欧洲学校外语教育发展述评

重视学校外语教育是欧洲实现其多元化、多语言发展战略目标的重要举措之一。最新的欧洲学校外语教育的统计数据进一步揭示了外语教育强制性、学习年龄低龄化和语言多样化的特点。21世纪的欧洲外语教育政策强调外语学习的社会和政治功能,促进民主公民权的教育和社会融合,致力于个人多语能力的终身发展。     

Language of learning and teaching in schools: an issue for research in mathematics teacher education?

Most countries in Africa have introduced the use of local languages as the language of learning and teaching for the first few years of schooling. Meaning that for the first few years of learning, learners learn mathematics in their local languages. In response to this, most research has focused on the challenges of using local languages in multilingual mathematics classrooms in schools. Not much research focuses on how the teacher educators prepare the prospective teachers to teach mathematics in multilingual classrooms. To further knowledge in the area of multilingualism in mathematics education, I, in this paper, present an analysis of the literature on multilingual teacher education in Africa. Specifically, I look at what it is that governments in interested countries are doing in teacher education programs in response to the introduction of local languages in schools. From the literature examined, I found that although there is awareness in a number of countries of the need for multilingual teacher education, not much has been done in order to train mathematics teachers on how to use local languages in the classroom. I therefore recommend that, for those countries that have implemented or planning to introduce the use of local languages in schools, some reforms should also take place in teacher education programs in terms of training the prospective teachers how to teach in local languages.     

The politics of languages in education: issues of access,social participation and inequality in the multilingual context of Pakistan

This paper, based on some findings of a wider three‐year study, sets forth the issue of languages used and taught in education as a dimension of inequality and highlights its implications for widening participation and access in the multilingual context of Pakistan. The paper takes secondary education in private and government schools in Pakistan as a point of departure, and through themes that emerge from a qualitative multiple‐case studies account of 32 participants (final year graduating students and their same‐sex five‐ to six‐years older siblings) explores issues of inequality with reference to Amertya Sen's capability approach and Pierre Bourdieu's social critical theory. The findings revealed that the concurrent processes of (a) hegemony of English; (b) its discriminatory distribution through schooling; and (c) devaluation of local languages, led by the language policy and mediated through educational institutions, diminished the transformative impact of education in expanding opportunities for widening participation and access. Issues of inequality continue to haunt the underprivileged despite their secondary education. The paper highlights the importance of considering the political economy of languages chosen and taught in formal education as a means of evaluating social justice in educational contexts and considering languages in education decisions with reference to national language policy.     

Innovation in learning and development in multilingual and multicultural contexts: Principles learned from a higher educational study programme in Luxembourg

Multilingualism in education is a conceptual as well as a pedagogical challenge of the 21st century. Luxembourg, with its three statutory official languages (Luxembourgish, French and German), is an especially complex setting. The gap between traditional principles of language education on the one hand and the challenging impacts of today??s multilingualisms on the other led the University of Luxembourg (founded in 2003) to set up a developmentally-driven Master??s programme in 2007, entitled ??Learning and Development in Multilingual and Multicultural Contexts??. After a presentation of the general multilingual settings in Luxembourg, this paper discusses the constellation of the multilingual University??s staff and students and provides an analysis of the concept of the course by outlining its innovative approach, its principles and lessons learned with regard to running a trilingual higher education programme.     

RELIGIOUS EDUCATION AT THE EDGE OF HISTORY

This article suggests that religious education discourse in the future must be multilingual if it is to prepare people to participate in a postmodern world of religious diversity and secularism. Five “languages” are suggested, including those native to the religious education of particular religious communities, the language of interreligious education, the language of public religious education, a postreligion religious education language, and the language of academic religious education.     

Language teacher multilingualism in Norway and Russia: Identity and beliefs

Multilingualism has witnessed growing interest as a subject of academic study and as a state to aspire to for many of the world's citizenry. In tandem with this growing interest, countries around the world have started to implement foreign language curricula at schools that seek to prepare the coming generations to thrive in an increasingly multilingual global environment. In this respect, language teachers are likely to play a pivotal role in promoting the learning of multiple languages among students, with their beliefs about multilingualism informing their practices. This study reports on the beliefs of 460 secondary school teachers of English, French, German, Spanish, Italian, and Chinese in Norway and Russia regarding the benefits of being or becoming multilingual, the affordances of multilingual teachers, and the promotion of multilingualism in their respective countries. The findings indicated statistically significant differences between the participants based on the number of languages they taught and, to some extent, their country of residence. The observed differences hold important implications for teacher education programs and initiatives promoting the use of multilingualism as a resource in language education.     

Une approche plurilingue pour faciliter l’inclusion scolaire : engagement et dynamique pédagogique

A multilingual approach to facilitating inclusion: Educational commitment and dynamics – In the school context, the first steps in the process of learning a foreign language require commitment and motivation on the part of the learner, as well as a commitment from the teacher to include all students. This raises questions about the inclusiveness of education and the educational achievement of multilingual and/or immigrant students in predominantly monolingual classes. The author draws on a corpus of research to explore a number of parameters involved in the implementation of a multilingual and inclusive approach. She links the foundations of a multilingual approach to the institutional framework and the positions of the actors in the didactic relationship, as well as in their relationship to languages. The article then gives an overview of the characteristics of the metacognitive strategies employed by multilingual learners and, in conclusion, proposes some innovative methods to go beyond the monolingual principles in learning and foster exchanges that are both multicultural and multilingual.     

谈校园网构建外语学习环境的研究与实践

随着教育信患技术的发展，网络环境为校园网构建外语学习提供了支持平台。本文结合高校外语课程教学改革发展的实际情况，略论建立校园网外语学习系统的特点及应用，对外语教学工作的积极推动影响作用。     

全面推行双语教育 提高民族教育质量

少数民族文字图书出版状况，社会主义市场经济对高等教育的要求，西部大开发对语言环境的需求，决定了在高等院校实行双语教学的必要性。中小学汉语教材的知识容量，预科阶段的汉语学习，中小学的各种双语教学实验为高等院校的双语教学提供了可能。在高等院校实行双语教学需要加强对一些问题的研究。     

“I Want to Do Things With Languages”: A Male Karenni Refugee’s Reconstructing Multilingual Capital

This article discusses how a male Karenni refugee in the United States has constructed multilingual capital along the way of his multiple movements across national borders. As a member of an ethnic minority group in three different countries (Burma, Thailand, and the United States), he has invested in learning multiple languages throughout the movements. Based on a two-year ethnographic study on the participant’s multilingual practices, I argue that being multilingual is a fundamental part of his transnational identities, economic security, and agentive acts. His roles outside formal classroom settings as a language broker, refugee, and an ESL tutor have been shaped by a continuum, or horizontal relationship of languages. The study suggests the inclusion of adult students’ transnational identity and multilingual practices outside a language classroom. In addition, a career that requires multilingual skills and transnational knowledge should be encouraged and created for newcomers.     

Tradition, globalisation and language dilemma in education: African options for the 21st century

This paper addresses the dilemma of language in education in African countries with particular reference to Burundi. African languages are still marginalised by colonial languages such as French and English. Looking at other African countries in general and at the case of Burundi in detail, an analysis is made of the adopted policies aimed at promoting the use of the mother tongue as a basis for knowledge acquisition and cultural integration. Burundi has gone through a series of educational reforms both before and after gaining independence in 1962, with French and Kirundi competing as curricular teaching languages. After the integration of Burundi into the East African Community in July 2007, English and Kiswahili were added to the curriculum, complicating education policies. This article places particular emphasis on the contextual challenges that tend to impair the full implementation of the adopted policy reforms. The paper concludes by advocating for a multilingual approach in which the indigenous mother tongue serves as the basis for the acquisition of other languages in the curriculum.     

Trends and innovative practices in multilingual education in Europe: An overview

This overview focuses on Europe, a linguistically diverse region and moreover home to a number of minority languages. Over the past five decades, the focus of research on bi- or multilingual education has shifted from an initial emphasis on speakers?? identities and their membership of homogenous imagined communities to an interest in learners?? diverse and not usually clear-cut (multi)lingual repertoires. In the wake of regionalist movements emerging in the 1960s and an increase in transmigration and global mobility from the 1990s onwards, different models of practices and policies have developed in European bi- and multilingual education. The author discerns four different policy orientations and three types of structured language distribution practices. The challenge for policy-makers and schools is to choose carefully which of these models work best in their particular environments.     

Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway

ABSTRACT

This paper presents an action research project that aimed to increase opportunities for multilingual literacy engagement and identity investment for newly-arrived immigrant students in Norway. A language teacher and a researcher jointly developed a cross-curricular, multilingual module focusing on identity texts written in three languages: English, Norwegian, and each student's home language. Fourteen adolescent students speaking 15 different home languages participated. To assess the effectiveness of the multilingual pedagogical practices, the data collected included a language use questionnaire, student reflection logs, students’ identity texts, lesson plans, and the teacher's notes and reflections. The results suggest that explicit emphasis on including all languages in students’ linguistic repertories can help build inclusive classroom spaces and foster learners’ multilingual identities.     

论外语教育、外语学科与社会服务之良性互动关系——宁波大学外语学院2003～2005年产学研合作实践个案研究

从当下国家教育方针入手,着眼高等院校的功能,注重外语教育及其学科的特有规律,以宁波大学外语学院2003-2005年产学研合作实践为个案研究,探讨了外语教育、外语学科与社会服务之间的良性互动关系。     

Intercultural-bilingual Education for an Interethnic-plurilingual Society? The Case of Nicaragua's Caribbean Coast

This paper aims to contribute to an emerging literature which treats multilingualism as more than, and distinct from, 'bilingualism plus'. It considers some paradoxes and tensions which arise when current Latin American models of 'intercultural-bilingual' education are applied to plurilingual and interethnic regions, such as Nicaragua's Caribbean Coast region. Here, three indigenous and two Afro-Caribbean minorities interact in common or overlapping territories, in ways which often entail the development of multilingual repertoires and dynamic, multifaceted identities. The paper focuses on intercultural-bilingual education programmes initiated in 1985, in two indigenous languages and in English/English-Creole, each with Spanish. It explores some complexities of Coast people's linguistic and cultural practices through autobiographical accounts, by workers in the programmes, of the development of their multilingual repertoires and allegiances. Finally, it suggests that the programmes' efficacy for the maintenance and revitalisation of cultures and languages and for the development of 'interculturality' is limited by their binary conception and design (vernacular+dominant language), and offers some pointers for further research towards their modification.     

双语教育政策新动向——以美国、澳大利亚和中国为例

美国和澳大利亚曾经实行双语教育政策或多语教育政策,近十年来,却出现了一种“单语化”的趋向。2002年美国废除了《双语教育法》,实行单语的《英语习得法》;2002年澳大利亚取消了对亚洲语言（汉语、印尼语、日语和韩语）教育的资助,重新强调英语的主体地位。文章试图简要描述美、澳两国从双语教育政策向单语教育政策转变的过程,分析两国双语教育政策转型的政治经济文化动因和相关社会制约因素．谈谈市场经济对我国少数民族双语教学的影响。     

对多语转换现象的再思考

本指出了译界所存在的对翻译实质认识上的“误区”,认为翻译研究不应只是定位在对双语转换的研究上。中以实例说明多语转换不仅有存在的合理性,而且也促进了世界各大、小语种优秀化的互动交流;同时也指出了多语转换过程中可能出现的“译事之难”。中认为,多语转换研究应成为翻译理论研究的重要组成部分;译论研究应共同商讨、努力探索多语转换现象以发现多语转换原则。     

Oral traditions: An aid to implementation of mother tongue-based multilingual education in the Philippines’ basic education programme

English and Filipino (Tagalog) are the official languages of the Philippines. English is taught in schools and used as a medium of instruction as early as kindergarten. Because it was originally imposed by Western colonialism, its use in academia has been criticised as discriminatory to regional and indigenous languages other than Tagalog, which are not generally used in higher education and have therefore not been allowed to develop as academic languages. In 2012, the Filipino Department of Education issued Order No. 16, series of 2012, also known as the mother tongue-based multilingual education (MTB-MLE) order. Following its recent adoption in public schools, the MTB-MLE policy has already run into some difficulties that challenge its output. Among these is a lack of instructional materials, as most available textbooks are written in English or Filipino. This article explores the potential of oral traditions as instructional tools in basic education. There have been extensive efforts by folklorists to collect, record and publish folk epics, myths, legends and tales. An essential aspect of this research is the recording and publication of materials in the original versions or languages used by native informants from indigenous communities. For the past ten years, the author has conducted field research with indigenous communities in the southern regions of Mindanao. This has yielded a collection of folk literature recorded in the languages of the indigenous communities studied. This collection has been translated into Bisaya, one of the major regional languages of the Philippines, and into English. These texts have considerable potential as classroom learning materials. The publication of these indigenous literature texts makes knowledge of indigenous language and culture available to basic education learners, as well as to the general public. The publication of mother tongue reading materials will also help promote knowledge of, appreciation for, and proficiency in the use of these languages.     

Multilingual educational trends and practices in Lebanon: A case study

This paper reports on the multilingual background, language education policies and practices in Lebanon. Specifically, it shows how the multilingual make-up in the country is translated into language policies in schools. A survey of 30 private school principals, middle managers and teachers was administered online to obtain their views on school policies, problems, successes, concerns and quality ranking. Results showed that a great deal of work has been done to introduce a language of instruction and a third language as decreed by the Ministry of Education and at the same time keep the national language, Arabic, alive. The main concerns of the participants were the need for teacher training programmes and resources. Although the research implies that the school systems, in keeping up with this multilingual milieu, could be contributing to the death of the national language as well as producing students who are not fluent in any of the languages, there continues to be an attempt to keep alive a quality multilingual educational context which contributes to a cohesive society.     

Multilingual students’ use of translanguaging in science classrooms

ABSTRACT

This study describes multilingual students’ authentic use of their first and second languages in a translanguaging science classroom, from a sociocultural perspective. The study is ethnographic, and has followed some lessons each month in a translanguaging science classroom at a primary school for three years. The observed lessons were documented by four video cameras and four audio recorders, while field notes and different types of students’ texts and other teaching materials were also collected. In order investigate how language operates, and to realise the meaning semantically, we analysed the students’ use of both first and second language to tie paradigmatic relations, and how they move in linguistic loops between languages and discourses. The results illustrate the ways in which a translanguaging science classroom constitutes a resource in joint negotiations of the scientific content and its related language for multilingual students, and benefits the students’ ability to relate and contextualise the science content to prior experience. The creation of translanguaging science classrooms, in which students’ experiences and diverse cultural and linguistic resources interweave with school science, and in which multilingual students are enabled and encouraged to use all available language resources, has important implications for science education.