Language diversity in education : evolving from multilingual education to functional multilingual learning

This chapter argues that multilingual education is not the only way of responding to language diversity at school; indeed, the large number of home languages present in many schools means that it is impossible to implement traditional modes of bi- and multilingual education. We begin by distinguishing between the multilingualism of educational elites, which involves languages that enjoy a high degree of cultural prestige, and the multilingualism of children from immigrant homes, whose languages are often felt to have no educational value. We then consider the arguments advanced in favour of monolingual and multilingual educational models. Proponents of the monolingual model believe that children from immigrant backgrounds should be immersed in the language of schooling; home languages have no role to play at school because they are seen as obstacles to effective acquisition of the majority language. Proponents of bilingual models, on the other hand, argue that education partly in the pupil’s home language provides a more effective basis for learning the language of schooling than immersion, enhances pupils’ self-esteem, and helps to preserve immigrant languages. A review of empirical research shows that there is no knock-down argument in favour of one particular model of language education; clearly, no single model can possibly suit all contexts. We propose that there are three strategies for responding to linguistic diversity at school: a constructive language policy; raising language awareness; and facilitating functional multilingual learning. This last is conceptualised as an alternative to the binary opposition between monolingual and multilingual education: a new pedagogical approach that exploits children’s plurilingual repertoires as didactic capital for learning

Ouders aan boord van de Brede School: Brede School Ahoy!

Dit boekje is het vijfde in onze Brede Schoolreeks en zoomt in op hoe Brede Scholen een partnerschap met ouders kunnen aangaan. Brede Scholen zetten in op het maximaliseren van ontwikkelingskansen van kinderen en jongeren, ouders zijn daarbij belangrijke partners. Aan de hand van het referentiekader Brede School illustreren we met tal van praktijkvoorbeelden hoe Brede Scholen een partnerschap met ouders vorm kunnen geven. Als extra zijn enkele methodieken opgenomen die inspirerend kunnen werken om vergaderingen/overleg vorm te geven

Linguistic diversity and education : dynamic interactions between language education policies and teachers' beliefs : a qualitative study in secondary schools in Flanders (Belgium)

This article aims to deepen our understanding of the dynamic interaction between language ideologies, education policies and teacher beliefs about monolingualism. This study takes place in Flanders (Belgium), a region which is characterized by educational policies based on a strong monolingual ideology. The research design combines document analysis, regarding recent language policies in Flemish education, and in-depth interviewing of teachers in secondary education. The main objective of this study is to examine how language policies in education are reflected in teacher beliefs in schools in secondary education. We will look at the interaction between the monolingual policies explicated by the Flemish policy makers and the beliefs of secondary education teachers on home language and language use. Finally, we want to gain more insight in the explanatory schemes teachers use to rationalize their monolingual beliefs. In conclusion implications for policy makers are discussed

The Evaluation Of Community Schools: Unearthing Small Impacts On Children And Families

“A community school aims at ameliorating the broad development of all children and youngsters by supporting and/or creating a broad learning and living environment in which children and youngsters can gain a wide range of learning and living experiences. In order to achieve this goal, a broad network is established between organizations and authorities from the various sectors, that jointly shape and support the learning/living of children and youngsters.“(Joos & Ernalsteen, 2010; Joos, Ernalsteen, Lanssens, & Engels, 2006). Community schools invest in a broad living and learning environment in order to maximize opportunities for children and youngsters. The focus is not only what is going on at school, during school hours, but also on connecting different systems (family, neighborhood,…). This is considered critical in reducing and eliminating the achievement gap between children from different social backgrounds and in creating more opportunities for children. In Brussels, 28 community schools are funded by the Flemish Community Commission (Vlaamse Gemeenschapscommissie) and the Government of Flanders (Vlaamse Overheid). These schools are located mainly in deprived neighborhoods. As this policy started in 2012, the question about ‘impact’ of these community schools is raised by the funding government. In January 2015 this research project started. In this paper we will discuss the methodological options taken. Community schools operate in a complex social field. To analyze the impact, several aspects have to be taken into account. In our research we use theory driven evaluation, that starts from implicit and explicit assumptions of stakeholders about what action is required to ameliorate children’s opportunities (Chen, 2005) and a mixed method design. We will discuss the research process and choices with reference to evaluation research on community schools in the Netherlands (Kruiter, Fettelaar, Beekhoven, & e.a., 2013) and the United Kingdom (Cummings et al., 2007; Cummings, Dyson, & Todd, 2011)