Multilingual Tasks as a Springboard for Transversal Practice: Teachers' Decisions and Dilemmas in a "Functional Multilingual Learning" Approach

Autor/inn/en	Foster, Nell; Auger, Nathalie; Van Avermaet, Piet
Titel	Multilingual Tasks as a Springboard for Transversal Practice: Teachers' Decisions and Dilemmas in a "Functional Multilingual Learning" Approach
Quelle	In: Language and Education, 37 (2023) 1, S.22-38 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Foster, Nell) ORCID (Auger, Nathalie) ORCID (Van Avermaet, Piet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
DOI	10.1080/09500782.2021.1958835
Schlagwörter	Teaching Methods; Multilingualism; Concept Formation; Decision Making; French; Task Analysis; Scaffolding (Teaching Technique); Second Language Learning; Second Language Instruction; Foreign Countries; Language Usage; Native Language; Elementary School Teachers; Teacher Attitudes; Educational Objectives; Classroom Communication; Constructivism (Learning); Metalinguistics; Indo European Languages; Teacher Characteristics; Lesson Plans; Inclusion; Diversity; Belgium + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Concept learning; Begriffsbildung; Decision-making; Entscheidungsfindung; Französisch; Aufgabenanalyse; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Sprachgebrauch; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; Klassengespräch; Metalanguage; Metasprache; Indoeuropäisch; Lesson planning; Unterrichtsplanung; Inklusion; Belgien
Abstract	"Functional Multilingual Learning" ("FML") aims to leverage pupils' full language repertoire in a strategic and transversal way across the curriculum in order to enhance access to conceptual understanding and improve skills in the language of schooling. This linguistic-ethnographic study explores the pedagogical decisions of four teachers in a French-speaking primary school in Brussels, Belgium as they create 'meaningful multilingual tasks' for their linguistically diverse classrooms. Findings indicate that tasks serving symbolic and linguistic functions were the easiest for teachers to conceptualise, and that class-level learning objectives often took precedence over individual objectives. Multilingual scaffolding only occurred in classrooms already functioning extensively within a socio-constructivist paradigm and needed to be supported by a free classroom language policy to be the most effective. Whole-class tasks generated a new sense of linguistic capital but entailed a reframing of the notion of inclusion as they sometimes generated feelings of linguistic insecurity or resulted in limited participation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01