The duty invites you once again to the back roads of university life. A proposal that is both scholarly and intimate, to be picked up all summer long like a postcard. Today, we are looking at multilingualism in education.
What if your ability to speak multiple languages was useful for learning an additional language, but could also facilitate your learning in other areas?
Linguistic diversity raises many debates in Quebec, whether we are talking about language policies or the francization of people from immigrant backgrounds. However, it is estimated that more than half of the world’s population is now multilingual, meaning that more than one person in two speaks two or more languages. This linguistic plurality is increasingly reflected in Quebec society and, consequently, in educational circles.
In schools, colleges, universities and adult education, multilingualism is a growing issue that teachers must take into account, particularly to support the learning of French. This involves not only recognizing the value of relying on the languages already known by learners, but also deploying strategies to take advantage of this linguistic and cultural wealth.
And it is to support the implementation of such strategies in education that a series of resources entitled “Multilingualism in Education” is gradually being made available to them in open access.
What interests do we have in exploring the place of multilingualism in education, you might ask? Here are some avenues for reflection.
As a learner, and whatever discipline you are studying, it is by building on what you already know that you learn new things. In other words, it is the connection between new information and your previous knowledge that allows you to develop your new knowledge and skills.
It is precisely this mechanism that is called upon, among other things, by so-called multilingual or plural pedagogical approaches.
More concretely, by mobilizing your previous knowledge in a language that you already know, you facilitate the creation of bridges that will be useful in the construction of a new linguistic “system”. Transfers are a good example of this mechanism. This involves the application of traits or structures that are similar from one language to another. For example: conjugations, the morphology of words or the order in which they are organized in a sentence (syntax).
This principle applies to all dimensions of language: grammar, vocabulary, pronunciation, and even communication choices made according to situations or social interactions (example: the use of the formal “vous” in French and its equivalents in other languages, such as “Sie” in German or “lei” in Italian). By having greater language experience, multilingual people have an increased capacity to analyze and understand linguistic phenomena when they learn an additional language (what is called “metalinguistic skills”).
In addition, a number of studies have shown that multilingual people benefit from a valuable arsenal of skills for learning new things beyond languages. They often have a greater perspective on their acquisition process and are able to mobilize well-targeted strategies according to what they need to learn (called “metacognitive skills”). Speaking several languages is also associated with a more efficient working memory and more developed problem-solving skills. Their skills are therefore also transferable to academic disciplines.
It has also been established that valuing linguistic and cultural backgrounds in teaching activities – among young people as well as adults – has several pedagogical benefits. For example, by allowing learners to use the languages they know to explain a phenomenon they have just encountered in French, we promote a better understanding of the material to be assimilated, and therefore a more positive learning experience.
The recognition and use of their personal background reinforces the feeling of active participation in the class thanks to the valorization of their plural identities, which include their new knowledge and skills in French. Ultimately, it is the feeling of social belonging that is improved.
Last June, researchers and teachers met at Concordia University’s Espace 4 for two study days to discuss the different aspects of plurilingualism in education. Bringing together studies conducted with students, their families, students and plurilingual adults in different linguistic contexts, this meeting launched a series of research dissemination activities. The presentations given during these days are already available on the YouTube channel of Concordia University’s Espace 4.
Following this initial meeting, a podcast series will bring together research and education stakeholders working in various school and postsecondary contexts. It will address different dimensions of plurilingualism as well as concrete ideas and tools for teaching. The aim will be to highlight winning practices for taking into account and integrating plurilingualism, and to propose resources that can be used in different environments.
Episodes and associated resources will be available on the Concordia University Centre for the Study of Learning and Performance website. Stay tuned!