Roundtable. Language Education Policy, Refugee and Migrant Children in Classrooms, Implications for Europe (Session in French)
José Aguilar, University of Paris 3, Sorbonne Nouvelle
Within the context of multi-generation immigration from former French and Spanish colonies, ongoing issues of racism vs. cultural integration and demographics, and the current heightened security state; refugee children face different challenges than their predecessor grandparents faced. Teachers have to balance regional, state, and European policies with the realities of the families and children they teach, crossing linguistic and cultural boundaries. Teachers can promote peace and understanding, or foster segregation, stereotypes, and violence. The students’ pedagogical needs, rather than being merely in a sanitized notion of language acquisition and cultural integration, are fostered by the classroom context created by the abilities of the teacher.
Roundtable. Experiences with L2 Immigrants - Projects in which inclusion and context become the key, as in Paulo Freire's work in Recife, looking at the literacies in the world as primary, and in the word as secondary Shirley Steinberg, University of Calgary, Canada and University of the West of Scotland, UK
Deep content-based learning places the emphasis on the quality of professional development within the accomplishment of projects. The roundtable offers new perspectives on educative practice, which target transdisciplinary aims. Critical, deep learning gives rise to a variety of outcomes that cannot always be fully anticipated. Therefore, deep and critical evaluation is open and focuses on creative work. Deep content-based learning places the emphasis on the quality of the acquisition process and proficiency development within the accomplishment of projects. The International Institute for Critical Pedagogy and Transformative Leadership is committed to a global community of transformative educators and community workers engaged in radical love, social justice, and the situating of power within social and cultural contexts.
Roundtable. Deep, Inclusive Approaches to Migrant Children Inclusion (Session in English)
Francois Victor Tochon, UW-Madison and Kristine Harrison, University of Puerto Rico-Rio Piedras
Second (or third or fourth) Language Acquisition is handicapped by paradoxes that prevent it from furthering its mission. Methods are often taught without epistemology, students tend to communicate without real-life, personalized contents. The understanding of students’ cultures and even the target culture is often sanitized and stereotyped. Teacher educators professionalize student teachers when neither rarely understand their own cultural identity, potential foreignness and otherness. At the same time, World Language Education faces many of the same paradoxes. The way to deal with these contradictions is to articulate new priorities and reconceptualize the fields as inescapable branches of learning for social justice and world peace.
Roundtable. Language Practices and Otherness (Session in French)
Stéphanie Fonvielle and Christina Romain, University of Aix-Marseille, Centre Norbert Elias - UMR 8562 EHESS, CNRS
The goal of the discussion is to examine how language practices build otherness. Here language practices is understood broadly in the sense of institutional interactions, written, oral and aural common practices in the verncular or the official language, etc. Otherness is what is other, different, distinct (TLFi). Examined from the viewpoint of language practices, the Other then relates to the locutor within a communication perspective, to the allophone locutor within the cultural dimension of speech. During the roundtable, we will examine forms of interventions that are not limited to the educative or school milieus, but could inform educational research through practices that pertain to other milieus such as the study of interactions with autist children, care givers, or language practices on the internet that may contribute to identity building processes, as in specific communicities such as gipsies. This discussion may serve as a threshold towards the June 2018 Conference of INLEPs in Marseille.
Table-ronde. Elèves nouvellement arrivés en France : la question des langues en question
Stéphanie Galligani (Paris 3), animatrice de la table-ronde, avec Claudine Nicolas (CASNAV) et Sofia Stratilaki (DILTEC, Paris 3) - Association for the Development of Bilingual and Plurilingual Teaching (ADEB)
La France, Etat-Nation de tradition monolingue peine encore à reconnaitre les répertoires plurilingues des élèves migrants ou réfugiés. Au travers de diverses études, enquêtes menées par les participants de la table-ronde (S. Galligani à partir de biographies langagières et C. Nicolas et S. Stratilaki sur les représentations identitaires et expériences socialisatrices plurielle des élèves allophones) discuteront de la manière dont les enfants construisent leurs identités dans des situations de contacts des langues et des cultures, sur les attitudes qui favorisent la valorisation du plurilinguisme et l'impact de ces représentations positives sur les compétences plurilingues chez les enfants.
Table-ronde. Elèves allophones en France : obstacles / leviers institutionnels et didactique actuels
Nathalie Auger (Montpellier III), animatrice de la table-ronde, avec Maryse Adam-Maillet (Académie de Besançon) et Nathalie Thamin (Bourgogne Franche-Comté) - Association for the Development of Bilingual and Plurilingual Teaching (ADEB)
Cette table ronde traitera de la dimension sociale, politique et didactique de la scolarisation des élèves allophones en France à la lumière d'analyses de textes officiels variés et d'enquêtes sur les pratiques enseignantes, les représentations du bi-plurilinguisme (par les enfants, les parents et l'institution) et de propositions de travail en cours (coopération entre enseignants d'UPE2A et de classes ordinaires, formation des enseignants, valorisation du plurilinguisme des enfants et de leur famille, médiations langagières et culturelles, projets internationaux). Cette table-ronde s’appuiera sur des exemples concrets à porter à la discussion et permettra de faire le point sur les obstacles actuels, sociaux, institutionnels et didactiques de la scolarisation et de la réussite des élèves allophones en France et d'amorcer une réflexion sur les leviers envisagés et envisageables.
La diversité socioculturelle dans une perspective inclusive: enjeux de reconnaissance et de visibilité. Corina Borri-Anadon, UQTR, Stéphanie Bauer, HEP-VD, Moira Laffranchini Ngoenha, HEP-VD
À l’heure de penser l’école inclusive comme étant l’école pour tous, la valorisation de la diversité socioculturelle des élèves peut permettre de répondre aux défis de l’équité et de la justice sociale. Aujourd’hui, il apparaît essentiel d’interroger les liens entre diversité socioculturelle et inclusion dans l’espace scolaire. Cette table-ronde s’intéresse à l’articulation entre les marqueurs ethnoculturels, de genre, sociaux et du handicap dans une perspective inclusive. Les chercheurs s’intéressent aux rapports entre les marqueurs et plus particulièrement aux enjeux de reconnaissance et de visibilité du marqueur “culturel” parmi ces derniers: sous/surreprésentation des élèves issus de l’immigration ou de minorités racisées dans les populations de l’adaptation scolaire/l’éducation spécialisée; dimensions identitaires et construites des appartenances ou d’autres intersections culture-handicap.
Roundtable on Australia (1). Refugee and Migrant Children in Schools (Session in English)
Shirley O’Neill, University of Southern Queensland (with Anthony J. Liddicoat, University of Warwick, UK)
Australia as a multicultural society implements languages education policy across all education sectors. Although provisions are made for the teaching of a wide range of languages, since school communities include significant linguistic and culturally diverse student populations the teaching of English as an added language or dialect (EAL/D) is a priority for school success. While various models are in use to support EAL/D students’ ability to fully engage with learning in mainstream classrooms where English is the language of instruction, this research showcases one school’s schoolwide approach in the context of refugee children from over forty language backgrounds of whom almost all began with no English at all. The research showed significant gains in children’s reading and numeracy over three years and identified the importance of teaching ‘the language of learning’ and the inclusion of parents and children in pedagogical reform.
Roundtable on Australia (2). Inclusion and immigrant languages in language education policy in South Australia (Session in English)
Anthony J. Liddicoat, University of Warwick, UK (with Shirley O’Neill, University of Southern Queensland)
In Australia, explicit language education policy was largely a development of the 1980s and largely grew out of the adoption of multiculturalism as the official response to the presence of increasing linguistic and cultural diversity. One of the main objectives of language education policy at the time was to promote language maintenance by ensuring that immigrant languages were included in school curricula. At the same time, there was a growing sense in Australia that language education was problematic and that participation in language learning by all Australia, especially those who spoke English as a first language, was insufficient. These two issues, inclusion and expanding language learning shaped much policy development in the 1980s. This presentation will examine a particular program of the South Australian government, the First Language Maintenance and Development program that emerged in the 1980s and has continued in existence until the present. It will examine the ways that discourses of inclusion of immigrant minorities and discourses of participation for the dominant majority shaped the development of this policy and how inclusion of immigrant languages came to be marginalised within the state’s language policy.