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“Watch me grow” appeared in the children’s home languages. Again, as in the “language flower” activity, dialogue was established with parents who had been sent a note by the teacher asking them to translate the phrase into their respective languages and to teach the child how to pronounce it. These and other such activities were put on display for parents who were invited to attend an intercultural morning at the end of the school year. This event further strengthened links with parents and was seen as another way of reinforcing the message that their languages and cultures were valued. One of the parents, of Indian origin, brought along children’s books written in his mother tongue and taught teachers, pupils and the other parents how to pronounce different words. The event brought language issues centre stage and prompted interesting discussions with parents about the languages they use at home and questions on their part about how they should be managing their children’s bilingualism. Conclusions This stage of the project had a number of outcomes. In the first instance, it sensitised teachers and pupils in the junior infants’ class to linguistic diversity and made the teachers involved in the project more consciously aware of the range of languages spoken in the classroom and how to deal more positively with the linguistic diversity of their pupils. Secondly, through the development and testing of different multilingual and languageawareness activities, teachers were exposed to some of the practical ways in which they can incorporate linguistic diversity into their classroom. At the end of the project they felt more confident and better equipped to deal with situations in which four or five languages were present in the classroom both in terms of resources available to them and the types of methodologies they could use. The third outcome which can be identified is that, through the project, a dialogue was created with parents, who became key players in the development and creation of the multilingual activities. The fourth important outcome of the project was the extended effect that it had on other teachers and classes within the school. Although the main focus of the project was on developing multilingual activities in the junior infants’ class, the project also had a positive effect on teachers from other classes. The first class teacher, for instance, adapted the “language flower” activity and used the different ways of saying “hello” to create a poster representing linguistic diversity in her own classroom. The topic of linguistic diversity also began to emerge in the staffroom and teachers shared ideas and views about multilingualism. The enthusiasm with which the first stage of the project was received has opened the way for the second phase of the project which will begin in October 2007 and will involve the piloting of multilingual 86
activities in other classrooms and moves towards the development of an overall school language policy. References ARMAND, F. et DAGENAIS, D. (2005), Langues en contexte d’immigration: éveiller au langage et à la diversité linguistique en milieu scolaire. Thèmes canadiens. Revue de l’Association des études canadiennes (Immigration and the intersections of diversity), pp. 46-49. BAKER, C. (2000), A parents and teachers guide to bilingualism, 2nd Edition, Clevedon, England: Multilingual Matters. CANDELIER, M. (ed.) (2003), L’éveil aux langues à l’école primaire – Evlang. Bilan d’une innovation européenne, Brussels: De Boeck. CUMMINS, J. (2000), Language, power, and pedagogy: Bilingual children in the crossfire, Clevedon, England: Multilingual Matters. CHOW, P. and CUMMINS, J. (2003), “Valuing Multilingual and Multicultural Approaches to Learning”, in Schecter, S. and Cummins, J. (eds), Multilingual Education in Practice: Using Diversity as a Resource, Heinemann: Portsmouth NH. SKUTNABB-KANGAS, T. (2000), Linguistic genocide in education – or worldwide diversity and human rights? Mahwah, NJ: Lawrence Erlbaum Associates. 87
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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
Page 38 and 39: Both of these, the broadly social a
Page 40 and 41: Second, because there are many mult
Page 42 and 43: Such work, addressing the cognitive
Page 44 and 45: stated that: “Children perceive a
Page 46 and 47: Practically, this would mean: wides
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Page 51 and 52: supporting those who speak them. On
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Page 59 and 60: interested in integrating the use o
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Page 63 and 64: distinct and separate competences
Page 65: Another project, GroupLead, looks i
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Page 71 and 72: Section 4: External experts’ cont
Page 73 and 74: one school. For small languages it
Page 75 and 76: the terms multilingual and multicul
Page 77: OTTERUP, T. (2004), “Sweden as mu
Page 80 and 81: in Gaeltacht areas in the Republic
Page 82 and 83: The objective here was to determine
Page 84 and 85: Finally, we hope that in exploring
Page 86 and 87: However, international evidence sho
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Page 93 and 94: The background of teachers First th
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Page 106 and 107: y the CEFR and incorporated a cross
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Page 115 and 116: Le contexte de l'enquête Le questi
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Page 119: CANDELIER, M. (2005), Cohésion soc
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Page 127 and 128: 19. Enhancing the effectiveness of
Page 129 and 130: comparison/contrast essays can serv
Page 131 and 132: Group Academic Reading pre-test res
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activities to the maximum, it is ne
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The tools chosen for the course wer
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Illustration 2. Screenshot of Flash
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References BUCKINGHAM SHUN, S., MAR
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placements abroad. Deficiencies in
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There are information pages under e
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CD-Rom: The final version of the CD
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23. Deux sites innovants pour l’a
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Results of the 2004-2007 programme
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on the ELP. CercleS is a partner in
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Such a changing world necessitates
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26. Language teaching in a multilin
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conferences, roundtables and worksh
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As a teacher trainer I am particula
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28. Language education in a multili
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Section 6: Preview of the 2008-2011
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Short description of the projects 1
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developing concepts of evaluation w
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30. Expected contributions of ECML
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enable teachers to help their pupil
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vision of an overall concept of lan
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Content and language education as a
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Content-based teaching + plurilingu
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The plurilingualism strand in the E
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well as through opportunities to ha
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attach particular importance to the
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Empirical Validation: check that th
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increased offer of languages at sec
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Section 7: Biographies of contribut
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De Renzis, Laura was born in Naples
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Marjut, Johansson is Professor at t
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Widlok, Beate studied Slavic and Ro
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Intercultural competence for profes
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Section 9: Projects of the third me
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Evaluation Continuity in language l
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Plurilingual education A framework
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Languages for social cohesion Langu
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