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THE LISTIAC PROJECT
Listiac Blog Relay Race 2.0
In the autumn of 2020, the Listiac project hosted a blog relay race, where one partner at a time shared their experiences of working towards linguistically sensitive teacher education in Europe (the posts are listed below). Since it was a successful trip, the project will now be hosting Blog Relay Race 2.0 – the journey starts in Vaasa, Finland and moves south all the way to Algarve, Portugal before it ends in Jyväskylä, Finland. The theme of the blog posts is Good Practices in Linguistically Sensitive Teaching.
A new blog post will be published every two weeks (Fridays) starting March 2021. You are welcome to join Listiac on our trip around Europe!
The Listiac Project develops and experiments a theoretically informed reflection tool aimed at making (future) teachers more linguistically sensitive in their beliefs, attitudes and actions.
All students in the EU need teachers who are linguistically sensitive and responsive. Despite the existing research and the amount of tools developed for individual teachers, it remains difficult to change monolingually framed policies and practices in schools. The Listiac project (Linguistically Sensitive Teaching in All Classrooms) intends to realise the desired change in teacher cognition, the education and professional development of teachers.
Presenting a Good Practice: Culture day at Vasa Övningsskola
Linguistically Sensitive Teaching in All Classrooms
Two official languages, Basque and Spanish, and at least one foreign language (usually English) are part of the curriculum in the Basque educational system. That creates a complex multilingual environment in which Linguistically Sensitive Teaching (LST) plays a significant role in order to benefit students’ learning process and general well-being. In this vein, multilingual strategies are essential in order to take advantage of students’ whole linguistic repertoire and allow knowledge transfer across languages.
Learning to write is one of the most complex cognitive and motor processes of language learning at school. It is challenging to memorise the coding of correspondences between sounds and graphemes and practice motor skills when drawing the alphabet! The effort is much greater for plurilinguals whose repertoire is encoded with different symbols and alphabets, which are topographically displayed differently on the page.
In this blog post, we look at some of the findings of children’s kindergarten practices collected by the researchers at the University of Algarve in Portugal. The data were obtained in the Cluster of Schools of Vila do Bispo. This cluster of schools is one of the most multilingual and multicultural in the region. In almost all classes more than half of the children do not have Portuguese as their first language. In some cases more than 80% of them are in this situation. This blogpost focuses on findings from a class in the kindergarten where linguistically sensitive teaching (LST) is real and where cultural aspects are utilised in practice.