Naghmeh Babaee PhD Candidate in Second Language Education University of Manitoba, Canada
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Transcript of Naghmeh Babaee PhD Candidate in Second Language Education University of Manitoba, Canada
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Minority Language Rights in Canadian Provincial
Schools: Implications for Policy makers and Teachers
Naghmeh BabaeePhD Candidate in Second Language
Education
University of Manitoba, Canada
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Outline
Background Two questions to think about The historical, sociopolitical and
educational contexts in Canada Minority language rights challenges in
Canada Discussion
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Background
The widespread use of English (Crystal, 2004)
› 400 million: English as a First Language› 400 million: English as a Second
Language › 600 million: English as a Foreign
Language
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Two questions
What are potential impacts of the widespread use of English on other languages › all over the world? › Within a bilingual/multilingual
context such as Canada?
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In a bilingual or multilingual context, should immigrant children maintain their heritage languages, that is, continue using their first languages? Why/Why not?
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Potential impacts of the widespread use of English:
Linguistic imperialism (Phillipson, 2009) Language rights violation : violating
“rules that public institutions adopt with respect to language use in a variety of different domains” (Arzoz, 2007, p. 4).
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› Implications of language rights (Phillipson, Ranuut & Skutnabb-Kangas, 1995): Mother tongue medium instruction (MTMI) Learning at least one official language, as
well
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Linguistic minority=immigrant=ESL students
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The Importance of Heritage Language Maintenance
Personal (Babaee, 2010a) Social (Wong Fillmore, 2001) Cognitive (Cummins, 2001)
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The Historical Context in Canada
Immigration to Canada: Late 16th century
The total population in 2006: 31,241,030
Speaking a language other than English or French as a first language: 6,147,840 (almost one fifth of the total population)
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Immigration: linguistic diversity Many immigrants: struggling with
heritage language maintenance (for example, Kouritzin, 1999)
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The Sociopolitical Context
Family and first language (L1) community (Guardado, 2010; Guardado, 2002; Torres, 2006; Yu-Tung Carol, 2009)› L1 use at home (Guardado, 2010): Spanish
families in BC› the L1 community
Resources (Iqbal, 2005): Francophone mothers in BC
Size (Guardado, 2010): Spanish families in BC
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School
› Attitudes towards HLs (Sotto, cited in Xie, 2010, p. 31) Principals Staff Teachers Peers
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• Language policy The medium of instruction: an official
language (English or French) MTMI: Anglophone minorities in QB and
Francophone minorities outside QB (the Charter, 1982)
Other minorities: if a sufficient number of immigrants in a community seek MTMI
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The Educational Context
Submersion programs› English/French medium instruction
HL programming: › Bilingual programs (BC, AB, SK, MB)› HL courses (BC, AB, SK, MB, ON, QB, NS)
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Minority Language Rights Challenges in Canada
Vague policy: “sufficient” number of immigrants seeking MTMI
Bilingual programs: limited to certain provinces and heritage languages› Iranian immigrants in BC: No Farsi/English
bilingual programs, no Farsi as a heritage language courses
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Potentially insufficient instructional time in heritage language programs, for example, two and a half hour per week in ON› An objective of HL education: developing
communicative competence
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Suggestions
For policy makers › Extending HL instructional time
Especially those outside school hours
› Bilingual programs in other HLs
› HL courses in other HL languages
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› Informing community members of the possibility of HL education at public schools
› Partnership with L1 communities: Offering HL courses in L1 communities, taking credits
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for Teachers
› Creating a supportive atmosphere in the classroom
› Facilitating collaborative and cooperative learning opportunities in the classroom (pair/group work)
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› Inviting community members to their classrooms
› Asking students to relate subject areas to their ethnic backgrounds, comparing and contrasting with peers
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Communicative skills: › Translation (words and short stories)› Functions e.g. greetings in first languages
(English and HLs)› Guessing games e.g. talking in a HL and
acting out› Posters in all students’ L1s (English and
HLs) on the walls› Drawing attention to prefixes, roots,
suffixes in English and asking for equivalents in HLs
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The academic proficiency › Translating terms (for example, The
Internet, bilingual dictionaries)› Additional resources (for example, books,
websites)› Simplified instructions
Pictures Simplified language Additional explanation
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• Modified assignments– Recognition, rather than, production
• Modified assessment
– Multiple choice, rather than essay type, format
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These strategies tend to › communicate the message to
immigrant students that their HLs are recognized, valued and used at school, and that using these languages could facilitate the learning of English.
› include a variety of HLs, not simply specific ones.
› communicate the message to English-speaking students that HLs must be recognized and respected in the classroom.
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Discussion
Other suggestions for protecting language rights in Canada?
Your own context: › Are minority language rights protected or
violated? How?› Any suggestions?
Other relevant issues