By bringing native speakers of a given target language into the classroom, students have the opportunity to experience a myriad of positive language and cultural benefits, such as precise phonetic instruction, cultural input, and the sociolinguistic insight that comes with interacting with one’s mother tongue from a young age. Despite these positive elements, one problem often arises when the language teacher is not yet proficient in the language of the country in which they are teaching. How can they help to bridge the understanding gap when the students may be at a beginner level, or when certain language explanations are needed?
In Finland, the degree of qualified teachers is equivalent of a second cycle degree in the European higher education area (300 ECTS). The Finnish initial teacher education has a long tradition of developing a research-based professional orientation for the future students. This includes critical scientific literacy and the ability to use research methods to identify, analyse and find evidence-based solutions on the profession related questions they may face in their future work. Meeting linguistic and cultural diversity is one of such issues.
During the time of our project, we have met with many of students, teachers and teacher educators. When we tell them about our project, we always start with explaining that we want teachers in Europe to be more linguistically sensitive in their teaching. Then we explain why it is important, that it’s a matter of the students’ wellbeing and achievements in school. And somewhere around here we often get the same question.
It is no understatement to say that the year of 2020 has turned our lives upside-down. The Covid-19 pandemic has had an unprecedented and long-lasting impact in all areas of the globalized world, including in the fields of education and research. During the Listiac webinar organized by the Portuguese Directorate-General for Education or Direção-Geral da Educação (DGE) in November 2020, partners had the opportunity to share their experience and ideas in connection to the development of Listiac within the context of the global health pandemic.
Based at the University Paul Valéry Montpellier III, the Listiac research team in France is part of the research unit LHUMAIN (Langages, Humanités, Média-tions, Apprentissages, Interactions, Numérique / Languages, Humanities, Mediations, Learning and teaching, Interaction, Digital), which is interested in Les Humanités, the scientific field of languages, especially from an interactional and educational point of view. Members …
The recent curriculum for Finnish basic education highlights linguistically sensitive teaching (LST) as a critical part of education, yet to-date LST has only been part of teacher education for selected groups. As part of Listiac at the University of Jyväskylä, we have worked to integrate and extend LST across the class teacher education curriculum to create a pathway from the 1st year of studies to the final teaching practice.
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 …