«Flerspråklighet som ressurs i engelskundervisningen» - forskningsperspektiver og didaktiske grep. Christian Carlsen, USN

Transkript

1 «Flerspråklighet som ressurs i engelskundervisningen» - forskningsperspektiver og didaktiske grep. Christian Carlsen, USN

2 KfK2 English 5-10

3 Background L06: en del av engelskfaget "dreier seg om hva det innebærer å lære et nytt språk, å lære det engelske språket, og å se sammenhenger mellom engelsk, morsmål og andre språk." (Utdanningsdirektoratet, 2013) Revised curriculum (2020): Elevene skal få innsikt i og utvikle forståelse for kulturelt og språklig mangfold både lokalt og globalt og bruke denne kompetansen i samhandling med andre Øke bevisstheten om flerspråklighet som ressurs (10. trinn) Utnytte flerspråklighet som ressurs (Vg)

4 The teacher s role Work with students attitudes towards multilingualism Encourage and facilitate activation of language skills in teaching English attitudes activation

5 Exercise 1 Make as much sense of the text and describe some strategies you used KfK2 English 5-10 From Dahm (2017)

6 KfK2 English 5-10

7 KfK2 English 5-10

8 What characterises multlilingual language learners? From view that language skills interfere with learning to view that they are essential resources Jim Cummins: Common underlying proficiency theory Multicompetence the linguistic ability of multilinguals to use various linguistic resources available to them Krukatz, A., Dahl, A., & Flogenfeldt, M. (2018)

9 The benefits of multilingualism: Better at seing connections between languages Better developed metalinguistic awareness More flexible approaches to make sense of unfamiliar language Better at seeing things from several perspectives Long-term advantages in professional life Krukatz, A., Dahl, A., & Flogenfeldt, M. (2018)

10 The situation in Norway The topic has so far received little attention in Norway (e.g. teacher training) 3/10 teachers in years 1-10 in Norw. have talked about the topic with students (Språkrådet, 2015) Only 5% of 176 English teachers in Norwegian primary and secondary school believe they are highly qualified to work in multilingual classrooms (Dahl and Krulatz, 2016) Multilingualism is rarely activated in English instruction in Norw. schools (Burner & Carlsen, 2017; Iversen, 2017)

11 HOW can language skills be activated? Chart students educational background and language competencies Talk about the value of language skills and multilingualism Encourage students to use languages skills actively (both L1 and L2) What ist the word for this in Arabic? Asks students to include L1 and L2 in vocab lists Language detective tasks Even though similarities between L2 and L3 may be confusing at times, comparison is by and large an advantage for learners

12 Textbooks for L3 learners in Norway KfK2 English 5-10

13 KfK2 English 5-10

14 KfK2 English 5-10

15 KfK2 English 5-10 Christian Carlsen, Bedre Skole nr. 2/2017:

16 Awareness and attitudes: Greetings from around the world

17 Awareness and attitudes: Family language trees

18 Awareness and attitudes: Language biographies

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20 Awareness and attitudes: The Language Expert KfK2 English 5-10

21 Awareness and attitudes: European language portfolio KfK2 English 5-10

22 Language awareness

23 Sources Burner, T., & Carlsen, C. (2017). English instruction in introductory classes in Norway. In Kverndokken, K., Askeland N., & Siljan, H. H. (eds.). Kvalitet og kreativitet i klasserommet - ulike perspektiver på undervisning (pp ). Bergen: Fagbokforlaget. Carlsen, C. Engelskundervisning i flerspråklige klasserom. Bedre skole 2017(3), Dahm, R. (2017). Can pluralistic approaches based upon unknown languages enhance learner engagement and lead to active social inclusion? International Review of Education, 63(4), Iversen, J. (2017). The Role of Minority Students L1 when Learning English. Nordic Journal of Modern Language Methodology 2017(5), Krukatz, A., Dahl, A., & Flogenfeldt, M. (2018). Enacting Multilingualism: From Research to Teaching Practice in the English Classroom. Cappelen Damm Akademisk. KfK2 English 5-10