Intercultural Education in the Post-Primary School - National Council ...

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new language when they want and need tocommunicate, when they are learning withtheir peers, when they are engaged in ageappropriateactivities and when learningnew information and new skills stimulatesthem. In some instances placing a newstudent with his/her peers may not suitthe student’s needs at this time, forexample when his/her peers are in anexamination class.SUPPORTING SECOND LANGUAGE LEARNING INTHE MAINSTREAM CLASSROOMIntroducing the newcomer student on entryinto the classIt is important when the student enters theclass for the first time that reference ismade to her or his language ability in apositive way. For example, he/she might beintroduced as Thierry who speaks Frenchfluently, has a little English and is learningIrish, rather than saying this that is Thierryand he doesn’t speak English or Irish.Many students who don’t speak thelanguage of instruction (i.e. Irish orEnglish) may speak a number of languagesfluently, and it is important that the factthat they do not speak the language ofinstruction is not seen as having languagedifficulties. Empathy for the student’ssituation can be developed through makingreference to the fact that most students arelearning either Irish or English as a secondlanguage and that it is not always easy toparticipate in a class that is not conductedthrough our first language. Other studentsshould be encouraged to be supportive oflanguage learners and to allow them timeto develop their second language skills,without making fun of them when theymake mistakes.Students can also be encouraged to activelysupport language learners, by being madeaware that they can help language learnersunderstand the language of the classroom.Students themselves may come up withsome great ideas as to how they cansupport their language-learning classmates,particularly if it is put in the context ofwhat would help them if they had to takepart in a geography class or maths classthrough a second language (for example,either English or Irish, as appropriate).The classroom as a language classroomTeachers are not only teachers ofgeography or maths, but they are alsolanguage teachers and their classrooms arelanguage classrooms.The most important thing the classroomteacher can do for the learner of a secondlanguage is to demonstrate a positiveattitude towards language and linguisticdiversity and communicate this to theother students in their class. Teachers whofind themselves in this situation for thefirst time, may find it very daunting and alittle overwhelming, but there are somesimple steps that the classroom teacher cantake to create a classroom environmentthat is supportive of the second languagelearner.Planned programme of supportStudents learning through a secondlanguage need a planned programme ofsupport on entry into the post-primaryschool. This will involve co-operativeplanning between subject teachers, thelanguage support teacher and the parents.The effectiveness of this language supportcan be maximised by giving priority tolanguage that will allow learners to accessthe curriculum. It is also important to notethat newly-arrived students for whom thelanguage of instruction is not their firstlanguage may go through a silent periodwhile they are adjusting to the newenvironment.108Intercultural Education in the Post-Primary School
LANGUAGE AND INTERCULTURALISM 8Opportunities for greater engagement withthe curriculumAs language support teachers have limitedtime with their pupils, students need to beengaged with the spontaneous use of theirtarget language in realistic situations.Learners of a second language may be ableto function very well in some areas of thecurriculum if teachers are aware of theirneeds and provide an appropriate learningenvironment in which they can learn newcontent and skills while developing theirknowledge of the language of instructionat the same time. Consequently, it isimportant that teachers would presentmaterial that is not only cognitivelydemanding but also context embedded.This includes ensuring that lessons andinstructions are accompanied by actionsand visual aids that provide a context forunderstanding what is taught.Recognition of the importance of thestudents’ first languagesStudents’ first languages continue to beimportant in their linguistic, social andcognitive development. Therefore it isimportant that the school would use everyopportunity to respect the students’ nativelanguages and encourage continueddevelopment of these languages, wherepossible.This can be done in a number of ways:• Parents should be encouraged tocontinue conversing with their childrenin their first language at home.Sometimes parents may try to negate thenative language in their anxiety toimmerse their children in the languageof instruction.• Every effort should be made to includethe languages of the school communityin signs and notices around the school.For example, a welcome sign and signsfor the school office/reception could bedisplayed in all the languages of theschool community. Special effort couldbe made at major events like parent/teacher meetings, open evenings,prizegivings, etc.• The school should involve students,parents and other community membersin helping with translations, whereappropriate.• In cultural events such as schoolconcerts, graduations, etc. the use of alllanguages should be encouraged.• Students should be encouraged to takepride in using words from their ownlanguage, for example, asking a studentto share with the class how a particularphrase might be expressed in thestudent’s own language. (Note: Somestudents may not be comfortable to dothis. The teacher will be able toascertain if and when the student ishappy to become involved in this way.)Intercultural Education in the Post-Primary School 109
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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SCHOOL PLANNING 3STUDENT COUNCILSAs
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SCHOOL PLANNING 3FIGURE 2: SCHOOL R
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SCHOOL PLANNING 3ensure this is add
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SCHOOL PLANNING 3environment, the l
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SCHOOL PLANNING 3• physical layou
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SCHOOL PLANNING 3PARENTAL INVOLVEME
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CLASSROOM PLANNING 4Use this exerci
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CLASSROOM PLANNING 4attitudes; unfa
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CLASSROOM PLANNING 4Care should be
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CLASSROOM PLANNING 4CHECKLIST: WHAT
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CLASSROOM PLANNING 4“ Intercultur
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INTERCULTURAL EDUCATION ACROSS THE
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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Page 138: NCCANational Council for Curriculum
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