31 SES 07 A, Interventions for Multilingual Education: What Works in Including Home Languages in European Education
While the last decade has witnessed some improvement in the educational attainment of multilingual pupils across Europe, educational inequality remains a reality in many education systems (OECD, 2019). Some empirical studies actually show that many pupils from an ethnic minority background significantly underperform in all skills measured (reading-comprehension, mathematics, science). In fact, disadvantages are sometimes already measurable before children enter primary school, when their additional language skills are found to be less well developed than that of their monolingual peers (Scheele, 2010). By contrast, research suggests that the conceptual knowledge base in the home languages facilitates additional language learning (Verhoeven, 2007) and can also be transferred across languages (Cummins, 2000). However, in order to support young learners in benefiting from their home languages for learning, schools must have positive attitudes and pay explicit attention to pupils’ home languages (Cummins, 2008).
In order to address this challenge, interventions to promote multilingual education have recently been implemented in schools throughout Europe, with the aim of promoting language development and education attainment of multilingual pupils. Qualitative studies suggest that pupils who participate in programs promoting two languages acquire higher language skills in both languages when compared to children who attend mainstream education (Roth & Terhat, 2015; Duarte, 2011). Other studies involving multiple languages suggest that taking on a translanguaging (García, 2009) perspective or adopting a holistic approach in which all languages are included in instruction (Duarte & Günther-van der Meij, 2018; Cenoz & Gorter, 2011) enhance multilingual pupils’ participation in mainstream education and lead to fluid interaction practices in which existing language hierarchies are softened. For such interventions to be implemented, professionals must break with practices based on monolingual ideologies. Currently, however, the theoretical development of teaching approaches that use pupils’ multilingual competences is more advanced than empirical research on the implementation and effectiveness of such models (Herzog-Punzenberger, Le Pichon-Vorstman, & Siarova, 2017).
The main aim of this symposium is to explore the opportunities and challenges of interventions for multilingual education across European schools and analyse their influence on a number of aspects connected to language development, educational attainment, motivation, participation and well-being of pupils. The overarching research question for the current symposium is: what kind of multilingual approaches are currently developed and implemented across Europe and what is their effect on pupils as well as teachers and schools?
The symposium follows the path of education from early via primary to secondary education. First, Claudine Kirsch will present on multilingual practices in early education in Luxembourg and how professional development courses aim to provide educators with knowledge on multilingual practices. Second, Jasone Cenoz and Durk Gorter will present translanguaging approaches in primary education in the Basque Country. Third, Myrthe Coret-Bergstra, Mirjam Günther and Joana Duarte will focus on the effect of multilingual approaches in secondary education in the province of Fryslân (The Netherlands) on pupils’ and teachers’ attitudes and behavior towards multilingualism.
Cenoz, J., & Gorter, D. (2011). A holistic approach in multilingual education: Introduction. The Modern Language Journal, 95, 3, 339-343. Cummins, J. (2000). Language, power and pedagogy. Clevedon, England: Multilingual Matters. Duarte, J. (2011). Bilingual language proficiency. Münster: Waxmann. Duarte, J., & Günther-van der Meij, M. (2018). A holistic model for multilingualism in education. EuroAmerican Journal of Applied Linguistics and Languages, 5(2), 24-43. García, O., Johnson, S. I., & Seltzer, K. (2017). The translanguaging classroom: leveraging student bilingualism for learning. Carlson, Philadelphia. Herzog-Punzenberger, B., Le Pichon-Vorstman, E., & Siarova, H. (2017). Multilingual education in the light of diversity: Lessons learned. Luxembourg: European Union. Lengyel, D. (2017). Stichwort: Mehrsprachigkeitsforschung. Zeitschrift für Erziehungswissenschaft, 20(2), 153-174. OECD (2010), PISA 2009 Results: What Students Know and Can Do – Student Performance in Reading, Mathematics and Science. Roth, H.-J. & Terhart, H. (2015). Rucksack. Empirische Befunde und theoretische Einordnungen zu einem Elternbildungsprogramm für mehrsprachige Familien. Münster: Waxmann. Scheele, A. F. (2010). Home language and mono- and bilingual children’s emergent academic language: A longitudinal study of Dutch, Moroccan-Dutch, and Turkish-Dutch 3- to 6-year-olds. Enschede, Netherlands: Verhoeven, L. (2007). Early bilingualism, language transfer, and phonological awareness. Applied Psycholinguistics, 28(3), 425-439.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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