Multilingual Education Research Articles

Multilingual teaching and digital tools: the intersections of new media literacies and language learning

PurposeComputer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.Design/methodology/approachThis design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?FindingsThe authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.Originality/valueTeacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

Multilingualism in Kazakhstan�s education system: Implementation and challenges

Relevance. Kazakhstan�s linguistic landscape reflects its diverse cultural heritage and contemporary geopolitical position. As the country navigates economic development and global integration, the implementation of multilingual education becomes crucial for fostering national unity while preparing citizens for international engagement. Purpose. This purpose of the study is to analyze the effectiveness and challenges of multilingual education models in Kazakhstan�s educational institutions, from primary schools to universities. Methodology. The research employs a mixed-methods approach, combining sociological analysis, statistical data evaluation, and comparative studies of educational practices. Results. The study reveals that Kazakhstan has adopted various models for implementing trilingual education, including Content and Language Integrated Learning (CLIL). While 117 schools and 42 universities have implemented trilingual programs, significant challenges persist, particularly in teacher training and resource allocation. The language of instruction in higher education shows a predominance of Kazakh (63%) and Russian (34%), with English (3%) gaining traction. Conclusions. The implementation of multilingual education in Kazakhstan reflects a delicate balance between preserving national identity and fostering global integration. The study highlights the positive impact of multilingualism on individual development and societal progress. Keywords: educational policy; linguistic diversity; teacher training; cultural identity; trilingual education

Professional preparation of teachers to form foreign language culture as a condition of socialization of schoolchildren

Relevance. The relevance of the studied problem of the formation of foreign language culture in the process of teaching schoolchildren lies in the fact that a modern teacher should be competent in the issue of intercultural socialization, an integral part of which is the common culture of different groups of society, and their communication. Purpose. The purpose of the scientific article is to determine the approaches in the professional activities of teachers to the issue of foreign language culture, as an important tool in the social life of students. Methodology. Methods of comparison, analysis and synthesis, systematization, and generalization were used. Results. In a deep sense, the socialization of an individual is largely determined by the totality of his/her capabilities at the intercultural level for foreign language communication, which is an adequate and correct interaction with other nations and their different cultures. In modern conditions, teachers face the important task of educating students in the qualities necessary for their general socialization. Such qualities include the process of assimilation of both one�s own culture and a foreign one, the definition of one�s own norms and values, as well as an understanding of the values of others. Understanding a foreign language culture is not only a factor of socialization, but, firstly, an important component of self-education. Conclusions. The research concludes that effective teacher training in foreign language culture and intercultural communication is crucial for developing students' socialization skills and fostering multilingualism in education, particularly within the context of Kazakhstan's educational system. Keywords: educational process; communication; competence; multilingualism; personality

Хэл хүний бүтээл, соёл мөн

Multilingual education is one of the main factors of human competitiveness when economic, social and cultural competition among people increases in today's Globalized World where many nations coexist. It is extremely important for us Mongolians, who have a large territory but a small population and with powerful neighbors, to get an education in the world's major languages. Therefore, the author of this paper aimed to show the importance of optimally teaching Mongolian children from an early age the second and third languages, which are one of the main factors of the competitiveness of nations in the global environment.

Определение коэффициента билингвизма будущих учителей-предметников методом ассоциативного эксперимента

The paper describes the essence of the phenomenon of bilingualism, types of bilingualism, approaches to its quantitative assessment, as well as the results of an associative experiment aimed at determining the level of bilingualism of future teachers studying at Kazan Federal University on a bilingual basis using Russian and Tatar languages. The experiment involved 40 students – future mathematics teachers in the 2nd and 3rd years of study. The scientific novelty of the research lies in determining that the level of the academic component of bilingual communicative competence among future bilingual teachers is higher than the level of their general communicative competence. As a result, it was found that at this stage of the implementation of the multilingual education model at Kazan Federal University, most future subject teachers have formed the coordinate and the compound type of Tatar-Russian bilingualism both in the field of general communication and academic language in the sphere of mathematics on the topic “Function”.

Realizing linguistic rights through multilingual education policy and programming

Realizing linguistic rights through multilingual education policy and programming

Conceptualisations of multilingualism in early childhood teacher education: Ideological and implementational spaces in policy texts

This paper explores how multilingualism is conceptualised in teacher education policy texts and discuss the ideological and implementational spaces for multilingual pedagogy in teacher education. The main focus is Norwegian early childhood teacher education curricula, and the qualitative oriented content analysis of teacher education curricula documents follows three steps. The first step provides an overview of how the content in Norwegian early childhood teacher education is regulated compared to Sweden, Denmark, Finland and Iceland. The second step takes a historical perspective, examining how the conceptualisations of multilingualism in Norwegian ECTE have changed from 1971–2018. The third step involves a close reading of local course plans from 12 different Norwegian higher education institutions. Findings show how curriculum content in Norwegian early childhood teacher education related to multilingualism is far more regulated than in the other Nordic countries. The historical analysis reveals how the ideological and implementational spaces have changed over the years by defining multilingualism differently, and how the current national guidelines open the ideological and implementation spaces for multilingualism. Furthermore, the analysis of the 12 local teacher education programs illustrates how these open spaces are implemented in different ways, either in narrowing further the spaces or broadening the spaces. The discussion revolves around how these spaces require different kinds of competencies for both practitioners and teacher educators.

TEACHERS' PERSPECTIVES ON HOW EXPOSURE TO FOREIGN LANGUAGES AFFECTS YOUNG CHILDREN’S LANGUAGE DEVELOPMENT

To increase the quality of language education in Northern Cyprus, the number of schools that provide bilingual education (Turkish and English) at early ages and in the preschool period is increasing day by day. In this study, the opinions of preschool teachers were taken to describe the general situation of bilingual education in Northern Cyprus during the preschool period. Based on a qualitative study and an easily accessible case sampling, the research was conducted with 14 preschool teachers working in the Near East Preschool Institution, which provides bilingual education in the Nicosia district. In the research, the data were obtained through a semi-structured opinion form and analyzed by content analysis techniques. According to the research findings, although the preschool teachers stated that bilingual education positively affects language development, they also expressed that there were some negativities. As a result, although it has some limitations, it has been revealed that bilingual education contributes to the language development of preschool children and it is important for children to receive multilingual education from the moment they start preschool institutions, as in European Union countries.

Effectiveness of Lib-Rungog: Audiobook on the Listening Comprehension Skills of Grade 7 Learners: Basis for Intervention Program

This study investigates the impact of the Lib-RUNGOG Audiobook intervention on the listening comprehension skills of Grade 7 students. Employing a randomized pre-test post-test control group design, the study compares the performance of an experimental group exposed to the audiobook intervention with a control group utilizing traditional listening strategies. The research instruments include a Mother Tongue-Based Multilingual Education (MTB-MLE)-integrated audiobook, pre-test, and post-test items. Data analysis involves t-tests for independent and correlated samples, with a significance level of 0.05. The findings reveal a significant improvement in the experimental group's post-test scores, emphasizing the efficacy of the Lib-RUNGOG Audiobook intervention. In contrast, the control group employing conventional strategies shows no significant improvement. A comparison between the two groups suggests that, on average, the Lib-RUNGOG audiobook intervention yields higher post-test scores. However, the intervention group exhibits a greater variability in scores, emphasizing the need for nuanced understanding of individual responses. In conclusion, the Lib-RUNGOG Audiobook intervention demonstrates a substantial positive impact on reading comprehension skills. While both approaches were effective, the innovative audiobook intervention stands out in enhancing academic performance. The study recommends the integration of such interventions in educational settings, with a focus on individualized learning plans. Future research should explore the long-term effects and establish collaborations among teachers, parents, and researchers to optimize educational strategies, especially in the context of listening skills.

'Multilingualising' Language Education: A Teacher Training Programme for English as a 'Bridge Language' in Early Childhood Education

This article outlines a teacher training programme called: "English in the Kindergarten: Towards Multilingual Education", which was designed and implemented as a response to the introduction of English in Greek state preschools from 2021 onward. The programme aims to develop teachers' knowledge, skills, and attitudes for the introduction of the English language as a cross-linguistic and cross-cultural bridge and ultimately to promote multilingualism and inclusion in the class. It is theoretically grounded on a critical sociolinguistic approach toward languages in education, which valourises the children's entire linguistic repertoire and challenges 'parallel monolingualisms' that typify some initiatives in the field of early (foreign) language education. Classes are reimagined as spaces where learners and teachers engage with age-appropriate experiential and plurilingual practices, art-based learning, drama techniques, and puppetry. At the same time, pluralistic approaches and translanguaging are proposed to be used to leverage children's linguistic and cultural capitals as they engage with English in early language education, thus enhancing multilingual and intercultural awareness. After discussing the theoretical tenets of the program's design, an overview of its structure and sample activities is provided as well as extracts from participant teachers' output and data from its evaluation. The paper concludes with the implications of the programme and the perspective it advances.

‘When I see them - I think it’s me:’ multilingual teaching staff’s agency enactment in a linguistically and culturally diverse classroom

ABSTRACT Purpose This study aimed to explore why and how the teachers' personal funds of knowledge and identity are connected to their classroom beliefs, knowledge, and practices. Design/methodology/approach The study lasted one academic year (October 2021 - July 2022). We used multiple data sources, including semi-structured individual interviews and focused group discussions with the teaching staff, monthly classroom observations, a teacher's reflective journal, and documents. By applying the thematic analysis, we identified the following three themes: (1) Teachers' personal life experience as a basis for their language education policy; (2) Collective agency in enacting language education policy, and (3) Teachers as models of their funds of knowledge and identity. Findings We found that the teachers, as a collective, implemented linguistically and culturally responsive teaching on the concrete and symbolic levels. Their personal immigration history was a motivating force for establishing language education policy while working with immigrant children. Originality/value The significance of this study is in its provision of insights into the role of the life experience of multilingual, multicultural teaching staff in shaping language education policy. In addition, the study highlights a significant role of teachers as collective agents who model their funds of knowledge and identity and by doing so, empower young children.

Welcome to the first issue of 2024, and our 40th anniversary! I would like to thank all our reviewers, language editors and, of course, the authors for their hard work, particularly in finalizing the articles for publication. This issue centres around multilingual education and problems with the teaching and use of English. It includes submissions from Uganda and Ghana. As

Welcome to the first issue of 2024, and our 40th anniversary! I would like to thank all our reviewers, language editors and, of course, the authors for their hard work, particularly in finalizing the articles for publication. This issue centres around multilingual education and problems with the teaching and use of English. It includes submissions from Uganda and Ghana. As always, the problem is in using English as the language of learning and teaching, with predictable problems in meaning making. What is noticeable in all these articles is the importance of teacher education and training, particularly as far as the role of language in all aspects of schooling is concerned.

Multilingualism in Education: The Case of Foreign Language Teaching in China

Multilingualism in Education: The Case of Foreign Language Teaching in China

Study Abroad Programming in Writing Centers in Colombia and the USA: Lessons in Translanguaging, Decolonial Theory, and Programming

As a product of both Universidad del Norte and Purdue University engaging in a partnership around shared academic interests, academic study exchanges, and multilingual education, this case study reports on a grant-funded student exchange that used a translanguaging approach to explore how aspects of English and Spanish have an influence on tutor education around writing centers. The first section of the paper describes in detail the exchange program and its background, including how the student research projects consciously emphasized the way this partnership could foreground practical approaches to translanguaging informed by decoloniality views. The second section acknowledges that our project emphasized pragmatic needs and institutional goals but should have better embedded guidance and lessons from decolonial theory. The third section of the paper includes the lessons that complement both decolonial theory and translanguaging pedagogy in study abroad contexts and the programming intricacies of an academic exchange conditioned by institutionality and local contexts. The last section is a brief conclusion about the exchange program, its ideological impact on both universities, and the need for future collaboration to foreground decolonial insight on planning and proposals for cross-institutional projects, especially in the context of mentoring writers at the intersection of nationality and cultivation of voice, agency and rhetoric.

National Education Policy 2020 and Multilingualism in India

The National Education Policy (NEP) 2020 in India casts its attention on establishing the interconnection between languages and the medium of instruction for teaching and learning. The present essay is going to deal with the role of languages in NEP – 2020 and figure out its recommendations to be imparted in the areas of medium of instruction, classical languages, foreign languages, and Indian Sign Language. The article underlines the factors that can either be proved positive or not by a concern on how NEP revised language related proposals can be implemented now through a review of existing literature and policy documents. The study demonstrates the emphasis that this policy places on mother tongue-based multilingual education in the early pedagogical years. As well, it encourages the usage of English language and other languages. The NEP as a policy of the language seeks for celebration of the linguistic diversity of India, improved lecturing outcomes and equips the students with the necessary and requisite necessary to perform in the 21st century; eventuality calls for the logical problem solving that involves teacher training and resource development. The National Education Policy (NEP) 2020 of India is at the very core a paradigm shifts in the country's education framework with a focus placed in multilingualism promotion. This article delves into the NEP 2020 main details anchored in multilingualism, including the "3-language formula", the mother tongue as the medium of instruction, and the promotion of both classical and regional languages. The literature review focuses on the existing studies which are addressing the multilingual education’s advantages and drawbacks. A part of the discussion and analysis chapter will focus on possible both positive and negative influence of the NEP 2020 on India’s language diversity, education, and social coherence. The final section of the article re-emphasizes on the effectiveness of the implementation process and follow-up procedure to ensure that the multilingual approach under NEP 2020 will have successful outcomes.

Challenges and Developments in Multilingual Education in Indigenous Amazonian Communities of Peru

This paper investigates multilingual education challenges and developments in Indigenous Amazonian communities of Peru, focusing on language preservation and the integration of traditional knowledge. Addressing historical marginalization and current issues, such as linguistic diversity and cultural relevance, the study proposes community-centric approaches, collaboration with Indigenous leaders, and curriculum integration as solutions. Success stories in localized education programs showcase transformative community engagement. The integration of Indigenous knowledge is explored as a strategy for sustainable development. The study envisions a future where Indigenous languages thrive, and education becomes a conduit for cultural celebration and global connectivity.

Needs Analysis and Implications on Multilingual Education at Port Areas of Yunnan Province

Needs Analysis and Implications on Multilingual Education at Port Areas of Yunnan Province

Linguistic Diversity in Southeast Asia and Its Impact on Multilingual Education

Linguistic Diversity in Southeast Asia and Its Impact on Multilingual Education

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools

The Emergence of Multilingual Education in India: Issues Related to Media of Instruction in Border Areas of Telangana Schools