International support

International support

• International support

• UNESCO/UNICEF

• Bilingual education since 1950´s
• The Rights of the Child

• Universal declaration of cultural diversity (sustainability)

• Universal declaration of linguistic rights

• Research results

”Save the child” (cf. Lenore Arnberg, 1988)

• ”Save the child” (cf. Lenore Arnberg, 1988)

• No difference in principle (though by content) between different groups, for all

”Frånsett den första tiden i landet ska det inte finna någon särpolitik för invandrare.” http://www.regeringen.se/sb/d/2279

• ”Frånsett den första tiden i landet ska det inte finna någon särpolitik för invandrare.” http://www.regeringen.se/sb/d/2279

• (No specific policy of integration for immigrants beyond the introductory three years)

• ”Vidare ska den som har ett annat modersmål än de nu nämnda ges möjlighet att utveckla och använda sitt modersmål.” (Inte lära sig) Värna språken SOU 2008:26

• (Further, those who have a different mother tongue than those mentioned above are given the possibility to develop and use their mother tongue) (Not to learn it)

Dagens Samhälle, 051124, om Malmö, om tvåspråkiga barns förskoleverksamhet:

• Dagens Samhälle, 051124, om Malmö, om tvåspråkiga barns förskoleverksamhet:

• …Nästan en fjärdedel av eleverna i Malmö går ut nian utan godkänt i alla kärnämnen. En anledning är att så många ungdomar är halvspråkiga – talar två språk men är inte bra på något av dem. …

• Det här är mumbo jumbo. Att inte hårdsatsa på svenska bland så små barn, när de är som mest receptiva, är ett svek mot dem, säger kommunalrådet Thorbjörn Lindhqvist (m). …

• Anna-Lena Immo

Sydsvenskan, 041209:

• Sydsvenskan, 041209:

• Rubrik: ”Halvspråkiga barn skolornas stora problem”. Malmö. Det är de halvspråkiga barnen som varken behärskar sitt modersmål eller svenskan som är Malmöskolornas stora problem. Barn som kommer från andra länder med ett utvecklat modersmål är ett betydligt mindre problem. …

How are languages acquired and learned by young children and adolescents?

• How are languages acquired and learned by young children and adolescents?

• By imitation only?

Relation between language and cognition

• Relation between language and cognition

Language - Cognitive develop-ment

• Language - Cognitive develop-ment

• Bi- and multi-linguals when language shift takes place

Basic vocabulary (8,000 – 12,000 words)

• Basic vocabulary (8,000 – 12,000 words)

• Most phonetic features, prosodic features

• Basic grammar (morphology and syntax)

• Some stylistic features

• Some domains of language use

• Pragmatic and sociolinguistic basics

• Age level cognitive development

• What happens if you have to start school in another language?

Secondary socialisation

• Secondary socialisation

• Support L1 and L2 and C1 and C2 = the pupil

• Language development beyond the family’s capacity

• Development of higher levels of language skills, orally and in writing/reading

• Follow up development of language and cognition

Language development

• Language development

• Cognitive development

• Subject matter, i.e. academic content

• = Grade and age level acquisition/learning and development

• Dual or two-way bilingual education

• Wayne Thomas & Virginia Collier (1997, 2002)

Green paper COM(2008) 423 Final: ”Migration and mobility: challenges and opportunities for EU education systems”

• Green paper COM(2008) 423 Final: ”Migration and mobility: challenges and opportunities for EU education systems”

• To replace Directive 77/486/CEE, which includes support for mother tongues (for EU member state citizens, in cooperation with the state of origin of migrant)

• Supported by for example the Esser report (Cf.).

Hartmut Esser (2006) – report and other research (against?) bilingualism (AKI = Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration, Berlin): Migration, Sprache und Integration (2006)

• Hartmut Esser (2006) – report and other research (against?) bilingualism (AKI = Arbeitsstelle Interkulturelle Konflikte und gesellschaftliche Integration, Berlin): Migration, Sprache und Integration (2006)

• No effects of bilingualism on labour market merits, + for nishes and English

The factors that seem to correlate positively with bilingualism and thus educational progression

• The factors that seem to correlate positively with bilingualism and thus educational progression

• Age of migration (= high level of L1)
• Educational level of parents
• Ethnic context
• Concentration of children with migrant background to same schools and classes

There is no clue to the understanding of the writer of language-connected issues in the report (Critical age-threshold, Interdependence Hypothesis are discussed and part of the analysis)

• There is no clue to the understanding of the writer of language-connected issues in the report (Critical age-threshold, Interdependence Hypothesis are discussed and part of the analysis)

• The fact that there are no positive or negative statistical effects of L1 + L2 learning, but one learns two languages, is not discussed

• Research results are highly contextually interpreted – Germany

Friedrich Heckmann (2008) Education and Integration of Migrants (NESSE Analytical Report 1 for EU Commission DG Education and Culture). www.efms.de (University of Bamberg)

• Friedrich Heckmann (2008) Education and Integration of Migrants (NESSE Analytical Report 1 for EU Commission DG Education and Culture). www.efms.de (University of Bamberg)

• 16 recommendations

• (NB: Most of which have been described as typical for immersion programmes and well functioning schools in general)

1) Effective pre-school and day-care system needed

• 1) Effective pre-school and day-care system needed

• 2) Later selection of specialisation needed

• 3) Integrate elements and symbols of the culture or the immigrant country; consultations

• 4) Improve the general quality of school

9) Teachers should have high expectations

• 9) Teachers should have high expectations

• 10) More migrant background children into teacher education

• 11) Liaison officers of schools (same background as parents) involve parents

• 12) Ethnic mentoring by outsiders inschool (parents, assoc.)

15) ”Migrant children should come to a full demand of the lingua franca of the immigration country as early as possible. Language training should be a central part of pre-school education. Priority should be given to the common language of the immigration country, since full command of the first language does not seem to be a necessary condition for learning the lingua franca of the immigration country. The lingua franca should be the language of instruction from the beginning of schooling. Since multlingualism is of high value the first language should be further developed in general language learning in school. ”

• 15) ”Migrant children should come to a full demand of the lingua franca of the immigration country as early as possible. Language training should be a central part of pre-school education. Priority should be given to the common language of the immigration country, since full command of the first language does not seem to be a necessary condition for learning the lingua franca of the immigration country. The lingua franca should be the language of instruction from the beginning of schooling. Since multlingualism is of high value the first language should be further developed in general language learning in school. ”

The bulk of the report does not deal with the issue of language and language policy, but conclusions do

• The bulk of the report does not deal with the issue of language and language policy, but conclusions do

• Again, does the writer know anything about how languages are learned?

Joana Duarte (2009; incl. in EUCIM-TE project) dual bilingual education, Portuguese and German in Hamburg

• Joana Duarte (2009; incl. in EUCIM-TE project) dual bilingual education, Portuguese and German in Hamburg

Can we evaluate the results of any educational model today, as safely as we want?

• Can we evaluate the results of any educational model today, as safely as we want?

We need to create space for good examples of functioning multilingualism and role models

• We need to create space for good examples of functioning multilingualism and role models

• We need to (re-)consider the role of higher level of language development and writing/literacy for multilingual development

• We need to instruct our politicians on various basic aspects on language learning and bi-/multilingual language learning

• We need to raise more interest among all teachers for the relation between learning and language skills, and know more about what is taking place in the field today