Unit 4: Recognising diversity – towards inclusive, multilingual practices in secondary classrooms
Awareness and openness to linguistic plurality are part of global citizenship. But to develop an awareness and foster open-mindedness towards this plurality, it is important to learn more about what linguistic diversity can look like and how it can be sustained. The aims of this module are to help you to identify linguistic diversity outside and inside the classroom. The exercises not only aim to develop your knowledge and raise your awareness about languages but also enable you to identify power relations connected to language use. You will develop an up-to-date understanding of what linguistically inclusive education is and learn about different approaches to accommodate your pupils’ languages in the classroom.
As a teacher, I value linguistic and cultural diversity. As a teacher, I value my learners’ participation in classroom decisions and processes. As a teacher, I believe that all teaching should promote respect for all types of diversity. As a teacher, I am sensitive to my learners’ linguistic and cultural backgrounds.
Identify and promote actions to build an inclusive and linguistically accommodating school climate
As a teacher, I am open towards developing new skills in respect to global citizenship education and multilingual pedagogies. As a teacher, I want to actively work with my learners’ linguistic resources.
Implement linguistically inclusive practices
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Activity 1 – Warm up
to reflect on linguistic diversity at school
to raise awareness of how pupils’ languages can be included into school life
Suggested classroom instructional language (scaffolding)
Differentiation: group work guidelines for multiple languages students
Active-inquiry guidelines for teachers concerning how to organise students'- led discussions about being multilingual.
Culturally responsive teaching: A pedagogy that crosses disciplines and cultures to engage learners while respecting their cultural integrity. It accommodates the dynamic mix of race, ethnicity, class, gender, region, religion, and family that contributes to every student's cultural identity (Wlodkowsi & Ginsberg 1995).
Differentiation: Differentiating instruction may mean teaching the same material to all students using a variety of instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on the ability of each student (Resilient Educator).
Inclusive education: is commonly defined as teaching that engages students in learning which is meaningful, relevant and accessible to all. Inclusive education embraces the view that individual difference is a source of diversity, which can enrich the lives and learning of others (Hockings, 2010).
Linguistic diversity: This broad term describes the differences within and between languages, but it can also refer to the phenomenon of different languages being used in a given society (in different ways). In that sense, linguistic diversity can also be a goal of government policies.
Linguistic inclusion: Valuing all learners' home and second languages making sure they are not dominated by one mainstream language. Also see: Inclusive education and Linguistic repertoire.
Linguistic landscape: The investigation of displayed language in a particular space, generally through the analysis of advertisements, billboards, and other signs.
Linguistic repertoire: The set of skills and knowledge a person has of one or more languages, as well as their different varieties.
Minority language education: The education of a minority language, either as a subject or as a language of instruction.
Multilingual teaching practices: Activities that teachers can implement to increase their students' awareness and appreciation of language diversity and encourage them to use their knowledge of other languages and language learning experiences (Calafato 2021)
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