This month we published Language Learning and Teaching in a Multilingual World by Marie-Françoise Narcy-Combes, Jean-Paul Narcy-Combes, Julie McAllister, Malory Leclère and Grégory Miras. In this post the authors give us some advice for teaching multilingual learners.
Teaching a language or content in a multilingual classroom (or any type of learning environment, such as telecollaboration or distance learning) is becoming the norm as well as a challenge faced by more and more teachers. But it is also an asset, as learners have opportunities to communicate with peers of different origins, cultures and backgrounds and thus develop tolerance and respect for others. To maximise the benefits of these opportunities while minimising the potential threats, here are a few tips to consider:
- Take each learner as he/she is, as a unique, complex and multifaceted individual who brings their knowledge, skills and cultural understandings to the learning situation. A one-size-fits-all approach is likely to prove ineffective in a multilingual environment (and in other environments too).
- As a teacher, always be kind and supportive and learn why you should be.
- Value (and use) all the languages of each learner in the classroom equally. No language should be ruled out.
- Propose clear and realistic learning goals and ensure that learners understand them. To that effect, use the language resources available (virtual or physical).
- Adapt the work to the needs which emerge as the project moves forward instead of following a predefined sequence. However, never lose sight of the initial goal: it can be reached in many different ways.
- Propose meaningful tasks that are connected to the world outside school. By doing so, the learners will get involved in the activities, which in turn will foster learning.
- Arrange for the learners to communicate and interact in the target language with people from other countries, as a meaningful way to use and practise the language they need for their schooling.
- Identify all the tools that can be made available to students to help them become independent language learners and users. A teacher does not have all the solutions, but learners can be resourceful and incredibly helpful when trusted. Resources can be available in the learners’ original language and connected to their culture.
- Encourage peer collaboration and interaction: see number 7. Interaction helps students make meaning and learners’ explanations are often more understandable to their peers than the teacher’s. In a multilingual class, learners who have the same original language could work together.
- Work to foster learner creativity and engagement by providing stimulating learning environments.
Marie-Françoise Narcy-Combes, University of Nantes
Jean-Paul Narcy-Combes, University of Paris 3 Sorbonne-Nouvelle
Julie McAllister, University of Nantes
Gregory Miras, University of Rouen
Malory Leclère, University of Paris 3 Sorbonne-Nouvelle
Contacts
julie.mcallister1@univ-nantes.fr
For more information about the book please see our website.
If you found this interesting, you might also like The Multilingual Reality by Ajit K. Mohanty.
Channel View Publications and Multilingual Matters 