Uncategorized

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 …

Common misconception #4: Some languages are better than others Read More »

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 …

Growing interest in LST among student teachers Read More »

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 …

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

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 …

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

Doing Policy Experimentation During a Global Crisis

After ten months of planning, piloting and training, the Listiac fieldwork officially started in January 2020. Little did we know then that the data collection was about to become much more complicated than expected. Although the schools have been closed in all of the partnership countries and parts of the partnership have been in lockdown …

Doing Policy Experimentation During a Global Crisis Read More »

Meet the Portuguese Listiac partner

Algarve, the southernmost region of continental Portugal, has a population which derives from the successive population mobilities that have taken place throughout history. Nowadays, the linguistic landscape is a mix of languages, cultures, and identities.  Since the end of the 1960s, especially since the emergence of tourism, people from all over northern Europe, initially, have …

Meet the Portuguese Listiac partner Read More »

Common misconception #1: Good teaching for native speakers is good teaching for non-native learners

Good teaching – one that provides learners with ultimate learning experience – is naturally appreciated by all students. Nevertheless, non-native learners may have very different linguistic and cultural characteristics and needs, which “plain” good teaching fails to accommodate. This is why we need linguistically sensitive teachers. Not all learners learn the language of schooling in …

Common misconception #1: Good teaching for native speakers is good teaching for non-native learners Read More »