Language Education Policy Studies
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University of Paris 3 Sorbonne Nouvelle, France

SPRING 2017 CONFERENCE (PART 2) ON

LEP and the Perceived Identities of Immigrant Children

ROUND-TABLES (Paris)

May 22-24, 2017 INLEPS
ROUND-TABLES IN PARIS 3 SORBONNE NOUVELLE                     CALL FOR PAPERS PARIS

Roundtable.  Distance Across Languages: School Language and Inclusion (Session in French) 

Pierre Escudé (ESPE, University of Bordeaux), Jean-Claude Beacco at European Council, Daniel Coste (ENS, European Council) - Association for the Development of Bilingual and Plurilingual Teaching (ADEB)


Learning activities are based on the school’s official language, whatever the OCDE nation-state, as national languages prevail in school functioning. The extension of schooling to large masses of students including international and social migration creates a situation in which the school system must adapt to new realities, for example related to the hiatus between the languages spoken in the school and in the family, social, legal, sociolinguistic and methodological distance as the representation of what is to be valued may differ from milieu to milieu and may be in opposition to the representation of what schools should bring to the children.  Such polarity does help with learning achievement for children and groups of students that have a hard time to integrate in the school system at its various levels and are evaluated on performances that are the current focus of schooling rather than the child’s social and cultural and educational inclusion.


Roundtable.  Refugee and Migrant Children in Schools ( Session in Spanish)

Manuel Fernandez-Cruz, University of Granada; Jaime Usma Wilches, University of Antioquia, Colombia; Mariana Pacheco, University of Wisconsin-Madison, USA

Language education policies through teaching have a large influence in the processes of social inclusion – or exclusion, as well as in the cultural and social inclusion of individuals and groups. The policies developed in Spain in the four last decades in response to immigration, and especially the last decade, can be used as a discussion framework to consider how to implement “good practices” of inclusion through teaching language policies that foster the transitioning of students to the new school system. The discussion will be enlarged to other Hispanic contexts, as we examine the active role that teachers in schools and universities in Colombia are playing to make language policies more inclusive in a country where displacement and migration connected to decades or social conflict has affected millions of inhabitants.


Table-ronde. Linguistic idéologies and categorization processes of students from immigrant families as students with special needs Corina Borri-Anadon, University of Quebec in Trois-Rivieres 

À l’heure de penser l’école inclusive comme étant l’école pour tous, la prise en compte 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.  Depuis l’adoption de la Politique d’adaptation scolaire (Ministère de l'éducation du Québec [MEQ], 1999) et de la Charte de la langue française (loi 101), l’école québécoise francophone s’est résolument engagée à ouvrir ses portes à une population scolaire hétérogène et à répondre à ses besoins, tout aussi hétérogènes.

Or, selon Armand (2016), les acteurs de l’école québécoise interviennent à partir d’idéologies linguistiques, c’est-à-dire, à partir de « conceptions que les différents groupes élaborent sur les modalités de gestion de la diversité linguistique » (p. 176). À partir de trois projets de recherche empruntant une approche qualitative afin de documenter les pratiques des acteurs scolaires à l’égard des élèves issus de l’immigration considérés comme ayant des besoins particuliers, nous dégagerons la présence de ces idéologies dans le processus d’évaluation des besoins de ces élèves.


Table-ronde. Les langues dans les disciplines scolaires : enjeux didactiques et socioéducatifs pour une pédagogie de l’intégration  

Laurent Gajo (Université de Genève), animateur de la table-ronde, avec Sophie Babault (Université de Lille 3), Marisa Cavalli (ex-IRRE du Val d’Aoste) - Association for the Development of Bilingual and Plurilingual Teaching (ADEB)

Cette table ronde vise à réfléchir au rôle à la fois structurant et traversant de la langue dans le travail de toutes les disciplines scolaires. Structurant, car l’élaboration des savoirs se moule dans des formes linguistiques et discursives, variables selon les activités. Traversant, car toutes les disciplines sont concernées par la langue, même si des variations existent entre les sciences humaines, les sciences de la nature et les sciences de la matière. La pertinence de la langue dans la mise en place et la transmission des savoirs disciplinaires devient plus évidente dans des contextes d’enseignement bilingue, où la L2 (langue seconde ou étrangère) apporte une résistance qui invite à questionner les objets de savoir. Prendre conscience du lien entre langue et savoir ne permet pas seulement d’optimiser le travail de classe dans le sens d’une didactique intégrée, mais aussi d’identifier en quoi le manque de ressources langagières peut entrainer des déficits scolaires fondamentaux chez les élèves. Dans le cas particulier des élèves migrants, on se trouve face à une situation paradoxale : leur bilinguisme les place dans une posture favorable pour travailler l’épaisseur et la complexité des savoirs disciplinaires, alors que leurs limites au moins transitoires dans la langue de scolarisation peuvent a priori faire craindre un déficit dans leurs apprentissages. Un projet intégrateur de tous les élèves passe sans doute par une vision intégrative de toutes les ressources langagières.


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.



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