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Collaborative understanding of LST for ITE: Notes from the fieldwork

LISTIAC BLOG RELAY RACE #5: AUTONOMOUS UNIVERSITY OF BARCELONA Read more about the Blog Relay Race Catalonia has a long tradition of managing school plurilingualism –in the two co-official languages (Catalan and Spanish) and curricular foreign languages (English, mostly)–, but the arrival of many students from different countries over the past two decades has demanded …

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Towards the Tower of Power

In 2018 some channels of informal communication from the Lithuanian Ministry of Education, Science and Sports suggested that plurilingualism will never be a priority in Lithuanian general education. Thus, it came as no surprise to the Lithuanian Listiac team to see how little linguistically sensitive teaching has been known, considered or discussed by any of the parties in education, from teachers to policy makers, let alone attempted to be implemented in practice. In contrast, the reality of the past few years has proved the growing need of LST in facing the emerging changes in linguistic diversity in the Lithuanian schools.

Towards linguistically sensitive teacher education: one student reflection at a time

Listiac Blog Relay Race #1: Åbo Akademi University Read more about the Blog Relay Race Åbo Akademi University takes pride in its values diversity, openness, courage, participation and sustainability. The university’s profile focusing on minority research has its core in the Swedish-speaking minority on the national level, but it also builds on a broad understanding …

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Common misconception #4: Some languages are better than others

Languages are much more than communication tools, they are strong markers of social identity. Linguistically sensitive teachers understand the complexity of the relationship between language, culture and identity and also know how to challenge the way learners perceive certain languages. Schools tend to privilege dominant languages Two types of values are associated with languages: the …

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Growing interest in LST among student teachers

The local Listiac team at Åbo Akademi University in the city of Vaasa, Finland, aims to incorporate linguistically sensitive teaching in the university’s course descriptions and, as a long-term goal, in the teacher education curricula. The need to do so has not only been addressed by the local project team, but also by the student teachers themselves.   At the end of 2019, a group of student teachers …

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Common misconception #3: Using two or more languages in class is confusing for learners

The concept of using more languages in class reflects the experience of multilingual children, who use the practice of alternating between two or more languages in a very sophisticated way. This act is called translanguaging and it is an important part of learners’ plurilingual competence. Yet, some fear that this practice could cause confusion and …

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Common misconception #2: Once learners can speak the language of schooling, they no longer require additional language support

Linguistically sensitive teachers know that “non-native” plurilingual learners may acquire competences in spoken school language more easily than they do in written school language, especially when it comes to academic contexts. Linguistically sensitive teachers support both oral and written academic language competences. Cognitive academic language proficiency Plurilingual learners need to be able to use the …

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