Multilingual Classes Research Articles

Promoting multimodal practices in multilingual classes of Italian in Canada and in Italy

Abstract This paper offers a qualitative analysis of the responses that 28 advanced learners of Italian in Canada and Italy contributed to a questionnaire asking them to interpret the meanings and functions of six Italian gestures, alone and in combination with dialogues. Participants were also asked to comment on their perception of body language in their L1 and in Italian. The purpose of the exercise was to expand L2 pedagogy towards multimodality, while at the same time accounting for learners’ multilingualism. We found that participants appreciated a multimodal approach to their Italian language learning experience. We also found that knowledge of languages typologically related to Italian (i.e. Romance languages) was no guarantee that our groups of multilinguals would be facilitated in the interpretation of L2 gesture forms and meanings. Rather, the presence of verbal language in dialogues, the form of gesture, and familiarity with the nonverbal characteristics of interactions in the target language, helped participants succeed in this multimodal activity.

Teaching English in Multilingual Contexts: Teachers' Perspectives

The national and international migration has made multilingualism a common phenomenon; Nepal is no exception. Nepal is regarded as a multilingual country where more than 129 languages are spoken. Despite multilingualism, English language has been taught from basic to advance levels of education as a core or optional subject. In this context, this article has investigated challenges faced by English teachers in teaching English in multilingual classes of Nepal. The article has also attempted to explore the strategies employed by teachers to deal with the challenges that they faced. To achieve these objectives, explanatory sequential mixed research design was used. Eighty basic level English language teachers from forty different (2 from each) schools of Kaski district were selected purposively. The data was collected through survey questionnaires, interview and classroom observation. The research showed that linguistic diversity, students classroom behavior and demotivation towards English, uncontextual and lengthy syllabus, lack of teachers' involvement in curriculum designing process and refresher courses programmes were the major challenges that the teachers have faced while teaching English. The research also indicated that the use of translation, use of increasing reading materials, managing rewards to the students, and repetition of the text were the major strategies that teachers employed to cope with the challenges in multilingual contexts. This implies that the policy makers, curriculum designers, and administrators should train the teachers to address these issues that are related to teaching English in a multilingual context like in Nepal.

Sinergitas Self-Regulated dan Kemandirian Belajar Terhadap Prestasi Belajar Bahasa Arab

<p>This study aims to reveal the synergy of the relationship between self-regulated learning and learning independence of Arabic learning achievement among students of Madrasah Aliyah Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year.</p><p>This research is a regression analysis research with quantitative approach. The population in this study were students of Class X Multilingual MA Muʹallimat Muhammadiyah Yogyakarta 2015/2016 academic year. The sampling technique is a purposive sampling technique that is 120 students in multilingual classes which are divided into 3 classes, namely classes C, D and E who settled in the dormitory. This was done with a variety of considerations including the ability of researchers in terms of objectives, energy and time. The method of data collection is done by using observations, questionnaires / questionnaires, and documentation. To test the reliability of the instrument, it uses a validity and reliability test. Data analysis was performed using SPSS version 22.00.</p><p>The results of this study state that there is a significant synergy between self-regulated learning and learning independence of the Arabic learning achievement of MA Muʹallimat Muhammadiyah Yogyakarta students. Self-regulated learning (X1) contributed 28.2%, the contribution of learning independence (X2) was 18.5% and the contribution of both together was 11.9% while the remaining 88.1% was influenced by other variables outside Research such as motivation, discipline, learning environment, methods, teaching style of teachers, supporting facilities and learning facilities. Of all the factors that support the success of learning achievement also requires strategies and persistent efforts in learning.</p><p> </p>

TEACHERS’ USE OF VERBAL LANGUAGE TO EVOKE VISUAL REPRESENTATIONS IN MULTILINGUAL MATHEMATICS CLASSES

Research into the importance of teachers’ use of verbal language in multilingual classes where teaching and learning is done in a language other than the learners’ first, is crucial. Such research aimed at improving multilingual learners’ access to conceptual understanding of mathematical concepts is becoming increasingly urgent. In this paper, we specifically report on a study that inter alia focused on how three purposively selected South African (Eastern Cape) Grade 11 multilingual mathematics teachers used learners’ first language, through code switching, to evoke visualizations for promoting conceptual understanding during the teaching of geometry and trigonometry. The study found that conceptual understanding was enhanced when teachers spoke in their learners’ first language using mostly everyday familiar words to evoke visualizations of some geometry and trigonometry concepts. Teachers also used isiXhosa terminology, the dominant language of the Eastern Cape Province in South Africa, to describe some mathematical constructs. A number of instances were noted in which teachers used pictorial illustrations from the learners’ environment when words or phrases were not immediately available to them, to promote conceptual teaching of mathematics. However, none of the strategies used were planned for; they were used spontaneously and on an ad hoc basis. We concluded that in multilingual mathematics classes, teachers should choose their verbal language carefully and purposefully to precisely demonstrate and make visible the intended mathematical ideas. Such use of verbal language is particularly important in situations where teachers cannot bring the actual or physical artefact of the mathematical idea to class. The underpinning theory that framed this paper was situated-sociocultural theory.

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Promoting Critical Thinking in Multilingual Mathematics Classes through Questioning

This study explores how teacher questioning was used to foster critical thinking in selected Grade 11 multilingual mathematics classes in the Eastern Cape Province. A mixed-method design was used to collect and analyse both qualitative and quantitative data through classroom observations and interviews of three purposively selected Grade 11 mathematics teachers during their teaching of trigonometry and analytical geometry. The study was guided by Bloom’s revised taxonomy. The study found that teachers in these multilingual classes used lower-order levels of questioning during teaching. Higher-order questions, which research has shown have the potential of promoting critical thinking, were infrequently used during teaching. The paper concludes that, while all the categories of Bloom’s taxonomy are important, the ones that are crucial in promoting critical and higher-order thinking required at Grade 11 were not adequately used. Suggestions for improving questioning in mathematics teaching are explored.

Say It in Your Language: Supporting Translanguaging in Multilingual Classes

AbstractEmergent bilingual students draw on their linguistic repertoires, moving fluidly between named languages and varieties to meet communicative ends. However, these translanguaging abilities are often not supported in English‐dominant school settings. The author proposes six design principles that educators can use to create instructional strategies that support emergent bilinguals’ translanguaging in the classroom. The author then describes an instructional activity that was created and implemented following the design principles. During this activity, second‐grade emergent bilingual students used tablets to record and share multilingual e‐books. As a result, not only were students’ translanguaging abilities supported, but students were also able to create bilingual written texts and develop strategies to effectively translate for one another.

South African Grade 9 Mathematics Teachers’ Views on the Teaching of Problem Solving

The South African curriculum emphasizes the teaching of problem solving in mathematics. However, little is known about South African teachers’ views on the teaching of mathematical problem solving (MPS). The purpose of this study was to establish Grade 9 South African teachers’ views, teaching strategies and the support required in their teaching of MPS. We worked with teachers who teach MPS to large, under-resourced and multilingual classes. Data for the study were collected using an open-ended questionnaire and classroom observations. The questionnaire sample consisted of 31 teachers from 20 schools in a district in Gauteng, South Africa. Data was analysed through grounded theory techniques and the findings indicate that overcrowded classes and learners’ problems with English as the language of learning and teaching compel teachers to retain strict ownership of the MPS process. The findings also uncovered that teachers’ adoption of the MPS as a step-by-step guided sense-making strategy is a response to learners’ perceived lack of mastery of basic algorithms. All participants in the study stated that they required support on the teaching of MPS that included practical demonstration of MPS pedagogy in the context of their classes where discipline is a challenge and learners are under-prepared, lack basic MPS skills and struggle with the language of learning and teaching.

RECONSIDERING THE ROLE OF LANGUAGE-IN-EDUCATION POLICIES IN MULTILINGUAL HIGHER EDUCATION CONTEXTS

As a result of transnational mobility of students and attempts to widen access to higher education, university campuses have become increasingly multilingual. Responses to this phenomenon have ranged from resistance (sticking to a local and established language) to wide-ranging attempts to become English-medium institutions. The fact that student populations can differ from one semester and one year to the next means that it becomes difficult to plan language-in-education strategies and practices. In the context of South African higher education, this paper argues that lecturers who teach multilingual classes cannot depend on policy makers to create circumstances in which deep learning will take place. It becomes necessary to think in terms of micro-planning (Baldauf 2006), or perhaps rather classroom strategies, to create spaces for multilingual learning.

Peer tutoring during language code-switching lectures as a teaching strategy in multilingual classes

Peer tutoring during language code-switching lectures as a teaching strategy in multilingual classes ABSTRACT Educators in higher education in South Africa often find that some African/Black first-year students may not fully comprehend concepts explained in English or have the fluency to express themselves clearly in academic tasks. The project investigated the benefits of code-switching to the students’ first languages by peer tutors. A descriptive design within a quantitative framework was selected and a questionnaire was designed as survey instrument. After each set of lectures students were divided into first language groups and a peer tutor summarised the lectures in the group’s first languages, followed by group discussions. After the module the students completed the questionnaire. The findings indicate that the students were in general positive about peer tutoring and that code-switching provided clarity, allowed participation, provided peer support, and imparted a feeling of being valued. It is concluded that the students’ first languages can be regarded as a resource to draw on in an English environment. KEYWORDS: Code-switching, multilingual classes, peer tutoring, student support, teaching strategy in higher education.

Daugiakalbystė – puiku, bet ar tai tikrai mano reikalas? Austrijos ir Vokietijos mokytojų požiūris į daugiakalbystės didaktiką

Over the past few years, a number of concepts and multilingual pedagogical approaches for all language subjects have been developed that can be summarized under the umbrella term multilingual didactics. These approaches focus on cross-lingual skills and integrated language learning. The need arose because the established didactical concepts assumed a linguistically homogeneous group of students (monolingual habitus), whilst today’s schools are marked by an astonishing and growing linguistic heterogeneity. In this article we present the results of our review of twelve empirical studies that deal with a number of questions concerning how language teachers in Germany and Austria feel about multilingual didactics, the effectiveness of their training, and how they implement it into their teaching. The findings show that language teachers in Austria and Germany advocate a multilingual pedagogical approach. Nevertheless, they treat their multilingual classes like homogeneous monolingual ones. This can be explained by a number of reasons, the most important ones being a lack of professional development and appropriate course books in this area. As a result, a significant number of language teachers do not consider multilingual didactics as part of their responsibility; consequently, students’ experiences as speakers/learners of multiple languages are not taken into account. Based on these key findings, we derive recommendations with regard to the professional development of language teachers, teaching and learning resources, further research, as well as recommendations for practitioners and stakeholders. DOI: http://dx.doi.org/10.7220/2335-2027.9.5

Focus on Italian Verbal Morphology in Multilingual Classes

This quasi‐experimental study investigated the effects of form‐focused instruction on Italian verbal morphology (first‐ and second‐person singular forms and third‐person plural forms of the present indicative) in a multilingual primary school in Italy. The 10‐hour instructional treatment was distributed over fifteen 40‐minute biweekly lessons in three intact Grade 2 classes comprising native and nonnative speakers of Italian. The instruction was designed to increase the saliency and frequency of the target forms while providing opportunities for oral production practice and corrective feedback. To measure the effects of instruction, 14 Chinese L1 students from the three classes comprised the experimental group, while a similar group of nine Chinese L1 students attending Grade 2 classes at the same school during the following year served as the comparison group. Both groups participated in oral elicitation tasks that served as pre‐ and posttests. A one‐way analysis of variance showed a strong treatment effect for the form‐focused instruction and qualitative analysis of the production data revealed developmental strategies specific to the experimental group.

LANGUAGE OF LEARNING AND TEACHING IN A MULTILINGUAL SCHOOL ENVIRONMENT: WHAT DO TEACHERS THINK?

ABSTRACTOne of the enduring problems of South African educational policy changes in the past 20 years is the fact that curricula, legislation and policies have changed radically while the staff complement has remained relatively stable. Despite a progressive national language policy, schools have increasingly introduced English as the sole language of learning and teaching (LoLT), preferably from the earliest grades. In all the debate about the ‘best’ language of learning and teaching, however, there seems to be a missing voice: that of the teacher. Using an analytical framework developed by Richard Baldauf, this study shows how a focus on micro level language planning activities is important for teacher development and language policy implementation. When debating language issues, particularly the language of learning and teaching, teachers do not have a big enough say or may not be fully aware of alternative models for multilingual classes. This study brings the teacher's voice to the language policy debate. The results show that teachers are keenly aware of the multilingual context and their views and decision-making processes reflect this awareness.

Assessing the Potential of Minority Ethnic Teachers from a Transnational Perspective—‘Multilingualism Is My Capital’

Germany is a country whose society is deeply affected by migration and transmigration. As a consequence, multilingualism is a social reality. In contrast to this, the education system sets the premise of the nation-state—one nation, one language—which is based on monolingualism. This has been called the ‘monolingual habitus’ of the German school system. This contradiction is becoming even clearer when set against today's increasingly transnational lifestyles. The German school system is supposed to offer multilingualism to its students. Minority ethnic teachers are seen in this context as beacons of hope, since they are invariably bilingual and have a positive attitude towards multilingualism. However, the opportunities for them to use their multilingualism in the school system are restricted. This article examines the case of a teacher, from a Spanish migrant background, and how she deals with multilingualism in multicultural and multilingual classes. The article aims to understand better how and to what extent she succeeds in providing alternatives to ‘the monolingual habitus’ of the German school system and what role her transnational perspective played in this.

Literacy education, reading engagement, and library use in multilingual classes

The topic of this paper is literacy education and reading engagement in multilingual classes. What facilitates reading engagement in the language of instruction in multilingual classes? In this paper, we analyze reading engagement in a literature-based literacy program in Norway (2007–2011). The design was a research and development project in which teachers, researchers, and librarians collaborated within literacy education. We present pedagogical interventions within the project and analyze subsequent reading engagement among the students, based on a survey. The survey documented that the overwhelming majority of students were engaged readers two years into the project, measured by the students’ amount and frequency of voluntary reading, their attitudes towards reading and library use. The findings indicate that reading engagement in the language of instruction among both first- and second-language learners was facilitated by literature-based literacy education, nonsegregated educational provisions and use of library resources. The study shows that literature-based literacy education may reduce possible negative effects of low socioeconomic status and linguistic minority background on reading engagement in the language of instruction. This requires literacy education, which gives students extensive access to books, voluntary reading of fiction and facts and sharing of literacy events and library use.

Active physiology learning in a diverse class: an analysis of medical student responses in terms of sex, home language, and self-reported test performance

The student body at the Nelson R. Mandela School of Medicine (NRMSM) is very diverse, representing many cultures, religions, and languages. Research has shown that weakness in English can impact student performance. Recent studies have also highlighted sex-based differences in students' learning and listening styles. These factors pose both challenges and opportunities for teachers of physiology. Student presentations were incorporated for a number of years into the traditional didactic second-year medical physiology curriculum at the NRMSM. Feedback obtained about the perceived benefits of these presentations for the learning of gastrointestinal and endocrine physiology included demographic data pertaining to students' sex, home language, and self-reported performance in tests. Analysis of the 50-item questionnaire responses, obtained over a 2-yr period, provided some interesting insights. Student responses to the items differed significantly in 27 of the 50 items in the questionnaire, based on sex alone (22%), sex and home language (7%), home language alone (37%), performance alone (26%), and performance and home language (7%). Our analyses of student perceptions support the findings of other studies and show that factors such as sex, home language, and student performance can play an important role in the way students are motivated to learn. In designing active learning strategies, academics need to take into account the potential influences that might affect student learning in diverse, multicultural, and multilingual classes.

TEACHER COLLABORATION AND TALK IN MULTILINGUAL CLASSROOMS

TEACHER COLLABORATION AND TALK IN MULTILINGUAL CLASSROOMS. Angela Creese. Clevedon, UK: Multilingual Matters, 2006. Pp. ix + 217. 49.95 paper.The roles of teachers and their collaboration in multilingual classes in three secondary schools in the United Kingdom are explored in this volume. It is an ethnographic study conducted inside the schools, based on observation and interviews. Creese provides a critical analysis of the relationship between language teachers and subject teachers. The insights of this work can be useful for many other multilingual schools in other contexts in which teachers work together in the same classroom and for schools with native language assistants or teachers for students with special needs who work in collaboration with subject teachers.

Teachers’ strategies of teaching primary school mathematics in a second language: A case of Botswana

This paper reports the results of a study of primary school mathematics teaching in northern Botswana in order to highlight the strategies teachers use in bi/multilingual classrooms. Questionnaire and interview data collection procedures were used. The findings, which are based on responses of randomly selected primary school teachers, confirmed that monolingual classes were fewer than bilingual and multilingual classes in those parts of Botswana. Furthermore, syllabus analysis confirmed the abstract nature of mathematical concepts. Teachers report to have devised strategies to overcome the difficulties imposed by this classroom situation.

Raising ‘Bilingual Awareness’ in Greek Primary Schools

This paper presents the results of a research project involving bilingual children in selected primary schools in Volos, Greece, focusing mainly on the findings that have led to the proposal of two class activities, with the aim of promoting ‘bilingual awareness’ in primary schools. The activities are the creation of ‘The bilingual portrait’ and the use of the children's book titled My First Book on Bilingualism, which was produced in order to help teachers in their efforts to raise awareness in relation to bilingualism in their multilingual classes. The research project in question took place during the school year 2002–2003, while co-operation with some of the teachers involved still continues, as the implementation of the research findings necessitates on-going efforts to turn theoretical issues on bilingualism into specific classroom activities. Both ‘The bilingual portrait’ and My First Book on Bilingualism, initiatives and practices suitable for first and second grade primary school children, provide an opportunity for teachers, children and parents alike to realise some of the important benefits of our multilingual Greek reality, both in and outside the school environment.

No Pain, No Gain: Student Playwriting as Critical Ethnographic Language Research

This paper discusses the possibilities of working with high school students as researchers of culture and language in their own school communities. It features a short ethnographic play by Timothy Chiu entitled No Pain, No Gain, which dramatizes the difficulty of preparing an oral presentation in a second language. Chiu's text was created in an ethnographic playwriting workshop that was designed to provide high school students with an opportunity to represent their own experiences of language learning. After presenting the play in its entirety, the author talks about some of the language learning issues it raises, and layers Chiu's grounded theoretical analysis with the sociological and linguistic analyses of Bourdieu (1982/1991), Lippi-Green (1997), and Norton (1995, 2000). This is followed by a discussion of the implications of Chiu's play for teachers working with multilingual classes. The article concludes with a discussion about how having students create and perform their own ethnographic texts is ‘useful’ to them (Smith, 1999) and thus assists language researchers in negotiating the politics of researching Other people's children.