Language learning and teaching in multilingual classrooms

Ana-Maria Stan, European Commission

RUTU ROUNDTABLEMULTILINGUAL EDUCATION FOR MIGRANT CHILDREN IN EUROPE6 NOVEMBER/ UTRECHT, THE NETHERLANDS

10:15-10:30 /

#RutuRT

Language teaching andlearning in multilingual classrooms

Ana-Maria Stan,European CommissionDG Education and Culture

Utrecht, 6 November 2015

Europese dag van de talen

DG EAC coordinates 2 types of activities:

Policy cooperation with Member

States

Action programmes

grant schemes

Council Conclusions May 2014 - Adopt and improve measures aimed at promoting

multilingualism and enhancing the quality and efficiency of language learning and teaching;

o - Develop measures to support children and adults with migrant backgrounds in learning the language(s) of the host country;

Key Action 1Learning mobility of individuals Key Action 2

Cooperation for innovation and the exchange of good practices

Key Action 3Support for policy reform

What are multilingual classrooms?

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THE CHALLENGE : THE SCALE AND EXTENT OF MULTILINGUAL CLASSROOMS

Multilingual classrooms are becoming increasingly commonplace in many EU countries.

The range of mother tongues of children is increasing, and has increased significantly more since 2009.

“Children punished for speaking Portuguese in kindergarten and “maisons relais”

Luxemburger Wort, Nov 2014• “Children are being

punished with detention and compulsory language lessons if they are caught speaking French in the playground of Sint-Pieterscollege, a primary school in a Flemish-speaking suburb of Brussels.”

• The Telegraph, Feb 2012

Language Teaching and Learning in Multilingual Classrooms

How schools and communities can help learners with different linguistic backgrounds strengthen their language skills in order to succeed better in school and life

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Method• 42 journal articles (academic)• 94 reports (research institutions, projects,

networks)• Practice examples from Europe and US

Literature Review

• Policy makers, researchers and practitioners taking part in three roundtable discussions

• Study visit (Köln) Round table discussions

• Consistent messages, build on the determinants of under-achievement

• Plenty of policy-orientated information drawing on practitioner experience

Strengths

• Relationship between policy measures and learning outcomes not always clear

• Some areas of each theme covered by practitioner experience but little research evidence

Weaknesses

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What makes a difference?

• ECEC• Assessment tools• Rapid immersion• Staff training

• Funding• Support for

school staff• Parental

engagement

• Pre-service training

• In-service support

• Classroom capacity building

• Formal• Informal• Cultural

awareness

Reception and

integrationAccess to the

curriculum

Teacher education

Developing mother tongue

Key conclusions• Schools need to:• - Take the mother tongue of every child into

account, support the development of children's individual multilingualism;

- This improves main language of instruction competences and other cognitive skills;

boosts self-confidence and strengthens identity.

Key conclusions

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Participation in early education and childcare (ECEC)

ECEC can have positive learning and progression outcomes for children without language of schooling:

Increased likelihood of attending higher level secondary school.

Improved literacy and numeracy.

Native children Children of migrants0%

10%20%30%40%50%60%70%80% 73%

51%60%

21%

Progression to higher level secondary schoolKindergarten attendees No kindergarten

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Developing mother tongue competences

Formal learning

• Learning mother tongues alongside language of instruction enhances competency in both.

Informal learning

• Enables children to gain recognition for these skills.

• Shows both languages are of equal value.

Developingcompetences

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Developing language development skills and cultural competences

Learning and development for teachers

Cultural competences

Skills for admission and

immersionLanguage

learning support

• MARILLE• FREPA

• Hamburg: Intercultural education for teachers

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Actions to take

Policy makers

• Establish a curriculum for second language learning and unbiased assessment tools (language simplification in assessment tests)

• Core funding for schools to provide support inside and outside of schools

• Learning & development support for teachers to work in multilingual classrooms

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Actions to take

Policy implementers

• Engage parents and teachers• Ensure rapid transition into

mainstream classes• Support mother tongue learning• Promote CLIL teaching approaches

European Commission

• Share evidence and good practice• Support research to develop

knowledge base

Ressources

• http://ec.europa.eu/languages/policy/learning-languages/multilingual-classrooms_en.htm

• European Language Label:• https://vimeo.com/74586810

• Comparons nos langues: www.youtube.com/watch?v=_ZlBiAoMTBo

• ECML: www.ecml.at

http://ec.europa.eu/erasmus-plus Erasmus+ National Agencies:http

://ec.europa.eu/programmes/erasmus-plus/tools/national-agencies/index_en.htm

School Education Gateway- for anyone involved in school education

Tools for Erasmus+:Catalogue of coursesPartner-findingMobility opportunities

Articles and examples of good practice

Discussion fora News and information on

events

eTwinning – the European online community for schools

Platform and tools for cooperation, projects, pedagogical use of ICT

Teachers' competence development

Professional network for teachers, school leaders and other staff

Partner finding, learning resources, project spaces