices like translation and code switching. They also used flash cards, syllabic cards and talking walls. The findings also indicated that Chitonga was not the language of play in multilingual primary classrooms of Livingstone. It was also revealed that there were differences between the Chitonga spoken in Livingstone District and the one used in schools and books. Both teachers and pupils were not proficient in the standard Chitonga. The study concluded that Chitonga despite being the regional language, it was not relevant to the urban primary school learner of Livingstone town because the classrooms were multilingual hence translanguaging practices were used extensively. In the view of the findings, the study recommended that there should be training for primary teachers to teach in multilingual classrooms and schools need to buy more teaching and learning materials in Chitonga for primary schools to help teachers in multilingual classes.

Translanguaging in today’s multilingual classes – Students’ perspectives of classroom management and classroom climate

Although several approaches for addressing students’ multilingualism have been proposed, their implementation in class has often been challenged, with classroom-related concerns voiced over key dimensions of teaching quality. This study investigates the relationship between a teaching unit including translanguaging and students’ perceptions of teaching quality in multilingual elementary school classes in Germany. Using data from an intervention study involving 48 classes and 865 students, the results provide empirical evidence to allay concerns over implementing translanguaging in multilingual classrooms, enhancing the understanding of the connection between translanguaging and teaching quality.

Using a functional multilingualism framework and online learning to develop professional repertoires and racial literacy for trainee mathematics teachers in London, England

ABSTRACT This article is a narrative case study of language provision for trainee mathematics teachers on a one-year initial teacher training course: a Postgraduate Certificate in Education in London, England. It draws on Heugh’s (2018) (Conclusion: Multilingualism, Diversity and Equitable Learning: Towards crossing the ‘Abyss’. in The Multilingual Edge of Education 2018 (pp 341-367) Palgrave MacMillan) description of Functional Multilingualism; Muscovitch’s (2015) Academic Literacy in Mathematics for English learners in The Journal of Mathematical Behaviour, 40, 43-62) to intertwine the development of professional language repertoires with the praxis of school mathematics pedagogy; and digital multimodal literacies to promote writing, professional language repertoires and critical language awareness. It models practices and tasks designed to improve outcomes in the Postgraduate Certificate in Education course and address the lack of confidence felt by trainee teachers when teaching multilingual classes. These develop safe spaces that allow for sharing of school practicum experiences and is a context for discussion of race literacy and other aspects of diversity and inclusion referred to in the Equalities Act (2010). Drawing on innovation over a four-year period (2017–2021) the case study provides a variety of starting points to develop consistency within the many initial teacher training routes leading to Qualified Teacher Status and for collaboration between schools and Higher Education Institutes during further two years of school-based training required in England before final recognition as a fully qualified teacher.

Teachers’ Beliefs About Multilingualism at Universities in North Macedonia

Abstract The purpose of this study was to explore teachers’ beliefs about multilingualism at universities in North Macedonia. Multilingualism as a concept is related to an individual’s ability to speak three or more languages. Given the educational and cultural globalization, multilingualism is crucial in many countries in the world. North Macedonia is an excellent example of multilingualism where different cultures live together and learn the languages of each other. At Universities across the country, teachers face different challenges while teaching multilingual classes. Linguistic competence in many local languages allows students to learn foreign languages easily and thus raises students’ global awareness and deepens knowledge about their future teaching career. The study analysed data collected from thirty EFL teachers from four different universities, Southeast European University, University of Tetova, Mother Teresa University and International Balkan University in North Macedonia. The research instrument used was the teacher survey which contained five domains: Teachers’ perspective on multilingualism; Students’ language learning knowledge; Language teacher collaboration; Learning materials, and other topics related to L2 learning and teaching. The study results revealed that teachers view multilingualism as a positive asset for the students, and they expressed that they have developed an approach which helps multilinguals to achieve their learning goals. One area which needs improvement is teacher collaboration, as they tend to collaborate regarding materials and textbooks, however, not willing to share their experience on teaching methods/strategies and challenges faced.

Des classes plurilingues « très ordinaires ». Une Recherche-Intervention-Formation à l’école maternelle en contexte urbain stéphanois

Dans cette contribution nous rendons compte d’une Recherche-Intervention-Formation dans une école maternelle de Saint-Étienne dont la majorité des élèves sont plurilingues. Nous nous demandons dans quelle mesure leurs compétences plurilingues peuvent être mises à profit pour les aider à enrichir leur compétence lexicale en français. Pour ce faire, un protocole expérimental qui combine un travail structuré sur le lexique avec des activités centrées sur les langues de la classe a été réalisé avec l’équipe enseignante. Notre recherche repose sur un double ancrage théorique : les travaux sur l’enseignement/apprentissage du lexique et sur la didactisation de la diversité linguistique des élèves en situation migratoire, comme leviers pour l’apprentissage du français.

The Effects of L1 Interference on the Occurrence of Code-Switching in the Algerian Context

The sociolinguistic phenomenon of Code-Switching (CS) was addressed in dramatically different academic contexts where English is spoken as a first language (L1) (i.e., inner circle), as a second language (i.e., outer circle), as well as where English is spoken as a foreign language (EFL) (i.e., expanding circle). Nevertheless, very few studies examined the issue of CS among undergraduate students in expanding circle countries such as Algeria. Basically, this study sought to find answers that would, firstly, help apprehend the overriding reason (s) that stimulate the occurrence of CS in the third year students' oral production, secondly, identify the communicative functions of English-Arabic CS in the students' class interaction, and thirdly, gauge its practicality and effectiveness in multilingual classes. Following a qualitative research approach, a case study design was adopted with a purposively (deliberately) chosen sample. Accordingly, data were collected by means of two tools of inquiry, namely observation and an unstructured questionnaire. The findings revealed that the underlying factor that prompted the occurrence of language-switching was the linguistic interference that germinated from the students' L1, among other subsidiary linguistic factors. Furthermore, it was found that CS grants its appliers the opportunity to reiterate what they exactly said in another way, to hold the floor and continue speaking for an extended period, and to insist on what was being communicated. Regarding CS technique, it was concluded that it might be considered as a productive and, simultaneously, a detrimental communication strategy to develop EFL students’ speaking competence. Finally, the findings of this study supported the initially formulated hypotheses, and, thus, reported positive results. .

MAKING USE OF MULTILINGUALISM AT SCHOOL: A PEDAGOGY OF TRANSLANGUAGING

The article discusses the pedagogy of Translanguaging - a new direction of work with multilingual students at schools in Western Europe and America. The purpose of this article is to introduce the reader into the peculiarities of working in multilingual classes within the framework of translingual pedagogy. The increased migration flows of recent years have extremely aggravated the problem of teaching migrant children at school. The pedagogy of translingualism allows us to systematically rely on the capabilities of the native language of students. With this approach, the background knowledge of multilingual students is activated, and the awareness of their identity positively affects both school activities and the development of cognitive abilities of all students studying in multilingual classes. Teaching multilingual students in the classroom requires a specially thought-out and worked-out methodology. This article discusses the application of methods of translingual pedagogy when working with vocabulary, morphology and syntax, in teaching reading and writing, as well as in group project work. The article is based on the study of scientific literature on the pedagogy of translingualism, observation of the work of teachers in multilingual classes in Sollentuna (Sweden), as well as on the examples of personal experience of working with Russian-speaking students in multilingual classes. The article provides several examples of how the use of translingual practices allows all students, regardless of their proficiency in the language of instruction, to express, explain and discuss their ideas, work on projects, create written texts and audiovisual presentations. The main emphasis is placed on group work, for the success of which both the teacher and the members of the study group must accept the fact that a multilingual student should be given the opportunity to use all their language resources to acquire new knowledge and skills. The role of the teacher in this case is to organize and direct this process so that it brings maximum benefit to all students.

Building accessibility to the disciplinary text: an inclusive resource in multilingual classes at the lower secondary school level

In this contribution, we present a reflection on the adaptation of the disciplinary text in lower secondary school explicitly linked to the theme of inclusion in the multilingual class. The adaptation of school texts, usually carried out by teachers as a response for migrant background learners and students with limited language skills who face difficulties in understanding school books, is reformulated to become a functional resource for inclusion that involves the whole class in the operations of facilitation and simplification of the text itself. The article aims to illustrate the strengths and weaknesses of the adaptation interventions of the disciplinary text in the context of plurilingual education. The perception of trainee teachers about the applicability of these interventions in an inclusive perspective in the multilingual class will then be presented and followed by some examples from the proposals developed by trainee teachers. In conclusion, future lines of actions will be envisaged aimed at raising awareness of inclusive language education in multilingual contexts.

Teaching grammar in context and multilingual environment

Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.

Teaching pronunciation: toward intelligibility and comprehensibility

Abstract Pronunciation is a common topic of interest in ELT but teachers may be unsure of what features of pronunciation to prioritise, especially in multilingual classes. While research calls for explicit pronunciation instruction that focuses on improving intelligibility and comprehensibility, implementation is still a challenge. This article presents pedagogical applications following the new CEFR descriptors for phonological control. We discuss a 40-hour pronunciation course for international ESL students from diverse L1s in a Canadian university. Pronunciation instruction was delivered through controlled speech practice and drama tasks for practice of extemporaneous speech. Students completed weekly audio recordings, received extensive feedback and completed self-reflections. Moreover, the teacher assessed pre- and post-course recordings to identify change over time. Results show that students developed awareness of pronunciation features that can contribute to more intelligible and comprehensible speech and that a listener’s lack of familiarity with speech diversity can play a role in how speech is perceived.

Gestures and the Spoken Language: A Crucial Semiotic and Symbiotic Relationship in Multilingual Mathematics Classes

This study’s focus was two-fold, first to look at forms of gestures teachers of multilingual mathematics classes use during teaching; and second to find out how teachers of multilingual mathematics classes utilize learners’ home language, language of learning and teaching and gestures to foster understanding in the teaching of mathematics. This qualitative case study is informed by the embodied cognition theory and social constructivism. Two purposively selected Grade 11 teachers were observed and video recorded while teaching trigonometry for a week in a multilingual policy environment. They were each interviewed for an hour. Results shows that iconic and deictic gestures were frequently used to link the teacher’s verbal language and the diagrams on the chalkboard or what was previously learnt, to ground cognition into the physical teaching and learning environment. Metaphoric gestures were less used while beat gestures were not used. Results also show that there exists an intricate semiotic and symbiotic relationship between gestures (bodily actions), and spoken language (in two or more languages in the same environment). In this paper, I conclude that in multilingual classes all forms of teacher gestures that indicate and refers to objects and locations in reality may help improve learning. Gestures and verbal languages complement each other, and should be used as resources for mediating and scaffolding teaching and learning.

English Medium of Instruction in Multilingual Science Classes: Teaching Science or Language?

English medium of instruction in multilingual science classes: teaching science or language? is an attempt to identify the effects, methods, and approaches of teaching science in English medium of instruction in Multilingual (ML) science classes. The article is prepared on the basis of in-depth interviews taken with science teachers who are teaching science in multilingual classes. Three science teachers are selected purposively from different three (English Medium Instructions) EMI schools of Kathmandu valley. After taking the interview it was transcribed, coded, and generated the theme. Based on the themes generated it was found that the EMI is important for teaching and learning but it is not everything. Similarly, it was found that the teaching of science is not similar to teaching the grammar structures, and always not possible to use English as a medium of making the concept clear of theoretical ideas of science.

‘It’s not from a textbook, it’s from your real life’

This paper sets out to investigate teachers as agents in Israel, comparing Israeli born teachers with those who had past immigration experiences, regarding their attitudes toward multilingual students, personal practical knowledge and classroom practices in this field. In this study, we applied linguistic ethnography to elicit attitudinal and personal information from 20 inservice teachers. We collected participants’ data via semistructured interviews and entered additional (e.g., nonverbal) information in a researcher’s journal. We performed discourse analysis and thematic analysis to identify significant themes and indicate contributors to teachers’ agency. Data indicated attitudinal differences between immigrant and Israeli-born teachers. Immigrant teachers were found to possess personal practical knowledge that originated in their past immigration experiences. Based on this, they were able to form personal connections with immigrant students and employ diverse techniques that improved their teaching in multilingual classes. This study proposes a model of immigrant teachers’ agency shaped by teachers’ attitudes toward multilingual students in interaction with their personal practical knowledge and expressed in their classroom practices and affective behaviours. The conclusions from the study may contribute to developing teacher-training and innovative teaching techniques.

Translation as a pedagogical tool in multilingual classes

AbstractWhile translation has recently had a comeback in language pedagogy, its applicability in classrooms with students from diverse linguistic backgrounds has been underexplored. In countries with increasing immigration and high intakes of international students, which is the case of Canada, language classrooms are intrinsically multilingual. This multilingual reality provides unique opportunities for students to use their linguistic repertoire while learning English – one of Canada’s official languages –, but teachers may be hesitant to use translation as a pedagogical tool if they do not speak the languages of their students. This paper reports on the results of a qualitative study with three teachers and 40 adult learners of English for Academic Purposes (EAP) in a Canadian university. All of the student participants had at least two languages in their repertoire, and 90% reported being plurilingual, that is, using several languages with varying levels of proficiency. With the exception of English, the language of instruction, the teachers did not share any of the languages spoken by the students. The study explored how the teachers used translation to engage students’ plurilingual repertoires and investigated students’ perceptions of translation practices. Data was gathered through student diaries and classroom observations. Results of deductive analyses show that translation, when used within a plurilingual approach, was helpful for making sense of English vocabulary. Moreover, students reported that translation across languages enhanced conceptual knowledge. The paper argues that translation as a process rather than an L2-L1 textual product can advance language learning in multilingual classes.

Improving learners’ comprehension skills in the early years through group discussion

ABSTRACT This article reports on the utilization of group discussion by teachers to improve the comprehension skills of learners in their multilingual classes. The study aimed to examine solutions to low comprehension skills among learners whose language of instruction differed from their home languages. The participants were teachers (n = 12) and learners (n = 134) from four purposively sampled primary schools. Data generation included non-participatory observations of comprehension lessons, interviews with teachers, and analyses of teachers’ lesson plans and learners’ workbooks. Data was analysed using thematic analysis. The findings indicate that some teachers employed peer tutoring and group work. Others utilized a quiz-bowl approach in comprehension lessons, which limited learners’ independent thinking in discussions. However, further analysis indicated that group discussions could be an asset if the teachers were trained to model and scaffold the art of asking questions. Future research should examine the longitudinal influence of the structured use of group discussions.

Storyboards as a Qualitative Method of Exploring Learners’ Experience With the Use of a Multilingual Support Strategy

Globally, learners in multilingual classrooms experience challenges, especially when the language of instruction is not their first language (L1). This results in language barriers to learning when monolingual language-education policies prevail in multilingual contexts. Translanguaging as a pedagogy has gained momentum and accepts the use of multiple languages to co-exist in multilingual classrooms. Over the last decade, accepting the use of multiple languages in multilingual classrooms and including learners’ L1 to enhance learning and provide support have been gaining momentum. This article reports on utilising storyboards to explore learners’ perspectives and emotions in a study that uses translanguaging as an intervention with Grades 5 and 6 learners in two schools in a South African township. The storyboard technique is a creative qualitative method to understand the subjective experiences of how children experience L1 in multilingual classes by expressing their emotions and feelings on individual personal storyboard paper. Translanguaging practices were introduced in the two schools to understand how it affects the teaching and learning in multilingual classrooms. We describe how the storyboards depicted positive emotions and views towards translanguaging by gaining a deeper understanding of how multilingual practices make learning a holistic experience for the learners involved. We provide information on the context of translanguaging and the methods implemented to include L1 and describe how the use of storyboards as data gathering tools positively portrayed the learners’ learning experiences. We propose that the use of storyboards as a creative qualitative method of expressing childrens views and emotions in multilingual classes enriched the themes elicited.

Factors Contributing Low English Language Literacy in Rural Primary Schools of Karachi, Pakistan

Education prepares individuals to contribute constructively in this globalised world. Apart from this, several factors make English learning essential as a part of the educational practice and receive particular importance. Unfortunately, Pakistan is still lagging in achieving English literacy, especially in rural areas. The present study aims to explore the challenges and to suggest solutions to improve English learning and teaching in rural primary schools of Karachi, Pakistan. By employing qualitative design, eighteen teachers (12 females and 6 males) were selected through convenient sampling. Data were collected through semi-structured interviews and classroom observations. All the interviews were analysed through thematic analysis technique and the views of teachers were confirmed by observing their classes for two days. The findings reveal that teachers and students encounter several obstacles that hinder them in acquiring effective English learning. These Include the weak background of English, lengthy course outline, limited resources, crowded and multilingual classes, shortage of English teachers, Lack of parents’ interest and inadequate teachers’ training. Accordingly, the study mainly suggests that language teachers should be equipped with necessary teaching resources along with continuous specialised training to meet the challenges.