LC Language Adventures 2024 (A5) - Flipbook - Page 6
Language Adventures: Embracing Languages and Cultures in Primary School
We use these languages for different purposes and in different contexts and we
value them for different reasons. One important step towards inclusion in school
and society is to appreciate this linguistic diversity and then, harness its potential
as a resource.
“The term ‘pluralistic approaches to languages and cultures’ refers to didactic
approaches that use teaching/learning activities involving several (i.e. more than
one) varieties of languages or cultures” (Candelier et al, 2012).
Such approaches enable teachers to make sure that pupils with home languages
other than the language of schooling can access the curriculum in the most
efficient ways. In addition to this, pluralistic approaches support teachers to
ensure that all pupils benefit from exposure to diverse cultures, by including
different languages in school activities. The approach referred to as “awakening
to languages” can be used effectively to include “the language of education and
any other language which is in the process of being learned. But it is not limited
to these ‘learnt’ languages, and integrates all sorts of other linguistic varieties –
from their homes, from the environment and from all over the world, without
exclusion” (Candelier et al, 2012).
References
· Little, D. (2014) Affirming identity and extending agency: the plurilingual
individual, language education and social media. Paper presented for the
Symposium on Multilingualism and Social Media: Leeuwarden.
· Candelier, M. (coordinator), Camilleri-Grima, A., Castellotti, V., de Pietro, J-F.,
Lőrincz, I., Meißner, F-J., Noguerol, A., Schröder-Sura, A. (2012) FREPA. A
Framework of Reference for Pluralistic Approaches to Languages and Cultures,
Council of Europe.
· Kirwan, D. (2016) Learning outcomes in plurilingual environments: reflections
on curriculum, pedagogy and assessment, NCCA
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