PPLI Primary Guidelines REVISED EDITION - Flipbook - Page 17
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Language and Languages in the Primary School Some guidelines for teachers by David Little and Déirdre Kirwan
The same document points out that the term “interculturalism” implies that different cultural groups live together in
harmony, whereas “multiculturalism” has been used to refer to multiple cultural groups sharing the same space without
having much contact with one another, especially if they speak different languages.24
In practical terms, intercultural education is a matter of learning to recognize, interpret and tolerate diversity and
difference in all their forms. An integrated approach to the teaching and learning of English, Irish and MFLs provides a
powerful stimulus for this kind of educational practice, and it is made more powerful still by bringing immigrant
languages and the action knowledge they embody into the daily life of the classroom. Again, however, it is important
not to fall into the trap of cultural essentialism. Some 200 languages are spoken in Ireland today, and the adult speakers
of those languages have brought with them great diversity of cultural experience, attitudes and beliefs. But the extent
to which the children of immigrants share in their parents’ cultural heritage varies greatly. Some children regularly visit
their parents’ country of origin, perhaps spending their summer holidays with grandparents and participating in the
life of the extended family and local community; they become pluricultural in the Council of Europe’s sense. Other
children have no more contact with their parents’ culture of origin than the parents themselves can provide by teaching
them traditional songs and stories and sharing reminiscences.
Teachers’ insights into the benefits of including home languages in curriculum delivery
I think that awareness of Irish as a language of
Children are responding very positively to the open
communication is much more heightened in the Irish
language policy – even their body language and
children because of the children who’ve come from
demeanour within class; the speed and accuracy with
other countries and who quite openly speak about
which they answer questions when their own
their language and in their language
language is involved. Regardless of subject, their
interest increases if it is something to do with home or
Irish lessons are a good way to include pupils’ home
languages, and it has a knock-on effect on the Irish
children. They begin to see Irish as their second
their own language or their own experience; therefore
when they respond it is with much more developed
thought … equally in writing.
language
The work that the children have produced gives
When you bring in the home languages
the lights come on!
While a number of years ago … I would have said ‘Oh
written work, no. The oral is the most important’ I think
that if they form their thoughts with pen and paper
first, it gives them the confidence then to go and speak.
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evidence of how successful it has been. The open
language policy has permeated through
the whole school.
In any class the children are open to learning all
languages and greet you in several different
languages and it has almost become a matter of fact
it’s just integrated into daily school life
Intercultural Education in the Primary School, Dublin: National Council for Curriculum and Assessment, 2005, p. 3.
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