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Climate Cardinals 🕊 on Instagram: "$500 budget. A basic Squarespace site. Google Classroom. That's how this started. 

A TikTok later, a small group of student volunteers brought together by @sophiakianni in high school became 6,000 within weeks.

And by the end of the year, 8,000.

Today, we're 19,000+ volunteers strong across 145 countries breaking the language barrier in the climate movement so every community can take action and protect their future.

Executive Director, @hikaru.w.hayakawa took the stage for the National Model United Nations keynote last year to share how you don't need a huge budget to start something big. 

You just need to see a gap no one else is filling."

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7,384 likes, 25 comments - climatecardinals on July 9, 2026: "$500 budget. A basic Squarespace site. Google Classroom. That's how this started. 

A TikTok later, a small group of student volunteers brought together by @sophiakianni in high school became 6,000 within weeks.

And by the end of the year, 8,000.

Today, we're 19,000+ volunteers strong across 145 countries breaking the language barrier in the climate movement so every community can take action and protect their future.

Executive Director, @hikaru.w.hayakawa took the stage for the National Model United Nations keynote last year to share how you don't need a huge budget to start something big. 

You just need to see a gap no one else is filling.". 

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View this post on Instagram

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La Forêt de Pongara, au Gabon.

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Le Média Positif Afrique on Instagram: "Doc complet sur YT . 

Les secrets des plantes médicinales de la forêt de Pongara

Au cœur de la forêt de Pongara, un guide partage son savoir ancestral sur les plantes médicinales utilisées depuis des générations. Entre remèdes naturels, respect de la nature et transmission des connaissances, découvrez un patrimoine africain aussi précieux que fascinant. 🌿"

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7,214 likes, 169 comments - lemediapositif.afrique on July 9, 2026: "Doc complet sur YT . 

Les secrets des plantes médicinales de la forêt de Pongara

Au cœur de la forêt de Pongara, un guide partage son savoir ancestral sur les plantes médicinales utilisées depuis des générations. Entre remèdes naturels, respect de la nature et transmission des connaissances, découvrez un patrimoine africain aussi précieux que fascinant. 🌿". 

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View this post on Instagram

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Ralph shares a short explanation of the derivation of some Haitian surnames. Instagram reel in French with French language subtitles.

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Jessica Troisfontaine on Instagram: "@ralphbeaubrun est le nouvel invité du podcast Ressentir 🫶🏼

L’interview complète est disponible sur toutes les plateformes d’écoute (Apple Podcast, Spotify, Deezer...).

🎙️ & 🎥 @touch.prod"

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15K likes, 104 comments - jessica_troisfontaine on June 29, 2026: "@ralphbeaubrun est le nouvel invité du podcast Ressentir 🫶🏼

L’interview complète est disponible sur toutes les plateformes d’écoute (Apple Podcast, Spotify, Deezer...).

🎙️ & 🎥 @touch.prod". 

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The Tool for Representational Balance in Books

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The Tool for Representational Balance in Books

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The Tool for Representational Balance in Books was created to provide curriculum publishers a framework for closely reviewing the books that make up curricular units so they may better understand how people, groups, and topics are represented. We have adapted this tool for general use by anyone, including students, parents, teachers, and community members interested in understanding what representation looks like across materials given to students.

With a training webinar on how to use the tool here.

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Tool for Representational Balance in Books

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The Tool for Representational Balance in Books was created to provide curriculum publishers a framework for closely reviewing the books that make up curricular units so they may better understand how people, groups, and topics are represented. We have adapted this tool for general use by anyone, including students, parents, teachers, and community members interested in understanding what representation looks like across materials given to students.

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The Motivated Podcast, ep 139 : Practical strategies for teaching with gender-inclusive language

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The Motivated Podcast, ep 139 : Practical strategies for teaching with gender-inclusive language

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Host Dr Liam Printer is joined by the wonderful author and educator, Kodi Rain. They had a great conversation about belonging, representation and identity affirming teaching practices; with a particular focus on gender-inclusive language in the classroom. 28/06/26.

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139 ¦ Practical strategies for teaching with gender-inclusive language with Kodi Rain

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Teaching for Neurodiversity | British Dyslexia Association

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Teaching for Neurodiversity | British Dyslexia Association

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Advice

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Modern foreign languages - British Dyslexia Association

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Dyslexia specialists generally agree that dyslexic children should be given the opportunity to learn a foreign language. Many dyslexic children will enjoy…

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À quoi rassemblerait one carte sans l’Europe au centre?

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À quoi rassemblerait one carte sans l’Europe au centre?

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Julio y Andrés son padre e hijo y comparten la pasión por la biodiversidad andina. Cada uno a su manera y en su momento, ha dedicado su vida a proteger las semillas peruanas de distintas amenazas, guiados por una convicción común: la información que llevan dentro es un tesoro ancestral.

En nuestro sitio web puedes encontrar una transcripción del episodio «Contra los biopiratas». Or you can also check this English translation.

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Julio y Andrés son padre e hijo y comparten la pasión por la biodiversidad andina. Cada uno a su manera y en su momento, ha dedicado su vida a proteger las semillas peruanas de distintas amenazas, guiados por una convicción común: la información que llevan dentro es un tesoro ancestral.

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ABC iview on Instagram: "This is beautiful 💛🖤♥️

The Piano - Stream now on ABC iview.

#ThePianoABC #Indigenous #Aboriginal #Music"

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6,699 likes, 118 comments - abciview on April 1, 2026: "This is beautiful 💛🖤♥️

The Piano - Stream now on ABC iview.

#ThePianoABC #Indigenous #Aboriginal #Music". 

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View this post on Instagram

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oxfamgbwestafrica | Où sont passés nos 10%/ Where is my 10%

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oxfamgbwestafrica | Où sont passés nos 10%/ Where is my 10%

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Un collectif d'artistes (Baaba Maal, 2Face Idibia, Daara J Family, Lami Philips, Smarty,DK Sound Sultan, Dany Lee et Ceepee) a enregistré une chanson appelant les chefs d'Etats africains à respecter leur promesse, faite il y a dix ans à Maputo, de consacrer au moins 10% du budget de leur pays à l'agriculture. Cette vidéo donne un petit aperçu de la séance d'enregistrement avec Baaba Maal, ambassadeur international d'Oxfam.

In 2003, the African leaders signed the Maputo declaration promising to spend at least 10% of their national budget on agriculture. 10 years later, where are their promises? Artists are calling on the African Heads of State to keep their promises. More on www.oxfam.org/grow

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Chanson: Où sont passés nos 10%/  Where is my 10%

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the conversation | Six female film directors celebrating Spain’s linguistic diversity

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the conversation | Six female film directors celebrating Spain’s linguistic diversity

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Article by Catherine Barbour, Trinity College Dublin. Published 06/03/26.

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Six female film directors celebrating Spain’s linguistic diversity on screen

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Female film directors are gaining increasing recognition for films that showcase Spain’s rich linguistic diversity

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Digging Deeper - Exploring the human and environmental cost of gold | SCIAF

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This resource has been created for interdisciplinary learning (IDL) across subjects in the Senior Phase. It explores illegal and predatory mining in Colombia through the lens of faith, social justice, environment, and language.

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What does decolonising the MFL curriculum mean?

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What does decolonising the MFL curriculum mean?

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Blog post by Steve Smith, on his Language Teacher Toolkit blog

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Share Get link Facebook X Pinterest Email Other Apps

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What does decolonising the MFL curriculum mean?

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In my previous blog post about curriculum reform in England, I referenced the idea of decolonising the curriculum. Like me, you’ve probably…

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Question directrice : Quelle est l’origine du bleu vif des lacs des montagnes Rocheuses ? Alors que nous risquons de « perdre le bleu » en raison des changements climatiques, que faire pour le préserver ?

Synopsis et objectifs pédagogiques : Saphir, bleu électrique, turquoise, cobalt, azur, aqua, émeraude : tous ces adjectifs décrivent l’incroyable palette de couleurs des lacs des Rocheuses canadiennes. Ces couleurs révèlent la relation étroite entre la terre et l’eau, et soulignent l’importance des glaciers pour les écosystèmes des lacs de montagne. Perdre le bleu raconte l’histoire des lacs singuliers des Rocheuses et explique l’origine de leur bleu si profond. Le film nous emmène en voyage et nous fait découvrir la rareté du bleu dans la nature (du moins pour ce qui tient dans la main). Il décrit le processus à l’origine du bleu si intense de nos lacs et nous met en garde : nous sommes en train de perdre ce qui rend ces lacs si bleus. Que se passerait-il si nous « perdions le bleu » ? Pouvons-nous et devons-nous essayer de sauver le bleu ?

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Matières scolaires :

Science (science de la terre et géologie ; science de l'environnement)

Géographie (sujets environnementaux ; ressources naturelles ; géographie physique/géologie)

Éducation civique/à la citoyenneté

Âges recommandés : 12 ans et plus

Mots clés/sujets : Géologie, glaciers, lacs, lumière, couleur, bleu

Question directrice : Quelle est l'origine du bleu vif des lacs des montagnes Rocheuses ? Alors que nous risquons de " perdre le bleu " en raison des changements climatiques, que faire pour le préserver ?

Synopsis et objectifs pédagogiques : Saphir, bleu électrique, turquoise, cobalt, azur, aqua, émeraude : tous ces adjectifs décrivent l'incroyable palette de couleurs des lacs des Rocheuses canadiennes. Ces couleurs révèlent la relation étroite entre la terre et l'eau, et soulignent l'importance des glaciers pour les écosystèmes des lacs de montagne. Perdre le bleu raconte l'histoire des lacs singuliers des Rocheuses et explique l'origine de leur bleu si profond. Le film nous emmène en voyage et nous fait découvrir la rareté du bleu dans la nature (du moins pour ce qui tient dans la main). Il décrit le processus à l'origine du bleu si intense de nos lacs et nous met en garde : nous sommes en train de perdre ce qui rend ces lacs si bleus. Que se passerait-il si nous " perdions le bleu " ? Pouvons-nous et devons-nous essayer de sauver le bleu ?

Activité 1 : Le bleu, c'est ma couleur !
Avant de visionner le film Réfléchir, former une équipe de deux, communiquer
Question : Où voit-on la couleur bleue dans la nature ?

Les élèves réfléchissent à des exemples et notent leurs idées individuellement. Ils et elles travaillent ensuite deux par deux pour étoffer leur liste, puis présentent leurs idées à la classe.
Questions additionnelles

Pourquoi voyons-nous des couleurs ?
Certaines longueurs d'onde de lumière visible sont réfléchies par des objets colorés ou diffractées par des structures physiques. Nos yeux saisissent ces longueurs d'onde et les interprètent comme des couleurs.

Qu'est-ce que cela nous apprend sur les objets ou les êtres bleus que nous venons d'énumérer ?
Ils reflètent ou diffractent la lumière bleue captée par nos yeux.

Résumé:
Le bleu véritable est la couleur la plus rare sur notre planète. Nous voyons du bleu dans l'océan, car l'eau reflète les ondes lumineuses bleues, mais cela mis à part, le bleu se trouve difficilement. Quelques fleurs et de rares amphibiens, des insectes, des oiseaux, et c'est à peu près tout. Même dans ces cas, le bleu relève souvent d'une illusion lumineuse plutôt que d'un véritable pigment. Là où nous voyons du bleu dans la nature, il s'agit en général d'un message (pour attirer des partenaires potentiels ou mettre en garde contre un élément toxique, par exemple). L'humain est obsédé par le bleu, comme l'illustre la fréquence d'utilisation de cette couleur en publicité, ou encore dans les logos d'entreprises ou la décoration. Nous adorons le bleu, peut-être parce qu'il est si rare dans notre monde naturel.
Pour aller plus loin Profil bleu
Après la séance de remue-méninges ou après avoir visionné le film, les élèves choisissent un exemple d'objet ou d'être bleu qu'on rencontre dans la nature. Ils et elles fabriquent un support visuel pour présenter leur trouvaille bleue et expliquent d'où lui vient sa couleur. (S'agit-il d'un pigment bleu ? De la lumière qui se réfléchit d'une certaine manière ?) Le support visuel peut se décliner de plusieurs manières : infographie, affiche, collage, tableau d'inspiration. L'enseignante ou l'enseignant suggère un éventail de choix aux élèves ou leur impose un format unique. Canva pour étudiants est une excellente ressource qui propose une variété de modèles faciles à utiliser.

Activité 2 : Devons-nous sauver le bleu ?

Visionner Perdre le bleu

Extrait à visionner : 13:08-15:00
Débat triangulaire
L'enseignante ou l'enseignant répartit les élèves en trois équipes : une équipe DÉFEND la conservation de nos lacs bleus à l'aide de fonds publics ; la deuxième équipe S'OPPOSE à l'utilisation de fonds publics pour préserver les lacs ; la troisième équipe formule des questions à l'intention des deux autres équipes pour faire avancer le débat. L'enseignante ou l'enseignant préside le débat**.

QUESTION À DÉBATTRE : Le bleu étant si particulier, si singulier, faut-il utiliser des ressources et des fonds publics pour préserver la couleur de nos lacs ?
Marche à suivre

Avant le débat, l'enseignante ou l'enseignant pose les questions suivantes et laisse la classe en discuter :

Que signifie le terme " conservation " ?

La conservation s'applique-t-elle uniquement aux êtres vivants ?

L'enseignante ou l'enseignant répartit les élèves au hasard en trois équipes égales. Chaque groupe dispose de 5 à 10 minutes pour effectuer des recherches rapides et préparer des déclarations liminaires de 1 à 2 minutes (ou des questions pour l'équipe 3).

Pour lancer le débat, l'enseignante ou l'enseignant installe les trois équipes de manière à ce qu'elles se voient (l'équipe 3 se trouve au milieu). L'équipe qui ouvre le débat est tirée au sort. Chaque groupe présente ensuite sa déclaration d'ouverture sans être interrompu.

L'enseignante ou l'enseignant arbitre les réponses et les arguments supplémentaires selon un temps de parole réparti de manière appropriée. L'équipe 3 doit pouvoir poser ses questions tout au long du débat.

** L'enseignante ou l'enseignant prend note de tous les sujets intéressants ou controversés qui sont soulevés, en vue d'une discussion plus approfondie après le débat.

Suggestions de questions (pour l'équipe 3) :

Quels seront les effets négatifs de la disparition des lacs bleus ? Tenez compte des conséquences écologiques, politiques, sociales et économiques.

Que perdra l'humanité si le bleu des lacs disparaît ?

Est-ce acceptable de conserver quelque chose simplement parce que c'est beau ?

Résumé: Malheureusement, la perte du bleu qui résulte de la disparition des glaciers est l'une des conséquences à grande échelle des changements climatiques provoqués par l'activité humaine. Certes, perdre le bleu n'est pas aussi dévastateur que la disparition de la biodiversité ou la destruction de l'habitat humain, mais c'est une perte qui mérite d'être reconnue. Quelles autres pertes provoqueront la fonte et la disparition des glaciers dans nos régions alpines ? Quels êtres vivants seront touchés ? En quoi ? Quels organismes non vivants seront également touchés ?

Activité 3 : Explorer le bleu

Extrait à visionner : 4:05-5:24
Activité de mini-recherche
Le bleu de nos lacs découle de la glaciation, mais qu'en est-il des autres masses d'eau bleu vif sur Terre ? Tous les bleus sont-ils identiques ?

Les élèves effectuent des recherches pour découvrir les raisons pour lesquelles l'un des plans d'eau ci-dessous est bleu. Ils et elles essaient de trouver une ou deux sources fiables qui expliquent pourquoi ces différentes masses d'eau affichent un bleu vif, et résument leurs conclusions pour les communiquer à leurs camarades. (Une affiche ou une diapositive succincte conviendrait bien ici. Un diaporama collectif est un autre moyen amusant de rassembler les conclusions de l'ensemble de la classe.)
Autres étendues d'eau bleue :

Lagon bleu, Islande (silice volcanique provenant de lave refroidie) ;

Crater Lake, Oregon, États-Unis (diffraction de la lumière par les particules fines présentes dans l'eau) ;

mer des Caraïbes (plancton qui reflète la lumière bleue) ;

lacs de Plitvice, Croatie (combinaison d'algues en décomposition et de fines particules de calcite en suspension dans l'eau qui libèrent des gaz produisant une couleur azur) ;

lac des Cinq Fleurs, Chine (carbonate de calcium et hydrophytes qui diffractent la lumière).

Facultatif : Les élèves comparent les diverses causes à l'origine du bleu de l'eau. Quelles sont les similitudes et les différences entre les masses d'eau ?

Résumé : Une masse d'eau se drape d'un bleu éclatant pour une multitude de raisons. La couleur des lacs des Rocheuses résulte d'un seul de ces processus singuliers. Notre planète est un endroit fascinant où se produisent quantité d'interactions complexes qui façonnent notre univers. Certains de ces phénomènes étonnants disparaîtront avant même que nous puissions les expliquer ! C'est l'une des nombreuses raisons pour lesquelles les scientifiques et les exploratrices et explorateurs se passionnent pour l'étude du fonctionnement de notre monde.

Autre activité 2/3 : En route vers le bleu

Extrait à visionner : 4:05-5:24
Représentation visuelle de l'activité En route vers le bleu
Question centrale : Comment les montagnes Rocheuses se transforment-elles en poussière de roche qui diffracte la lumière et rend nos lacs bleus ?
Marche à suivre :
Pendant qu'ils et elles visionnent l'extrait où l'on explique les raisons pour lesquelles les lacs des Rocheuses sont bleus, les élèves fabriquent une représentation visuelle du processus. Ils et elles suivent une particule de roche broyée par un glacier dans son voyage à travers les cours d'eau jusqu'au lac dans lequel elle s'arrêtera finalement.

Résumé : Les roches provenant des montagnes entreprennent un long voyage pour devenir des particules qui diffractent la lumière bleue dans les lacs. Ces lacs bleus témoignent du lien entre le substrat rocheux au cœur de la Terre, la glace ancienne, l'eau qui s'écoule et la lumière éblouissante. La beauté de ces lacs nous émerveille. Pourtant, nous devons aussi reconnaître l'histoire plus vaste que ce processus nous raconte si nous voulons empêcher ce phénomène unique de tomber dans l'oubli.

Passer à l'action : Un monde sans... - Message d'intérêt public
Créer un message d'intérêt public
Perdre le bleu nous invite à réfléchir à ce que sera notre monde lorsque les lacs cesseront d'être bleus. Il s'agit là d'un exemple de disparition due aux effets des changements climatiques provoqués par l'activité humaine, mais ce n'est certainement pas le seul.

Pour cette activité, les élèves choisissent un élément (un phénomène, une caractéristique géologique, un modèle météorologique, une espèce) qui risque de disparaître en raison des changements climatiques. Ils et elles imaginent un monde sans cette entité, cherchent ce que l'on peut faire et ce que l'on fait pour l'empêcher de disparaître, et créent un message d'intérêt public sur un support visuel pour communiquer ces informations à leurs camarades. Cette activité s'effectue individuellement ou en petits groupes.

Format du message d'intérêt public : Les élèves choisissent un format visuel pour présenter leur message d'intérêt public. Il peut s'agir d'une vidéo (comme pour un message publicitaire), d'une affiche, d'un dépliant ou d'un autre type d'annonce.

Après avoir sélectionné un élément en voie de disparition pour leur travail, les élèves imaginent " Un monde sans __________ ". À quoi ressemblerait le monde si le sujet choisi disparaissait ? Qu'est-ce qui changerait ? En quoi l'être humain et les autres espèces seraient-ils touchés ? L'enseignante ou l'enseignant encourage les élèves à sortir des sentiers battus et à envisager les effets environnementaux, économiques, sociaux, politiques et esthétiques de leur projet.

Les termes "  Un monde sans... " doivent figurer dans le message d'intérêt public.

Les élèves effectuent des recherches sur leur sujet en voie de disparition et se concentrent sur ce que l'on fait et ce que l'on peut faire pour le sauver. Ils et elles doivent inclure de l'information sur les groupes ou organismes actifs qu'il est possible de soutenir ou auxquels on peut se joindre, sur les actions individuelles à mener et sur les mesures que la population doit défendre pour les faire adopter par les autorités.
- Message d'intérêt public
Pour le produit final, les élèves créent un message d'intérêt public qui :

informe sur la disparition du sujet traité ;

décrit ce qui se passerait si ce sujet disparaissait ;

décrit les actions à entreprendre pour le sauver.

Ils et elles doivent intégrer leurs idées et les recherches effectuées pour les parties 1 et 2 à leur message d'intérêt public.

L'enseignante ou l'enseignant ainsi que les élèves peuvent consulter ici le guide pour rédiger un message d'intérêt public.

Pour en savoir plus, l'enseignante ou l'enseignant et les élèves peuvent consulter le document d'information scientifique qui accompagne le documentaire : https://espacemedia.onf.ca/wp-content/uploads/Perdre_le_bleu_info_scientifique_EPK.pdf

Alyssa de Leon (elle) enseigne les sciences au secondaire, près d'Edmonton, en Alberta. Randonnée, escalade, observation des étoiles : toutes les merveilleuses aventures que l'Alberta a à offrir l'inspirent dans son travail et ses loisirs dès qu'elle quitte sa classe. Alyssa de Leon partage sa passion pour le monde naturel avec ses élèves, et tisse un lien organique entre les sciences enseignées en classe, les expériences du monde réel et les initiatives de justice sociale et climatique. Elle participe aussi à des activités locales de science citoyenne.

To read this post in English, click here.

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Quelle est l'origine du bleu vif des lacs des montagnes Rocheuses ? Alors que nous risquons de " perdre le bleu " en raison des changements climatiques, que faire pour le préserver ?

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Ce court métrage documentaire (24 mins) raconte l'histoire d'une communauté acadienne qui décide de reprendre en charge l'alimentation de ses jeunes. Lorsque germe l’idée d’améliorer le menu de la cafétéria d’une école primaire, à Cocagne, dans le sud-est du Nouveau-Brunswick au Canada, c’est tout un mouvement qui émerge. La communauté met la main à la pâte, s’affranchit des multinationales pour favoriser les productions des fermiers locaux. Tous s’impliquent pour faire de l’alimentation saine un but commun et une occasion d’apprentissage.

Questions et activités :

Qu’est-ce qui compose une alimentation saine?

Pyramide alimentaire

Ce film est un excellent moyen d’aborder les rudiments d’une alimentation saine. Demandez aux élèves de dresser la liste de leurs aliments préférés et de voir à quelle catégorie de la pyramide alimentaire ils appartiennent.

Dîners sains

Invitez les élèves à réfléchir à ce qu’ils mangent pour le dîner. Procédez ensuite à une comparaison avec les recommandations sur une alimentation saine présentées dans le film ou par d’autres professionnels de la santé. Faites ressortir en quoi les dîners peuvent être améliorés ou changés pour mieux correspondre à ces directives.

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Ce court métrage documentaire raconte l’histoire d’une communauté acadienne qui décide de reprendre en charge l’alimentation de ses jeunes. Lorsque germe l’idée d’améliorer le menu de la cafétéria …

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This historic piece of scientific equipment is highly relevant in our current period of climate change.

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Marseille • Le média local on Instagram: "📍 à Marseille, le niveau zéro de la mer est mesuré depuis 1885.

Le Marégraphe de Marseille est un point de référence utilisé par @ign_france pour toute la France pour mesurer les altitudes, mais également le niveau de la mer.

📍 : 174 Cor Président John Fitzgerald Kennedy, 13007 Marseille
📹 (vidéo drone) @wass_potter 

#Marseille #Marégraphe #Corniche #Science #Patrimoine"

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45K likes, 347 comments - marseillais.es on February 5, 2026: "📍 à Marseille, le niveau zéro de la mer est mesuré depuis 1885.

Le Marégraphe de Marseille est un point de référence utilisé par @ign_france pour toute la France pour mesurer les altitudes, mais également le niveau de la mer.

📍 : 174 Cor Président John Fitzgerald Kennedy, 13007 Marseille
📹 (vidéo drone) @wass_potter 

#Marseille #Marégraphe #Corniche #Science #Patrimoine". 

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View this post on Instagram

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Permission to Speak: Amplifying marginalised voices

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Permission to Speak: Amplifying marginalised voices

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Publishers Pearson have created a resource for each area of focus (over 10) that includes background information into the topic, key discussion questions, and an activity for students to complete.

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Permission to Speak: Amplifying Marginalised Voices

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As part of our work to shine a light on the complete and often complicated history behind the growth of languages, we’ve partnered with leading language educators and leaders through the Association for Language Learning Decolonise Secondary MFL Special Interest Group to address ‘diversifying the MFL curriculum’ and to create a new series that aims to illuminate the hidden stories of marginalised people and cultures. We’ve created a resource for each area of focus that includes background information into the topic, key discussion questions, and an activity for students to complete.

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850 likes, 24 comments - oldyssey on February 1, 2026: ”“Quand je couds, c’est comme si j’étais dans une bulle. J’oublie tout ce qui se passe autour de moi. Ça me permet de me régénérer.” D’abord couturière en Côte d’Ivoire, Adjo a ouvert son atelier de couture à Barentin, en Seine-Maritime. Tout en créant devant nous un tote bag en patchwork, elle nous a expliqué comment lui vient l’inspiration, comment elle assemble les tissus, ce qui l’anime et lui donne envie de transmettre absolument 🧵 👍 Vous avez aimé ce portrait ? Abonnez-vous à notre page Insta pour ne manquer aucune vidéo ! — Réalisation : Clement Boxebeld, Julia Mourri ; montage : Mathieu Soleymanpour #couture #artisan #diy”.

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Cuerpas reales, hinchas reales (Real bodies, real fans). Colectivo Fotográfico Internacional. Historias que hacen al fútbol.
Miradas que construyen memoria.
Somos un colectivo fotográfico internacional que retrata el fútbol desde adentro de la hinchada. Un archivo en expansión, memoria en resistencia.

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You don’t have authorization to view this page.

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Kneecap is revitalising Irish. These 5 artists are doing the same for Indigenous languages

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Kneecap is revitalising Irish. These 5 artists are doing the same for Indigenous languages

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Article by Jill Vaughn and Josef Noel Tye published in the conversation, 09/11/25.

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Kneecap is revitalising Irish. These 5 artists are doing the same for Indigenous languages

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A new generation of First Nations artists is helping keep Indigenous languages alive through song.

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Cercal Clothes - Inverness HS, the geography of clothes

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Cercal Clothes - Inverness HS, the geography of clothes

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Ben Sparham and S1 pupils from Inverness High School introduce the Geography of clothes and their prize winning social enterprise Cearcal Clothes.

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Y así aparecieron los ríos/And that Is How the Rivers Came to Be - Trailer

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Y así aparecieron los ríos/And that Is How the Rivers Came to Be - Trailer

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Trailer for short animation by Miguel Araoz Cartagena, Canada, USA/Peru, 2019, 3 min, Kukuma)

The enchanting Peruvian legend of a Kukama god comes alive in this animated film about the creation of the vast, winding rivers of the Amazon.

En la vastedad de la amazonía sin ríos se ve la figura del dios kukama con su arco, unas flechas, una canoa y una tangana. Una a una cada flecha crearan los ríos de la amazonía, que este pueblo de navegantes recorre incansablemente hasta la actualidad. Las voces de los abuelos esta vez toman la forma de dibujos animados y seguirán resonando en los oídos de los niños.

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Y así aparecieron los ríos/And that Is How the Rivers Came to Be - Trailer

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Voice 21 - The national oracy education charity

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Tap to see the post in full from Prof Dónal Hassett, Maynooth University @donalh.bsky.social in full, including four photographs

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This is a heavily interactive web application, and JavaScript is required. Simple HTML interfaces are possible, but that is not what this is.

Post

Dónal Hassett

donalh.bsky.social

did:plc:44mift4nbe4lkzco3v3nq4a6

Was great to get to visit Berlin's Afrikanisches Viertel today and see the changes that have been brought about thanks to concerted activism. Spaces once named after figures of German colonial expansion now are named for antocolonial leaders and events with extensive explanation.

2025-11-29T17:02:32.535Z

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Was great to get to visit Berlin's Afrikanisches Viertel today and see the changes that have been brought about thanks to concerted activism. Spaces once named after figures of German colonial expansion now are named for antocolonial leaders and events with extensive explanation.

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Not language specific

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Girls in Scotland - Girlguiding Scotland

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We help all girls know they can do anything.

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The Spanish in Texas (SpinTX) video archive is full of real people of all ages and backgrounds talking about various topics.

You can view list of videos by speakers, by topic, or grammatical features.

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SpinTX - Authentic Spanish videos for language learning

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The SpinTX video archive provides access to selected video clips and transcripts from the Spanish in Texas Corpus, a collection of video interviews with

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Advancing the legitimacy of linguistic justice for everyone

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A beginner's guide to linguistic justice in settings and schools

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A beginner's guide to linguistic justice in settings and schools

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Bevan, K. (2024). An exploration of student MFL teachers’ emerging perceptions of decolonising the MFL curriculum

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Bevan, K. (2024). An exploration of student MFL teachers’ emerging perceptions of decolonising the MFL curriculum

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Abstract

How we teach Modern Foreign Languages (MFL) is currently being questioned in light of growing awareness of coloniality within the secondary curriculum and racial inequalities. Within this context, this research set out to explore the emerging perceptions of five student MFL teachers around decolonising the MFL curriculum during their second teaching placement at one university. Results indicated that whilst student MFL teachers have a theoretical understanding of decolonising the curriculum and are able to address the Eurocentric white narrative of individual lessons, which included the representation of their learners, they felt unable to move away from standalone lessons. Furthermore, individual positionality relating to decolonisation was for the most part absent. Greater support in terms of professional development and collaboration was identified for the future.

Keywords: Decolonising the MFL curriculum, Student MFL teachers

How to Cite:

Bevan, K., (2024) "An exploration of student MFL teachers' emerging perceptions of decolonising the MFL curriculum", Focus on Practice (Wales Journal of Education), doi: https://doi.org/10.16922/wje.p6

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An exploration of student MFL teachers' emerging perceptions of decolonising the MFL curriculum

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How we teach Modern Foreign Languages (MFL) is currently being questioned in light of growing awareness of coloniality within the secondary curriculum and racial inequalities. Within this context, this research set out to explore the emerging perceptions of five student MFL teachers around decolonising the MFL curriculum during their second teaching placement at one university.

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The Motivated Classroom | Podcast episode 46

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The Motivated Classroom | Podcast episode 46

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Dr. Liam Printer and Maud Waret on Decolonising our Languages Curriculum

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Almost on Instagram: "Follow us for more of the best stories from around the world 🌏

As France launches an energy efficiency plan following Russia’s cutoff of gas to Europe, these Parisian teen parkour athletes are taking to the streets of the capital at night to contribute in their own way. 🇫🇷💡 (🎥 by sofia.houu)
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#parkour #parkourlife #parkour4life #parkourtraining #parkourfreerun #parkourlifestyle #parkouring #light #lights #energy #electricity #switch #energyconservation #gas #teen #teens #athlete #athletes #sport #sports #vigilante #vigilantes #paris #parisian #france #french #français #russia #europe #european"

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67K likes, 846 comments - almost.co on October 15, 2025: "Follow us for more of the best stories from around the world 🌏

As France launches an energy efficiency plan following Russia’s cutoff of gas to Europe, these Parisian teen parkour athletes are taking to the streets of the capital at night to contribute in their own way. 🇫🇷💡 (🎥 by sofia.houu)
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#parkour #parkourlife #parkour4life #parkourtraining #parkourfreerun #parkourlifestyle #parkouring #light #lights #energy #electricity #switch #energyconservation #gas #teen #teens #athlete #athletes #sport #sports #vigilante #vigilantes #paris #parisian #france #french #français #russia #europe #european". 

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View this post on Instagram

A post shared by Almost (@almost.co)

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Redress 1/2 講故事時間] 瑤瑤與世界上最有型的T恤

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Redress 1/2 講故事時間] 瑤瑤與世界上最有型的T恤

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Cantonese retelling of Yoyo and the World's Coolest T-shirt

瑤瑤只是一個普通的女學生……直到她穿上她的超級動力 T恤 ！然後她成為學校裡最聰明、最快、最酷的孩子！但是，當你還是個成長中的孩子時，即使是最好的衣服到最後也會變得太小，最終媽媽決定必須將 T 恤……扔進垃圾桶！

但這是唯一的解決方案嗎？ 加入瑤瑤 、她熱愛地球的弟弟 Kevin 和她的朋友們，一起參與這個激動人心、有趣的任務，以拯救魔法 T恤 ……並了解更多關於如何處理舊衣服來幫助拯救地球的信息！

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[環保基金 x Redress 講故事時間] 瑤瑤與世界上最有型的T恤 | 粵語旁白

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Redress 2/2 Yoyo and the World's Coolest T-shirt

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Redress 2/2 Yoyo and the World's Coolest T-shirt

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English language retelling of Yoyo and the World's Coolest T-shirt. Yoyo is just an average school girl…until she wears her super-powered T-shirt! Then she becomes the smartest, fastest, coolest kid in school! But even the best clothes get too small in the end when you are a growing kid, and eventually Mum decides the T-shirt has to go…in the bin! But is that the only solution?

Join Yoyo, her planet-loving little brother Kevin and her friends in this exciting, fun quest to save the magic T-shirt…and learn more about what you can do with your old clothes to help save the planet!

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[ECF x Redress Storytime] Yoyo and the World’s Coolest T-shirt  | English Narration

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No Right to Return or Remain: French Colonial Soldiers and Discriminatory Demobilization

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No Right to Return or Remain: French Colonial Soldiers and Discriminatory Demobilization

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Post on The Returning Soldier blog by Professor Dónal Hassett, Maynooth University. Published 18/09/25

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No Right to Return or Remain: French Colonial Soldiers and Discriminatory Demobilization

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This post explores experiences of veterancy for those who had served in France’s colonial Forces.

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Downloadable Chatty Pack education resources - pdf and video resources exploring disability and representation in the toy industry. Not languages specific.

Materials developed through an Innovation Fellowship at QMU in which ‘We think about how toys that represent disability may be used in classrooms to help children build friendships with one another.’

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Seeing Me, Seeing You | QMU Innovation Fellowship | Queen Margaret University

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There is growing evidence that toys and resources depicting disability help children without a disability to think about making friends with disabled children.

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CinéSchool recommendations of French language films about the ocean for young cinephiles.

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CinéSchool recommendations of French language films about the ocean for young cinephiles.

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CinéSchool’s Recommendations of French Films About the Ocean for Young Cinephiles - Villa Albertine

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These stories explore the theme of ocean protection, raise awereness about the environmental challenges we face, and inspire action to protect our blue planet for future generations. Through this collection, young cinephiles can engage with powerful narratives that spark curiosity, and invite everyone to take care of our marine ecosystems. Oceans (Océans)Directed by Jacques Perrin…

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Read or listen to article by Julia Webster Ayuso on the Noema blog, published 28/01/25

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The Languages Lost To Climate Change | NOEMA

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Climate catastrophes and biodiversity loss are endangering languages across the globe.

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Owls and Woodland Learning Scotland | Collected resources in Gaelic

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Owls and Woodland Learning Scotland | Collected resources in Gaelic

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Outdoor Classrooms Scot | Scots language scavenger hunt

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Outdoor Classrooms Scot | Scots language scavenger hunt

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Tap on the image and scroll down to access the free Burns Night/Scots Language Activity.

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Free Outdoor Learning Lesson Plans and Resources - OutdoorClassrooms.Scot Ltd

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We’ve shared a few free outdoor learning lesson plans to download and try. We hope you enjoy them, get in touch if you’d like to know more,

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Slow Fashion Zine | Fashion Revolution España

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Slow Fashion Zine | Fashion Revolution España

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Clothing & Sustainability | Goethe Institut

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Clothing & Sustainability | Goethe Institut

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This lesson - aimed at secondary, level B1 German - is dedicated to the topic of clothing and consumption. The material contains a detailed teaching sequence with various sub-objectives and social forms in the language cosmos of clothing and consumption.

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Virtual Summit (2022): "World Language Classroom" LIVE Podcast Recording: Equitable Feedback Practices with Joshua Cabral and Ben Tinsley

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Virtual Summit (2022): "World Language Classroom" LIVE Podcast Recording: Equitable Feedback Practices with Joshua Cabral and Ben Tinsley

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Audio only version of this conversation also available here.

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Virtual Summit (2022): “World Language Classroom” LIVE Podcast Recording

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Join host Joshua Cabral for this special LIVE recording of a podcast episode of “World Language Classroom”. He is joined by Ben Tinsley (https://www.afrofran…

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux https://t.co/kte6HPFct4

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux https://t.co/kte6HPFct4

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux pic.twitter.com/kte6HPFct4
— Mrs Ashcroft French (@MrsAshcroftanto) January 10, 2025

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux https://t.co/kte6HPFct4

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux https://t.co/kte6HPFct4

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P7 completed their film review from the French film festival @ifru_london @falkirk1plus2 Fantastique! We watched drôles oiseaux https://t.co/kte6HPFct4

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On 05/12/24 @MissLingoMcD posted on X: 1DU French have created some beautiful image poems about an animal of their choice! We have been working on a poetry unit and we’ve learned about different methods and techniques to write our own poems!

Tap on the image to see the post in full.

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1DU French have created some beautiful image poems about an animal of their choice! We have been working on a poetry unit and we’ve learned about different methods and techniques to write our own poems! 🇫🇷
🦈🦝🐢🐀🐡 pic.twitter.com/cAXoD9dyS7
— Miss McDonald 🌻🫶🏼🌈 (@MissLingoMcD) December 5, 2024

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How can Citizenship and National Identity be Reframed Through Decolonial Language Education?

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How can Citizenship and National Identity be Reframed Through Decolonial Language Education?

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Post by Francesca Dell’Olio, SOAS London. Published on Institute of Languages, Cultures and Societies blog, 13/11/24

'Decolonial language education...is about transforming how we teach, how we understand the roles of languages and cultures in society, and how we conceptualize nation, society, universities, curricula, and our collective actions toward a more just and equitable world.'

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Institute of Languages, Cultures & Societies

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Written by Francesca Dell’Olio | 13 Nov 2024

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How can Citizenship and National Identity be Reframed Through Decolonial Language Education?

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Tap on the image above to watch the French language trailer for the new stop motion animation called Sauvages (Savages) from Swiss film maker Claude Barras (director of Ma Vie de Courgette/My Life as Courgette). Remember the options to slow the playback speed and select the auto translate function for English.

Why not watch the trailer first with images only, without sound or subtitles to try and predict:

who the characters are, the relationships between them

where the setting is

what the story might be about

Then try watching the trailer again with sound/subtitles on. What predictions will you change now?

SYNOPSIS: At the edge of Borneo’s vast rainforest, Kéria rescues a baby orangutan found in the palm plantation where her father works. At the same time, her young cousin Selaï seeks refuge with her family, fleeing the conflict that opposes his nomadic people to the logging companies. Kéria, Selaï, and Oshi, the baby orangutan, will fight together to protect the endangered native forest – a fight that also takes Kéria on a journey to uncover the truth about her roots.

SAUVAGES film website with information in English, French and German and materials for teachers about the film and related issues such as deforestation, biodiversity, conservation of Indigenous languages and ways of life.

Draw deforestation activity

Young Consum-Actor Kit

Activity sheet - Biodiversity and great apes

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Welcome, 欢迎! I post videos for Chinese language learners (videos with beginner-level Chinese narration of life and animals at my rural home in Iowa; and videos with beginner-level and low intermediate-level Chinese read-along videos) and videos more relevant to language teachers, sometimes specifically Chinese language teachers. 中文老师们，大家好！

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Diane Neubauer 杜雁子 Chinese learning & teaching

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Diane Neubauer 杜雁子 Chinese learning & teaching

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Welcome, 欢迎! I post videos for Chinese language learners (videos with beginner-level Chinese narration of life and animals at my rural home in Iowa; and videos with beginner-level and low intermediate-level Chinese read-along videos) and videos more relevant to language teachers, sometimes specifically Chinese language teachers. 中文老师们，大家好！ I am a second language learner of Mandarin Chinese and earned my PhD in Foreign Language and ESL Education from the University of Iowa in 2022. I currently teach as an adjunct lecturer at the University of Iowa and Arizona State University’s MA in Education - Mandarin cohort. I also independently teach Chinese online to small groups of teens and adults. I am regularly involved in language teacher training and research related to language teacher development, classroom interaction, and Chinese reading.

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Tap to watch the clip in full. Spoken and subtitled in French

Conseillère municipale d'Arras, Eléonore Laloux, porteuse de trisomie 21, est une militante engagée pour l'inclusion depuis plus de 15 ans. À travers son parcours inspirant, elle œuvre pour la visibilité et le respect des personnes en situation de handicap.

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🇫🇷 Conseillère municipale d'Arras, Eléonore Laloux, porteuse de trisomie 21, est une militante engagée pour l'inclusion depuis plus de 15 ans. À travers son parcours inspirant, elle œuvre pour la visibilité et le respect des personnes en situation de handicap ! 🍀

🎥 Lorys Belin pic.twitter.com/SiExDAHv6y
— Le Média Positif 🍀 (@LMPositif) October 13, 2024

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Ni chaînes ni maîtres - un film sur le marronnage de Simon Moutaïrou. Le dossier pédagogique de Stéphanie Belrose, professeure d'Histoire-géographie et vice-présidente d'@oliwonlakarayib

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ScotDec primary planners with a languages twist

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ScotDec primary planners with a languages twist

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Published August 2024

Clothing

Sustainable Foods

Water and Energy

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Teachers for Future Spain | Descosiendo el planeta

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Teachers for Future Spain | Descosiendo el planeta

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Blog post in Spanish, talking through lesson plan and teaching materials from educator Javier Ibáñez Iborra, 2.º Bachillerato del IES Carpetania, Yepes (Toledo). Published 20/05/24

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2.º Bachillerato del IES Carpetania, Yepes (Toledo)

Hoy nos visita un grupo de alumnos y alumnas de 2.º Bachillerato de Ciencias del IES Carpetania que se han propuesto desarrollar sus futuros estudios en el ámbito científico. Su pasión por el mundo de la ciencia les llevó a elaborar este proyecto que nos presentan con gran ilusión y con el propósito de ayudar a concienciar al mundo de la gran repercusión que produce el exceso de consumismo y el daño que causa en el medio ambiente.

Su punto de partida fueron los Objetivos de Desarrollo Sostenible y en especial el ODS número 12, que trata sobre producción y consumo responsables. Su objetivo final ha sido el diseñar una campaña de sensibilización para acercar a toda la comunidad educativa el problema del consumo excesivo de ropa y abordar las ventajas y desventajas de consumir moda sostenible.

La industria textil es la segunda más contaminante después de la petrolífera. La " fast fashion " está dañando el planeta. Además de contribuir a las emisiones de gases de efecto invernadero, contaminar ríos y explotar a personas, también está llenando el mar de microplásticos que se desprenden en cada lavado.

Por esta razón hemos diseñado esta campaña de sensibilización para que todos podamos conocer los problemas que ocasiona la FAST FASHION.

Hemos partido de los Objetivos de Desarrollo Sostenible (ODS), concretamente del ODS 12, que trata sobre "Garantizar modalidades de consumo y producción sostenibles". De aquí a 2030, se pretende asegurar que las personas de todo el mundo tengan la información y los conocimientos pertinentes para el desarrollo sostenible y estilos de vida en armonía con la naturaleza. También pretende alentar a las empresas, en especial las grandes empresas y las empresas transnacionales, a que adopten prácticas sostenibles e incorporen información sobre la sostenibilidad en su ciclo de presentación de informes. Para el año 2030, se pretende también reducir considerablemente la generación de desechos mediante actividades de prevención, reducción, reciclado y reutilización.

En nuestro proyecto hemos diseñado una campaña de sensibilización que comienza con la publicación de esta página web y continúa con la exposición de una serie de carteles y materiales que hemos diseñado en nuestro instituto y posteriormente en otros espacios de la localidad como el colegio de primaria o el centro cultural del ayuntamiento, con el fin de dar a conocer los ODS y la problemática de la industria de la moda.

​A lo largo del trabajo hemos visualizado algunos documentales sobre la problemática social y ambiental de la industria de la moda, lo que ha supuesto un ejercicio de concienciación para estos alumnos, lo que les permitirá transmitir todo lo aprendido, primero a sus compañeros del instituto y posteriormente a otros miembros de la comunidad educativa y de la sociedad en general.
En este sentido la labor de documentación ha sido esencial para comenzar a descubrir los problemas más importantes de esta industria. En nuestra página web en la sección de recursos, quedan recogidos algunas de las publicaciones más interesantes para entender este proyecto.

El proyecto también fue presentado en el XIII Congreso Científico para Escolares de 2022 en el Museo Nacional de Ciencias Naturales de Madrid, así como en la Feria del medio ambiente, el día 5 de junio, día mundial del medio ambiente, también en el Museo Nacional de Ciencias Naturales.

Y en tu centro, ¿tenéis experiencias de este tipo? ¿Cómo trabajas este tema con tu alumnado?

Mándanos un correo a teachersforfuturespain@gmail.com y cuéntanos tu experiencia. ¡La publicaremos en la web!

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Descosiendo el planeta - Teachers For Future Spain

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2.º Bachillerato del IES Carpetania, Yepes (Toledo) Hoy nos visita un grupo de alumnos y alumnas de 2.º Bachillerato de Ciencias del IES Carpetania que se han propuesto desarrollar sus ...

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@UniversumMuseo | el Día Mundial del Cacao

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@UniversumMuseo | el Día Mundial del Cacao

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Tap to see the infographic in full.

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#UnDíaComoHoy se celebra el Día Mundial del Cacao.
Por eso te contamos un poco al respecto. 😋🍫#ViveTuMuseo pic.twitter.com/e3rPyj4vyg
— Universum Museo (@UniversumMuseo) July 7, 2024

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Tap to read a 14 post thread on X from Tomás García, Maestro de primaria, Pamplona, Spain.

Exploring ecosystems, in English and Spanish.

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Documentary (55 mins) by Gwen Burnyeat and Pablo Mejía Trujillo about the Comunidad de Paz de San José de Apartadó in Colombia. Trailer and film free to stream from the website with/out subtitles in English.

Chocolate de Paz retrata las experiencias de resistencia de la Comunidad de Paz de San José de Apartadó, a través de un recorrido por los procesos de producción del chocolate orgánico. Desde la semilla hasta el producto, el cacao es el hilo narrativo que nos lleva a través de historias de violencia y resiliencia en las que la Comunidad lucha por mantenerse neutral frente al conflicto armado colombiano.

Esta película ofrece un panorama de esperanza, una evidencia que a pesar de grandes dificultades es posible sembrar paz a través de relaciones humanas y económicas. Nos invita a replantear nuestra relación con la comida, a valorar los esfuerzos de quienes la producen, y a construir puentes entre las víctimas del conflicto armado y otros sectores de la sociedad civil global.

Chocolate of Peace depicts the Peace Community of San José de Apartadó’s experiences of resistance, via a journey through their processes of organic chocolate production. From the seed to the product, the cacao is the narrative thread that takes us through the Community’s stories of violence and resilience, and their fight to remain neutral in the face of the Colombian armed conflict.

This film offers a panorama of hope, proof that despite great difficulties it is possible to sow peace through human and economic relationships. It invites us to rethink our relationship with food, to value the efforts of those who produce it, and to build bridges between the victims of the armed conflict and other sectors of global civil society.

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El documental completo está disponible gratis en línea, haga clic aquí
Chocolate de Paz retrata las experiencias de resistencia de la Comunidad de Paz de San José de Apartadó, a través de un recorrido por los procesos de producción del chocolate orgánico. Desde la semilla hasta el producto, el cacao es el hilo narrativo que nos lleva a través de historias de violencia y resiliencia en las que la Comunidad lucha por mantenerse neutral frente al conflicto armado colombiano.

Esta película ofrece un panorama de esperanza, una evidencia que a pesar de grandes dificultades es posible sembrar paz a través de relaciones humanas y económicas. Nos invita a replantear nuestra relación con la comida, a valorar los esfuerzos de quienes la producen, y a construir puentes entre las víctimas del conflicto armado y otros sectores de la sociedad civil global.

Para ver subtítulos en inglés, selecciona "English" en el desplegable "CC"

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El documental completo está disponible gratis en línea, haga clic aquí Chocolate de Paz retrata las experiencias de resistencia de la Comunidad de Paz de San José de Apartadó, a través de un recorrido por los procesos de producción del chocolate orgánico.

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What does migration music represent in the context of Haiti?

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What does migration music represent in the context of Haiti?

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Tap to watch the clip in full from post on X in which MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://bit.ly/39GqQeo

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🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH

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Migration, Memory and Longing in Haitian Songs

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With over three million Haitians living abroad and the nation’s reliance on remittances and other forms of exchange for its survival, Haiti is shaped by an imagined transnational community found within and outside its geographic borders. In this article, we explore music as a prominent cultural form bound up in identity, examine the structural inequalities that have made migration the principal strategy for surviving social, political, and economic turmoil, and consider migration’s impact on transnational families. Through Haiti’s folk, konpa, and rap music genres, we explore how songs of migration evoke and suspend memory, express longing, and convey hope for (re)connection between migrants and those in Haiti. These songs exemplify cultural identity, authenticity, and innovation as they recount the perseverance, pain, and suffering of Haitians on both sides of the Caribbean Sea. This musical dialogue suggests solidarity but also signals antagonism between those living abroad and those

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🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH https://t.co/xMb3tGAoqZ

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🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH pic.twitter.com/xMb3tGAoqZ
— MIDEQ (@MIDEQHub) May 10, 2024

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Migration, Memory and Longing in Haitian Songs

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With over three million Haitians living abroad and the nation’s reliance on remittances and other forms of exchange for its survival, Haiti is shaped by an imagined transnational community found within and outside its geographic borders. In this article, we explore music as a prominent cultural form bound up in identity, examine the structural inequalities that have made migration the principal strategy for surviving social, political, and economic turmoil, and consider migration’s impact on transnational families. Through Haiti’s folk, konpa, and rap music genres, we explore how songs of migration evoke and suspend memory, express longing, and convey hope for (re)connection between migrants and those in Haiti. These songs exemplify cultural identity, authenticity, and innovation as they recount the perseverance, pain, and suffering of Haitians on both sides of the Caribbean Sea. This musical dialogue suggests solidarity but also signals antagonism between those living abroad and those

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🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH https://t.co/xMb3tGAoqZ

# data[].attributes.attachment_link.metadata.attachment_props.original_text
🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH https://t.co/xMb3tGAoqZ

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🎶What does migration music represent in the context of #Haiti? MIDEQ researcher Toni Cela (@INUREDHAITI) shares how music explores the #migrant experience and memories, connecting Haiti and its diaspora. More in our Zanj Special Issue: https://t.co/bR4NthjmyH

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Migration, Memory and Longing in Haitian Songs

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With over three million Haitians living abroad and the nation’s reliance on remittances and other forms of exchange for its survival, Haiti is shaped by an imagined transnational community found within and outside its geographic borders. In this article, we explore music as a prominent cultural form bound up in identity, examine the structural inequalities that have made migration the principal strategy for surviving social, political, and economic turmoil, and consider migration’s impact on transnational families. Through Haiti’s folk, konpa, and rap music genres, we explore how songs of migration evoke and suspend memory, express longing, and convey hope for (re)connection between migrants and those in Haiti. These songs exemplify cultural identity, authenticity, and innovation as they recount the perseverance, pain, and suffering of Haitians on both sides of the Caribbean Sea. This musical dialogue suggests solidarity but also signals antagonism between those living abroad and those

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An open-access curriculum for beginning German. It mixes materials rooted in real-world, contemporary communication scenarios, multimedia content, and online learning activities. The Grenzenlos Deutsch curriculum ensures that the topics of discussion in the language classroom are relevant to and reflect today’s world.

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BBC Future | How climate change is altering Sami language

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BBC Future | How climate change is altering Sami language

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Article by Erika Benke, published 29/02/24

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How climate change is altering Sami language

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North Sami, a language spoken in the Arctic, has more than 300 words for snow and a special word for "frightened reindeer". Can it survive in a warmer world?

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Spiegelman (2024) "The pronouns EXIST!" Linguistic Existence in the Borderlands as a US Non-binary Adolescent Heritage Learner of Spanish

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Spiegelman (2024) "The pronouns EXIST!" Linguistic Existence in the Borderlands as a US Non-binary Adolescent Heritage Learner of Spanish

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Authors

Julia Donnelly Spiegelman University of Massachusetts Boston

Keywords:
Borderlands, heritage language learners, LGBTQ+, non-binary language learners, Spanish language education, pronouns

Abstract

Debates about teaching inclusive Spanish are frequently simplified into a false binary, in which linguistic evolutions advocated by trans and queer communities are framed as opposite to the linguistic conservativism of Spanish-speaking communities in the United States. However, non-binary heritage learners of Spanish live, learn, and speak in Spanish, in both school and family contexts. For these individuals, gender-neutral language implicates not only recognition of their individual identity, but also access to community and belonging. Grounded in Anzaldúa's (1987) conceptualization of the borderlands, this paper presents the qualitative case study of a non-binary, adolescent heritage learner of Spanish working to affirm their existence within the binary paradigms of boy/girl and native/non-native Spanish speaker. Thematic analysis of interview, focus group, and survey data reveals multiple contextual forces at play in the student's understanding of who and what has the right to "exist" in Spanish. These include ideologies such as native speakerism and linguistic prescriptivism, as well as local factors such as positioning as a student/non-expert and access to affirming peer community. The study illustrates the stakes of language and representation for trans, non-binary, and heritage learners and offers implications for researchers and language educators.

Author Biography

Julia Donnelly Spiegelman, University of Massachusetts Boston

JULIA DONNELLY SPIEGELMAN (she/her) is a PhD Candidate in Applied Linguistics at University of Massachusetts Boston with an MA from Middlebury College. Julia's research investigates questions of power, ideology, and identity in world language classroom settings, with a focus on addressing inequity based on race, gender, and sexuality. Julia's work has been published in Applied Linguistics, L2 Journal, International Journal of Bilingual Education and Bilingualism, and The French Review. As a researcher, teacher, and anti-bias teacher educator, Julia works to build language learning environments where all students can learn and thrive.

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"The Pronouns EXIST!": Linguistic Existence in the Borderlands as a U.S. Non-Binary Adolescent Heritage Learner of Spanish

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Julia Donnelly Spiegelman University of Massachusetts Boston Borderlands, heritage language learners, LGBTQ+, non-binary language learners, Spanish language education, pronouns Debates about teaching inclusive Spanish are frequently simplified into a false binary, in which linguistic evolutions advocated by trans and queer communities are framed as opposite to the linguistic conservativism of Spanish-speaking communities in the United States.

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How teacher training and mind maps can help EFL teachers better support students with dyslexia

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How teacher training and mind maps can help EFL teachers better support students with dyslexia

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How teacher training and mind maps can help EFL teachers better support students with dyslexia - EERA Blog

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Blog of European Educational Research Association

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Emma & Tom Talk Teaching Podcast, ep12 |  Decolonising the Languages Curriculum with Kerry Bevan

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Emma & Tom Talk Teaching Podcast, ep12 |  Decolonising the Languages Curriculum with Kerry Bevan

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Emma and Tom Talk Teaching is a podcast hosted by Emma O'Dubhchair & Tom Breeze, both teacher educators at Cardiff Metropolitan University in Wales.

Guest for this episode is Kerry Bevan, Programme leader for PGCE secondary languages at Cardiff Metropolitan University in Wales. A practising languages teacher in school, Kerry recently completed her thesis for the National MA Education (Wales) programme researching into perceptions of decolonising the languages curriculum.

In today's discussion, Kerry tells us about the subject-specific issues around a white, Euro-centric approach to languages, and what her research told her about new teachers' perceptions of the problems and potential future advances that could contribute to Wales's ambition to be an anti-racist country. (46 mins)

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Blubrry Podcasting - Podcast Hosting, Statistics, WordPress Hosting, Syndication Tools and Directory

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For this episode we welcome (and bow down to) our colleague Kerry Bevan! Programme leader for PGCE secondary languages, but also still a practising languages teacher in school, Kerry recently completed her thesis for the National MA Education (Wales) programme and stormed to a mark in the 90s for her research into perceptions of decolonising the languages curriculum.

In today's discussion, Kerry tells us about the subject-specific issues around a white, Euro-centric approach to languages, and what her research told her about new teachers' perceptions of the problems and potential future advances that could contribute to Wales's ambition to be an anti-racist country.

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Recorded in studio B2.15 at Cardiff Metropolitan University's Cyncoed Campus on 20th November 2023

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Decolonising the Languages Curriculum with Kerry Bevan

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Emma and Tom, two teacher educators from Cardiff Metropolitan University in Wales, present a fortnightly podcast on education.

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Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools

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Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools https://t.co/xA2mGSaEhM

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Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools pic.twitter.com/xA2mGSaEhM
— Clyde_Eco (@deery_karen) February 21, 2024

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Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools https://t.co/xA2mGSaEhM

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools https://t.co/xA2mGSaEhM

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Please find the results of our second (child-led) international litter pick, in conjunction with our partner school in France. @ClydePrimary @ClydeParentCncl @KSBScotland @LfeeEurope @GlasgowIntEd #ecoschools

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Les Charbonnières: Des Femmes Au Coeur de la Mondialisation

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Les Charbonnières: Des Femmes Au Coeur de la Mondialisation

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1/4🟠 Focus sur...🟠 pic.twitter.com/EjJatSFw9U
— Oliwon Lakarayib (@OliwonLakarayib) February 19, 2024

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Moore et al. (2024) Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom

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Moore et al. (2024) Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom

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Ashley R. Moore, James Coda, Julia Donnelly Spiegelman & Melisa Cahnmann-Taylor (2024) Queer breaches and normative devices: language learners queering gender, sexuality, and the L2 classroom, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2024.2306398

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Black History Has Many Tongues: Black History around the World

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Black history has many tongues: Black History around the world

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Black history has many tongues: Black History around the world

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Black History Biographies

Black History Month often focuses on the American (US) story, but as we know in Modern Languages & Literatures, the history of people of color extends beyond the borders and language of Anglophone countries. During Black History Month, the LLC will highlight stories of black history that go beyond the English speaking world.

Submit a Biography

Will you contribute a biography? We will post these stories here, including a photo and a brief (50-100 word) story or biography. Links to other external resources are strongly encouraged. We would love to collect many voices (both students and professors) writing about the diverse experiences and lives of black people, art, and writings around the globe.

Arabic

Tayeb Salih (1929-2009)

Tayeb Salih was born in 1929 in rural Karmakol, in northern Sudan. He has been described as the "genius of the modern Arabic novel." Salih worked as a teacher in Sudan. However, he has lived abroad for most of his life. He worked in a variety of diplomatic positions. His most well-known work is the modern classic novel: "Mawsim al-hijra ila'l-shamal" (1967; Season of Migration to the North), which received great critical attention in both the west and the east and brought new vivacity to the Arab novel. - by Dr. Inas Hassan

Dutch

Chika Unigwe (b. 1974)

Chika Unigwe studied English Literature in her native Nigeria. After moving to Belgium to follow her husband, she got Ph.D. in Literature, and became the first African woman to write novels and short stories in Dutch. She raised four children, became a member of the city council in her adoptive city Turnhout, and started raking in prestigious international literary prizes. The Guardian called her one of the five most important African authors living today. You can visit her webpage here. - by Dr. Paul Oorts

French

Aimé Césaire (1913-2008)

Born in Martinique, Aimé Césaire was a French and Francophone author, poet, and politician. Césaire attended school in Paris where he helped to create L'Étudiant Noir, a literary review. In Paris, Césair also began work on one of his long poems, Cahier d'un retour au pays natal, which was focused on life in the Caribbean. Césair then returned to Martinique, where he wrote some of his most famous pieces, such as Une Tempête and Discours sur le colonialisme. - by Meghan Nichols ('19)

Maryse Condé (b. 1937)

Maryse Condé, a Francophone historical-fiction author, was born in Guadeloupe in 1937. She attended Lycée Fénelon and majored in English at Sorbonne in Paris. After finishing college, Condé became a teacher in Guinea, Ghana, and Senegal. She divorced her first husband in 1981 and married Richard Philcox, an English translator who translated most of her books, the next year. Condé received the Fullbright Scholarship in 1985, which allowed her to teach in the United States, and she is now a professor at Columbia University. Condé is most celebrated for her novel Segu. - by Meghan Nichols ('19)

Italian

Igiaba Scego (b. 1974)

Scego was born in Rome in 1974, both of her parents of Somalian descent. Always intrigued by literature and history, she received a degree in Foreign Literature at the First University of Rome. She went on to obtain her doctorate and in 2003 published the novel La Nomade che amava Alfred Hitchcock, which was awarded the Eks & Tra prize. She is also famous for her autobiography, La Mia casa è dove sono, published in 2010. Interview and blog by Afro-Europe. - by Alexa Maratos ('19)

Latin

Augustine of Hippo (c. 354-430)

Considered a saint by the Catholic Church, Augustine was born in Northern Africa near what would be modern day Algeria. Although most surviving records concerning St. Augustine give no indication of his racial background, he was ethnically African, at least on his mother's side. While he followed the sect of Manichaeism as a youth, he later converted to Catholic Christianity - the faith of his mother, Monica, and the influential bishop Ambrose. After becoming a bishop himself, Augustine wrote his Confessions and The City of God, which continue to influence western Christianity to this day. Augustine died during a raid on Hippo in 430 CE. - by the Honors Seminar HN202.03 "Human Drama: The Medieval World", Class of 2019

German

Mohamed Hussen (1904-1944)

Mahjub bin Adam Mohamed (also known as Bayume Mohamed Husen) was born in German East Africa in 1904 and served in the German colonial army as a child during the First World War. In 1929, Husen moved to Germany, settled in Berlin, and married a German woman in early 1933. He worked as a waiter at the entertainment venue "Haus Vaterland" and taught Swahili at the university in Berlin. After the Nazi takeover, he had increasing difficulty finding stable work and, with a family to support, turned to the colonial advocacy groups as a source of income. Husen appeared frequently at colonialist festivals and rallies throughout the 1930s and in at least twenty-three films between 1934 and 1941. Denounced and arrested on the charge of Rassenschande or racial defilement in 1941 after an affair with a German woman, Husen was sent without trial to Sachsenhausen concentration camp, where he died in 1944. For more information see his Stolpersteine Projekt webpage. - by Dr. Willeke Sandler

Marie Nejar (b. 1930)

Born in 1930 in Mülheim an der Ruhr, Marie Nejar grew up in the shadow of the Nazi rise to power in Germany. As the only black child in a community of white Germans, she soon learned that others had a hard time reconciling her German-birth with her skin color. Notably, as she spent time with other girls who were becoming well-indoctrinated Nazis, it took Nejar a few failed attempts to participate in typical events and groups held for Nazi German girls before she realized: "Oh, my grandma is right. Adolf Hitler doesn't love me." Yet, soon she found out that Hitler - or rather Goebbels - did want her! Goebbels personally excused her from school to act in his propaganda films under the stage name: Leila Negra. During the 1940s and 1950s (well after the defeat of the Nazi regime), Nejar acted in 8 films and recorded several popular songs. For an interview (with English subtitles) visit the Afro-German project website for Schwarz, Rot, Gold. Click the cover of her book Mach nicht so traurige Augen, weil du ein Negerlein bist to see her Amazon page. - by Dr. Patrick Brugh

Spanish

Elizabeth Acevedo

Born and raised in New York City, Elizabeth Acevedo's African and Latin background helped her find her passion in performing arts from an early age. She received MFA in Creative Writing from The University of Maryland and a BA in Performing Arts from The George Washington University. In addition, Elizabeth is well known for her poetry videos which have been featured in major mediums such as PBS and Cosmopolitan. She has been known to be an advocate for black rights through her performances as well. In her piece "Hair" she says, "My mother tells me to fix my hair. And by fix she means straighten. She means whiten ... and so many words remain unspoken because all I can reply is, 'You can't fix what was never broken.'" Elizabeth lives in Washington DC, but performs in many areas. Through her twelve years of experience and degrees in performance arts, Acevedo had the opportunity to appear on BET and Ted Talks. She is a National Slam Champion, Beltway Grand Slam Champion, and the 2016 Women of the World Poetry Slam representative. You can visit her homepage here. - by Ana Ilisinovic ('18)

Nelson Estupiñán Bass (1912-2002)

Nelson Estupiñán Bass was born in 1912 in the city of Sua. He grew up in the Esmeraldas province in Ecuador, which was predominantly populated by Afro-Ecuadorians. He was originally homeschooled by his mother, but eventually went on to graduate with a public accounting degree from Escuela Superior Juan Montalvo in 1932. Bass' communist ways are portrayed in his poems "Canto a la Negra Quinceañera" and "Anúteba," which were published in 1934 by the socialist diary, La Tierra. One of Bass' most famous novels, Cuando Los Guayacanes Florecían, was completed in 1943 and published in 1950 by the Casa de la Cultura Ecuatoriana. The novel portrayed the oppressed situations that Afro-Ecuadorians encountered during the Liberal Revolution in Ecuador in the year 1895. Bass was heavily influenced by global Pan-Africanism and clearly invoked black aesthetic and political project in his work during the 1940s and 50s. In 1955, Bass was elected as the first president of a regional museum in Esmeraldas called Archaeological Museum,'Carlos Mercado Ortiz'. In the year 1998, Bass was nominated for a Nobel Prize in Literature. Sadly, in 2002 Bass became sick with pneumonia while giving a series of lectures at Penn State University. Within the year, Bass passed away at the Hershey Medical Center. He is remembered as one of the most creative Afro-Latin American writers in Ecuador and represents a South American expression of the African Diaspora. - by Dr. Emma Cervone and Victoria McNamara ('17)

Luz Argentina Chiriboga (b. 1940)

Luz Argentina Chiriboga is a prominent female Afro-Ecuadorian writer who explores the different aspects of her identity through her writing. Born in Esmeraldas, Ecuador as a woman of color she discusses and challenges stereotypes about gender and race through both prose and poetry. Chiriboga earned a bachelor's degree in biological sciences at the Central University of Ecuador but spent the majority of her young life raising children and researching for her husband, writer Nelson Estupiñán Bass's, work. Having been inspired one day by a circus which came to town Chiriboga took up writing in 1968. Encouraged by her husband she went on to write many pieces including her first prize wining short story "El Cristo de la mirada baja." Inspired by nature and fighting for human rights for black women, her work catalogs the connection between Hispanic and African cultures and explores how her writing can be used as a tool for change. - by Eliana Marzullo

Nicolás Guillén (1902-1989)

Nicolás Guillén was an Afro-Cuban poet, journalist, and activist. He was best know as the national poet of Cuba during the revolutionary period, as he used his poetry to portray his social and political ideas. He drew on both his African and Cuban heritage to write his poetry, the most famous being Motivos de son. - by Allison Gavin ('18)

Totó La Momposina (b. 1940)

Totó La Momposina's life has been dedicated to represent the music of Afro-Colombians. Due to La Violencia in the 1950's, Totó was forced to move to Bogotá as a child. During that time, she learned some of the musical skills that enabled her to become the legacy she is today. Being an innovator, she embodies the diverse cultures of her homeland, since the music she plays incorporates the Indigenous and African roots of her ancestors. She is known worldwide and has been artistically active for nearly 60 years. - by Dr. Margarita Jácome

Sofía Quintero (b. 1969)

Sofía Quintero is a writer, social media activist, educator, speaker, filmmaker, and comedienne who also is a cancer survivor. The author of Efrain's Secret, she has also written several hip-hop novels under the pen name "Black Artemis." This self-proclaimed "Ivy League homegirl," in Sofía's words, graduated from Columbia University and currently lives in the Bronx. Follow her on Twitter where a majority of her writing and work can be found. - by Colleen Hudak ('19)

Nicomedes de Santa Cruz (1925 - 1992)

Nicomedes de Santa Cruz was born in Lima, Peru in 1925. Coming from a large family of low income, as a teenager, he worked as a blacksmith to support his family. In 1956 he was inspired by his friend Don Porfirio Vásquez and he helped form him into a writer. Santa Cruz began to travel around Peru and Latin America to spread his knowledge of the Afro-Peruvian world culture. He did this through various mediums of media such as radio broadcasts, his collaborations in daily newspapers such as El Comercio and he even organized a theater company with his sister, Victoria. - by Kelsey Maddox ('19)

Victoria Santa Cruz (1922-2014)

Victoria Eugenia Santa Cruz Gamarra was born on October 27, 1922 in Lima, Peru. She was a writer, dancer and designer who represented Afro-Peruvian culture. She is considered the "mother of Afro-Peruvian dance and theatre" and is credited to be the reason for its revival. Her younger brother is Nicomedes Santa Cruz Gamarra, is known for his poetry. She had nine other brothers who took after their parents' artistic sides. Her father Nicomedes Santa Cruz Aparicio was a writer and immersed his children into the Afro-Peruvian arts, including the dances of zamacueca and marinera. In 1961, Victoria studied at the University of National Theater and the School of Dance in Paris, France where she earned her title of writer and set designer. When she returned to Peru she founded the Teatro y Danzas Negras del Perú. Here, she put on the most popular productions in the country and this earned the group a spot to represent Peru in the Olympic Games in Mexico 1968. They received a medal and diploma for their work during the Olympics. She went on to be recognized as the best folklorist in 1970 by the Catholic University of Chile. The following year, she was invited by the Colombian government to speak at the Festival of Cali. There, she let it be known that the African roots run deep in every Latin American country, not just in Peru. She became a professor at Carnegie Mellon from 1982-1999 and set up theaters all over the world. She continued to show love for the country that was her home for years until her death in 2014. - by Tiffany Nano-Miranda ('18)

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Black History Has Many Tongues: Black History around the World

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Black History Month often focuses on the American (US) story, but as we know in Modern Languages & Literatures, the history of people of color extends beyond the borders and language of Anglophone countries. During Black History Month, the LLC will highlight stories of black history that go beyond the English speaking world.

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Podcast - Understanding our natural world: why languages matter

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Podcast - Understanding our natural world: why languages matter

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Understanding our natural world: why languages matter

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There are many endangered languages around the world. If they are lost or go dormant, the heart and soul of many cultures and communities will be affected. But have you ever considered the impact the loss of a language might have on our natural world? In this episode of LinguaMania, Felice Wyndham, Karen Park and Andrew Gosler explore the links between language and nature. How can revitalizing linguistic diversity help also protect biodiversity? And why do the words we use when talking about our local flora and fauna matter?

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How Africans Are Changing French — One Joke, Rap and Book at a Time

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How Africans Are Changing French — One Joke, Rap and Book at a Time

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"A growing number of words and expressions from Africa are now infusing the French language"
NY Times article by Elian Peltier.

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"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica 

https://t.co/cJWDiSXsUK

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How Africans Are Changing French — One Joke, Rap and Book at a Time (Gift Article)

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More than 60 percent of French speakers now live in Africa. Despite growing resentment at France, Africans are contributing to the evolution and spread of the French language.

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"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica 

https://t.co/cJWDiSXsUK

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"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica https://t.co/cJWDiSXsUK
— Catalyst Press (@catalyst_press) December 12, 2023

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How Africans Are Changing French — One Joke, Rap and Book at a Time (Gift Article)

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More than 60 percent of French speakers now live in Africa. Despite growing resentment at France, Africans are contributing to the evolution and spread of the French language.

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"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica 

https://t.co/cJWDiSXsUK

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"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica 

https://t.co/cJWDiSXsUK

# data[].attributes.attachment_link.metadata.attachment_props.text
"A growing number of words and expressions from Africa are now infusing the French language"

How Africans Are Changing French — One Joke, Rap and Book at a Time by @ElianPeltier #ReadingAfrica 

https://t.co/cJWDiSXsUK

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How Africans Are Changing French — One Joke, Rap and Book at a Time (Gift Article)

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More than 60 percent of French speakers now live in Africa. Despite growing resentment at France, Africans are contributing to the evolution and spread of the French language.

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Online resource from Cadbury's in partnership with the National Deaf Children's Society

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Sign with Fingers and try our little lessons.

Let’s help more people feel included by learning some British Sign Language

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Cadbury Dairy Milk Fingers | Sign With Fingers Big & Small

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Cadbury Dairy Milk Fingers | Sign With Fingers Big & Small

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Let’s help more people feel included by learning some British Sign Language.

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Paul Young is proud to be a role model for the Deaf children he coaches in football every Saturday morning in the town of Farsley, West Yorkshire. Born profoundly deaf (deaf refers to the sensory condition of deafness, while Deaf refers to belonging to the Deaf community) to hearing parents, he grew up in a world that's very different from the one experienced by today's young Deaf children, and is inspiring proof that they can achieve whatever they set their minds to.

"When I was growing up, we didn't have the same level of accessibility or the written communication like texts, social media and email that make things that bit easier for young Deaf people today," says Young, 53. "There are also better opportunities out there for Deaf people now. People can say with confidence: 'I'm Deaf, so what? That's just me.'

"As a child, I went to a Deaf school in Boston Spa, which used an oral approach to education. I communicated with my teachers, classmates and parents via lip-reading and speaking, but after moving on to college, I found myself in an entirely different world. I had to sit in the front row to lip-read my lecturers, and as they walked around the room, I missed out on a lot of information.

"I was very conscious of my deafness, and sometimes struggled to follow the conversation if there were more than two or three people talking. I'd try my best to work out what was being said, but it was hard work."

It was only when Young headed to Sheffield Hallam University that he learned British Sign Language (BSL), and a new world of communication opened up to him.

"There's a wide spectrum in the Deaf community - most people lip-read, then some only speak, some only sign, and others use a mixture of signs and speaking," he says. "When I went to Sheffield, it was the first time I'd met Deaf people who only used BSL, so I learned to sign by watching them - and that helped me to become part of the university's Deaf community."

Throughout school, college and university, Young pursued his passion for football, and after graduation he played for Leeds Deaf FC in a Saturday league and National Deaf Cup competitions around the UK. Having worked his way up from secretary of Leeds Deaf FC to chairman, in 2012 Young retired from playing and began his coaching career.

"I could see there was a gap in football provision for Deaf children. When it comes to playing hearing football, communication is the biggest challenge for Deaf children, who may not hear whistles or shouts from teammates," he says. "I wanted to help give them the confidence they need to play, and to help build up their skills and social interaction.

"Because I've got good speech and can also sign, I knew I could work with both hearing and Deaf people, and create a bridge between those two worlds."

As there are a number of ways to be affected by deafness, Young says that deaf matches are played silently, with players signing at one another, using gestures or lip-reading.

"Players are not allowed to use hearing aids or cochlear implants, they must be taken off so all players have to rely on their eyesight. If we play against hearing opposition, players can wear hearing aids or cochlear implants, it is up to them."

With the help of an interpreter, Young went through an FA Coach Level 2 course, then in 2013, set up Leeds Deaf Juniors FC - now known as Farsley Celtic Deaf Colts FC - with the aim of being a role model for young Deaf children.

"Each week, I coach keen footballers aged seven to 14, hoping to inspire and instil a sense of pride in them," he says. "I enjoy showing the hearing parents of Deaf children what they can achieve. Through me, they can see that with the right support and communication, their child could become a football coach, a manager - whatever they want to be."

Young, a quality manager for a door manufacturer, is also keen for hearing people of all ages to gain more insight into the lives of Deaf people. "We have our own culture, our own language, and our own understanding of what it is to be deaf, and it helps if hearing people are mindful that we have different needs," he says. "But at the end of the day, we also have the same interests as everyone else, and want the same thing: to get involved, and be included."

Young hopes that the Cadbury Fingers Sign with Fingers campaign, in partnership with the National Deaf Children's Society, will help increase understanding of the Deaf community among hearing people. The campaign encourages adults and children to learn some simple BSL - such as " Which team do you support?" and " How are you? " - to help Deaf people feel included. Being able to share those moments that bring people together makes a world of difference, whether that's cheering on your team or sitting down for a cup of tea.

"I think it's a great thing for everyone to learn how to sign so they can communicate with Deaf people," Young says. "It's just another language to learn, like French or German, and the earlier children learn sign language, the more awareness they'll have of Deaf people as they get older. It breaks down boundaries, so when they meet a Deaf child they'll think: 'OK, that's normal.' Hopefully, campaigns like Cadbury's will help build a society that's more inclusive and aware of Deaf culture."

As for young Deaf people who'd like to get into football, Young wants to encourage them in any way he can. "Seeing the children I've coached growing into men, and moving into both the deaf and hearing leagues to play, I feel a real sense of fatherly pride - it makes coaching so rewarding," he says. "I'd advise Deaf children who worry they can't achieve the same things as their hearing peers to seek support wherever they can, to look up to their role models, and never let themselves be stereotyped. And above all, never give up."
Head over to the Sign with Fingers hub to learn a little bit of BSL and for tips on how to communicate with a deaf person

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'Never let yourself be stereotyped': how a Deaf football coach became a role model

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Paul Young was born deaf, but that never got in the way of his passion for the game. He tells Rosie Mullender why he established a football club for Deaf kids - and why he loves showing hearing parents what those children can achieve

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28/10: Journée internationale de la langue et de la culture créoles : la génèse des différents créoles du monde

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28/10: Journée internationale de la langue et de la culture créoles : la génèse des différents créoles du monde

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Journée internationale de la langue et de la culture créoles : la génèse des différents créoles du monde - Outre-mer la 1ère

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Ce 28 octobre marque la journée mondiale du créole. Pas seulement du créole particulier d’une région, mais de tous les créoles de la planète. Sait-on ce qu’est un créole ? Ou plutôt ce que sont les créoles (et les pidgins dont ils sont issus) ? Ces langues sont nombreuses et réparties sur tous les c…

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This website offers Gaelic resources to use when working with children who have speech sound difficulties. This includes activities that target those sounds which occur in Gaelic but not English.

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Gaelic resources to use with children who have speech sound difficulties, including activities that target sounds which occur in Gaelic but not English.

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Decolonising education and how to decolonise an MFL lesson

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Decolonising education and how to decolonise an MFL lesson

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Decolonising education and how to decolonise an MFL lesson

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Article by Maud Waret, teacher of French, Spanish and history at a secondary school in London. Published May 2023.

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What is it we are trying to achieve in our daily lives?

What are the objectives we want to achieve in the way we educate our children?

Which undercurrent are we promoting when we choose to study one aspect of history, literature or languages rather than another one?

What sort of society do we want our children to grow up into?

Begin with a lesson starter or a 'Do now' by selecting a contemporary picture from a news website. You can ask your students to practise for the GCSE MFL picture description task using the PALMM acronym to describe the picture, but you can also allow them to exercise critical thinking by asking them to give their opinion on the picture and making them question the status quo.

For instance, in this picture in Odessa in 2022, the French Republican motto is clearly visible as graffiti on the wall. Ask your students why they believe Ukrainians use it when facing the Russian army.

Using maps is also essential to counterbalance the western bias in cartography. For instance, the Mercator map is biased in the way it represents the shape of continents, but we also create a biased map when we put the UK at its centre. Showing a world map with New Zealand at the centre is a good way to demonstrate our reductive world view. Ask students if they can still identify and name the countries and challenge them to consider why most maps are centred on Britain.

To see an example of a decolonised MFL resource, download Maud Waret's A-level French reading comprehension La Tour Eiffel, le symbole de la France .
Bibliography
Bhopal, K. (2018, April 6). White privilege. Policy Press.

Givens, T. E. (2022, January 25). The Roots of Racism. Policy Press.

A. (2023, April 13). Hidden Repression: How the IMF and World Bank Sell Exploitation as Development. Bitcoin Magazine Books.

Jivraj, S., & Simpson, L. (2015, May 13). Ethnic Identity and Inequalities in Britain. Policy Press.

Thuram, L. (2021, October 29). White Thinking. Legend Press Ltd.

Wesseling, H. (1987, July). Towards a History of Decolonization. Itinerario, 11(2), 95-106. https://doi.org/10.1017/s0165115300015473

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Decolonising education and how to decolonise an MFL lesson

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Teacher expert Maud Waret introduces the principles of decolonising education and offers suggestions for how to decolonise a languages lesson.

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Families with autistic children often tell us they are worried that bilingualism will cause problems for their child’s development. Here, researchers from the University of Edinburgh and Queen Margaret University in Scotland show families that being bilingual can benefit all children - whether speaking and non-speaking, autistic and non-autistic - in lots of ways, and that parents should speak the language they are most comfortable with.

Resources for parents in a variety of languages available from this research project here.

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Autism and Bilingualism. Can autistic people learn and use several languages?

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A Global Voices initiative to support marginalized communities to harness the internet to meet their self-determined needs.

Helping bring new voices from new communities and speaking endangered or indigenous languages to the global conversation by facilitating the creation of peer learning networks to leverage the internet and digital media for their self-determined needs.

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We are Rising Voices

Helping bring new voices from new communities and speaking endangered or indigenous languages to the global conversation by facilitating the creation of peer learning networks to leverage the internet and digital media for their self-determined needs.

Mayan Language Digital Activism

Project to support emerging digital activists promoting Mayan Languages in digital spaces.

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Rising Voices · Helping the global population join the global conversation

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Rising Voices aims to extend the benefits and reach of citizen media by connecting online media activists around the world and supporting their best ideas.

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Drum Dream Girl - How One Girl's Courage Changed Music is a picturebook by Margarita Engle, and is based on a true story.

This read and play along retelling on the Music with Miss P YouTube channel lasts 10mins29.

Drum Dream Girl tells the story of Millo Castro Zaldarriaga and how she broke barriers to become a female percussionist in Cuba and eventually all over the world. Before the story, we will learn a new Spanish phrase to chant and drum along to the story!

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Drum Dream Girl - Read Aloud and Drum Along

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Article in Stride.
Fiona Malcolm, Faculty Head of Humanities at Braes High School in Falkirk shares her innovative approach to ensuring young people’s voices are at the heart of curriculum design.
Find out more about CRWIA (Children’s Rights and Wellbeing Impact Assessment) that laid the foundations for the curricular co-design and innovation at Braes.
Not languages specific.

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Fiona Malcolm, Faculty Head of Humanities at Braes High School in Falkirk shares her innovative approach to ensuring young people's voices are at the heart of curriculum design.

In 2021-2022, I was part of the first cohort to participate in Education Scotland's 'Building Racial Literacy' programme. I was seconded, on a part-time basis, to the authority with a focus on supporting others on their Rights Respecting Schools journey and delivering on the United Nations Convention on the Rights of the Child (UNCRC), so this opportunity fitted perfectly with this work. The final part of the course was to write an action plan on how you would put your learning into practice. I decided that my focus would be a "test of change" curricular audit of S1 and S2 courses within the faculty. Teachers and pupils would work alongside each other to audit the courses and would be co-creators of any changes identified. This rights-based approach would put young people's voice at the heart of curricular content and design.

"Teachers and pupils would work alongside each other to audit the courses and would be co-creators of any changes identified."

Choosing our Young People

Through discussion with Pastoral Heads, a small group of young people from S2-S6, both white and of colour, were selected based on their interest in equality, diversity, and inclusion. I met with them to discuss the project, to determine if they were interested in being part of it, and to ask if there were any other young people they believed should be involved. To ensure they were empowered in their decision-making, the pupils were told they could leave the project at any time.

What we did

There were a few steps to put in place before the audit could begin. Firstly, completing a CRWIA (Children's Rights and Wellbeing Impact Assessment). When the UNCRC (Incorporation Scotland) Bill becomes part of domestic law, children and young people's voices in decision-making in aspects of society that impact them directly will become more important. Completing a CRWIA along with the pupils ensured their interests were placed at the centre of this approach.

"Staff and pupils worked together to audit the S1 and S2 courses, identifying where there were aspects of a decolonised curriculum and where there could be examples added and changes made."

Secondly, it was important to raise awareness of anti-racism through professional and pupil learning. Staff and pupils' knowledge and understanding of racial literacy was developed using parts of HOWDEC's ' Anti-racist Educator Guide for Teachers' and Scotdec's ' Anti-racist toolkit for teachers'. Thirdly, to enable discussion surrounding why the curricular audit was important, staff and pupils used 'A Framework for Decolonising Global Issues', adapted from: K.Pashby et al, ' Teaching for Sustainable Development '. Finally, once time had been spent on the developing an understanding of the background information required, the auditing process began with all participants using Simon Breakspears' auditing format for note-taking and planning. Only after those steps had been completed did the auditing of the courses begin.

As this was a "test of change" we decided to focus on two departments within the faculty: History and Modern Studies. Staff and pupils worked together to audit the S1 and S2 courses, identifying where there were aspects of a decolonised curriculum and where there could be examples added and changes made. The project's evidence was used to inform changes within the History and Modern Studies BGE courses further developed during the final term of 2022-23.

Next Steps

This approach will be rolled out in session 2023-24 to include the remaining two departments within the faculty, Geography and RMPS. By the end of session 2023-24, S1-S3 across the faculty will have been audited and changes acted upon. As with this session, this has been included in both the school and faculty improvement plans. To ensure further inclusion and diversity within the faculty, the same approach will be utilised for other protected characteristics.

"Authentic pupil voice and participation was ensured throughout as they provided feedback on both the process and the curricular design."

Reflections

Reflections from staff and pupils illustrate a greater understanding of ant-racist education and the UNCRC. Through professional learning, co-creation working and encouraging young people to take the lead, practitioners provided an increasingly inclusive and diverse experience for learners while meeting their rights within the UNCRC framework. The use of self-evaluation developed an environment which promoted diversity and inclusion and met the entitlements of learners. Authentic pupil voice and participation was ensured throughout as they provided feedback on both the process and the curricular design. This in turn, helped to develop trust and respect across settings.

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Curricular Co-Design - Stride - online magazine for global citizenship in schools

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Fiona Malcolm, Faculty Head of Humanities at Braes High School in Falkirk shares her innovative approach to ensuring young people's voices are at the heart of curriculum design.

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Digard et al. (2023) Raising bilingual autistic children in the UK: at the intersection between neurological and language diversity

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Digard et al. (2023) Raising bilingual autistic children in the UK: at the intersection between neurological and language diversity

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School of Philosophy, Psychology and Language Sciences, The University of Edinburgh, Edinburgh, United Kingdom

School of Health and Social Care, University of Essex, Colchester, United Kingdom

Division of Psychology, Sociology and Education, Queen Margaret University, Musselburgh, United Kingdom

Introduction: While research shows no negative effects of bilingualism on autistic children's development, due to misconceptions around both autism and bilingualism, bilingual parents and educational/clinical practitioners who advise them often express unfounded concerns that exposing autistic children to more than one language will cause confusion and developmental delays. To understand the reasons that drive these misconceptions, this study focuses on: identifying factors that impact family decisions about (not) raising autistic children bilingually; attitudes toward bilingualism expressed by the community, doctors, family members, and teachers; sources of information about bilingualism and autism available to families.

Methods: Through a mixed-method online survey, we explored these questions in 31 UK-based bilingual families with 34 autistic children (age M = 10.6 years; SD = 7.1).

Results: The families reported choosing bilingualism for their autistic child primarily so that the child can communicate with family and community members. Attitudes toward bilingualism in their networks were predominantly positive, with a large portion of individuals not having opinions possibly due to lack of information. Only about 1/3 of parents had access to information on bilingualism and autism, mostly found on the internet.

Discussion: We discuss these findings and offer future directions for research, practice, and battling stigmas around bilingualism and autism.

Introduction

At least half the world's population is estimated to be bilingual or live in a bilingual environment [( 1), pp. 27-39], and logically, so should be half of the world's autistic population. While attitudes towards bilingualism in neurotypical individuals are generally positive (with variation across and within communities), attitudes are less positive when it comes to autistic people ( 2). Autism is characterised by specific patterns of social communication and interaction, and repetitive behaviour and/or restricted interests. These characteristics are commonly seen through a deficit, disability or impairment lens in comparison to neurotypical norms and expectations, resulting in stereotypes and stigmatisation of autism as a condition.

Some of the wrongly founded assumptions about autism include the idea that exposing autistic children to more than one language causes confusion or negatively affects cognitive development. This has been observed in professional practice among educators and clinicians, who likely with a good intent but due to the lack of information and/or the presence of stigma, tend to advise bilingual families with autistic children to raise their children monolingually [e.g., see Yu ( 3)]. Early work by Kay-Raining Bird et al. ( 4), which explored this topic, and which predominantly included respondents from the United States and Canada, found that bilingualism was often not recommended/favoured by practitioners when advising bilingual families about raising their autistic children. This has been replicated in several other studies predominantly in the Canadian context ( 2). The UK context, however, remains rather underexplored in this respect with exception of a few recent studies. Specifically, among 11 families of autistic children in England and 5 families in Wales, Howard et al. ( 5) found predominantly negative or lack of advice by practitioners or other family members regarding bilingualism. Furthermore, in their work with seven practitioners in England and six in Wales, Howard et al. ( 6) identified some concerns about bilingualism not being feasible for all autistic children, as well as concerns that bilingualism might hinder a pupil's literacy development and that language mixing might be cognitively demanding for an autistic child. As a result of these negative views regarding bilingualism in autism, many autistic children from bilingual families are denied access to learning their home language, and in turn, do not have the same opportunities to develop their cultural and linguistic identity as neurotypical bilingual children. Furthermore, since using the home language is essential for the participation of an autistic child in the family social life ( 7), the consequences of imposed monolingualism on an autistic child could have detrimental effects on communication and inclusion within a bilingual family or in fact community. Misconceptions about bilingualism and autism also play a role in a school context, where autistic pupils who need adjustments are frequently advised to drop language classes ( 8).

Contrary to concerns about exposing autistic children to more than one language, the growing body of evidence focusing on autism and bilingualism suggests that there are no negative effects of bilingualism on language or cognitive development [e.g., ( 9, 10)]. Research also suggests some tentative positive effects on cognition including facets of executive function skills [e.g., ( 11- 13)] and crucially, in lived experiences. Specifically, parents describe increased familial connections and closeness when they are able to express themselves in their first language [e.g., ( 3, 14)] and autistic bilingual adults have expressed the benefits of bilingualism on domains such as widening access to work and social opportunities, social interactions, and self-understanding ( 15, 16).

The evidence of no harmful effects of bilingualism on development of autistic children suggests that the advice by practitioners not to expose autistic children to more than one language seems to be unfounded. Considering that there is a significant proportion of bilingual children in the UK [over 1.7 million pupils, equating to around 20% of school pupils ( 17)], as well as an estimate of more than 700,000 autistic individuals ( 18), it is crucial to better understand the views, attitudes and decision-making processes of parents regarding the linguistic environment for their autistic children. In the process, it is also vital to identify ongoing stigmas that might be present at the intersection of autistic and bilingual experiences. By using a questionnaire-based approach, comparable to Kay-Raining Bird et al. ( 4), and by expanding on the England- and Wales-based work of Howard et al. ( 5, 6) through the inclusion of participants from around the UK, the current research addresses the following questions:

1. What factors impact the decision-making processes around bilingual upbringing in UK-based bilingual families of autistic children?

2. What attitudes towards bilingualism do these families encounter among four main stakeholder networks (local community, doctors, family, and teachers)?

3. Where, if at all, do these families of autistic children find information about bilingualism and autism?

Materials and methods

Design and survey

The team developed an online, mixed-methods survey for UK-based bilingual parents of at least one child with a neurodevelopmental condition. The study received ethical approval from the School of Philosophy, Psychology and Language Sciences Research Ethics Committee from the University of Edinburgh, ethics approval number 22-2122.

Measures

The online survey was designed by the authors due to the lack of an existing tool to address the needs posed by the broader research project (on bilingual families, neurodevelopmental conditions, and COVID-19 effects on family language practices), which this study focusing specifically on bilingualism and autism was a part of. In designing the survey, the authors relied on their previous experiences of investigating bilingualism and neurodiversity. Furthermore, one of the authors recently participated in an international project which included a design of an online tool to document bilingualism in children [see ( 19)]. The survey included the following: (1) a section about parents' demographics, (2) a section about the first-born child including questions on their diagnoses (if any) and bilingualism (languages, exposure, and proficiency), (3) optional identical sections for up to seven other children if applicable, (4) a section about languages used with the child/ren, attitudes towards and the decision-making process concerning bilingualism, as well as about access to information on raising neurodivergent children bilingually, (5) a section on language use before COVID-19, (6) a section on language use at home during COVID-19, and (7) a section for any other comments. In this article we focus on data from all sections apart from those listed under (5) and (6). The survey is available on OSF at https://osf.io/gndb2/.

Procedure

Participants were recruited by circulating the study details and flyers via social media, UK-based charities related to neurodevelopmental conditions (e.g., autism, ADHD, dyslexia, and learning disabilities), as well as personal and professional contacts. As bilingual families with autistic (and neurodivergent) children are hard to recruit in the UK, it was decided that the best approach to obtain responses was to use every possible network through which prospective participants could be identified and recruited.

The online survey was hosted on a GDPR (General Data Protection Regulations)-compliant platform and was active from December 2021 to June 2023. Respondents accessed the study via a general link to the online survey, which started with a participant information sheet and a consent form. Respondents were provided with the research team's contact details and were able to access the survey after providing informed consent. They were also informed that most questions were not mandatory, and respondents could choose not to answer them. Respondents were told that they could go back, or pause the survey, and that it would take between 10 and 30 min to complete depending on the number of children that they have in their family. Respondents were also informed that they had 2 weeks to contact the research team to withdraw their data from the study.

Analysis

The descriptive analysis of the quantitative data was conducted in R (version 3.5.3). Responses to the open-ended questions were used to qualitatively supplement quantitative data. All data was inspected both in R and in Excel.

Results

Participants

A total of 40 parents completed the survey, 31 of whom were parents of at least one autistic child. This research focuses on this sample of 31 respondents (mean age = 44.7 years, SD = 7.3, range = 32-69; 26 females, 4 males, 1 not disclosed) who together represented 62 children including a total of 34 with a clinical diagnosis of autism. Amongst the parents, two respondents chose to disclose a diagnosis of autism, and two a diagnosis of ADHD (mean age at diagnosis = 24.7 years, SD = 17.2, range = 5-37), while two self-identified as autistic. Some respondents also chose to disclose their partner's neurodevelopmental diagnoses: autism (2), ADHD (2), dyslexia (1), and learning disability (1). Respondents reported a total of 22 different first languages (Arabic, Bengali, Cantonese, Czech, Dutch, English, Finnish, German, Greek, Hebrew, Irish/Gaeilge, Italian, Japanese, Polish, Portuguese, Romanian, Russian, Scots, Slovenian, Spanish, Turkish, and Twi), and 21 different countries of birth (Bangladesh, Brazil, Czech Republic, Finland, Germany, Ghana, Greece, Hong Kong, Israel, Italy, Japan, Moldova, Netherlands, Poland, Russia, Saudi Arabia, Slovenia, Spain, Turkey, United Kingdom, and Venezuela).

Of the 34 autistic children represented (mean age = 10.6 years, SD = 7.1, range = 3-38; 7 females, 26 males, 1 non-binary), 21 only had a clinical diagnosis of autism, while 13 had both autism and one or more other clinical diagnoses: ADHD (5), developmental language disorders (6), dyslexia (1), dyspraxia (1), learning disability (5), or other neurodevelopmental conditions (4). Mean age at their first referral for their first neurodevelopmental assessment was 5.1 years (SD = 5.4, range = 1-30), and mean age when receiving their first clinical diagnosis was 6.4 (SD = 5.4, range = 2-30).

Language profiles of the children

Figure 1 shows the respondents' rating of their autistic children's oral expression and comprehension skills in: (a) English (green), (b) responding parent's first (or main) language other than English (yellow), and (c) another language that the child is exposed to, which is either a language that they acquired from their other parent and/or from other interlocutors/contexts (purple). All 34 children had proficiency skills rated in English, 29 had their language proficiency reported for the responding parent's first language other than English, and 9 children had proficiency reported in another language. About 50% of the children ( n = 17) had English understanding and speaking skills similar to that of their same-aged peers, while some children had a few sentences or less in their comprehension (18%, n = 6) and expression (29%, n = 10) skills. Overall language skills were lower in their main non-English language (i.e., the parent's first language) compared to English, with 34% ( n = 10) having similar comprehension skills as their peers, and 28% ( n = 8) for expressive skills. However, many children had language skills of a few sentences or less in both comprehension (45%, n = 13) and expression (52%, n = 15). When it comes to children speaking an additional language ( n = 9), 44% ( n = 4) had comprehension skills similar to that of their same-aged peers, though most children (67%, n = 6) were reported to have expressive skills of a few sentences or less.

Figure 1. Parent-reported oral expression and oral comprehension skills of their autistic children in the languages they are exposed to. For each child, the proficiency scores were not necessarily provided for all three groups of languages presented in the figure: English (green), responding parent's language other than English (yellow), and other language that the child is exposed to (purple). This means that the proficiency of some children was rated for English and parent's language other than English only, while for some other children this included English and other language only. There were also trilingual children, for whom the rating was given for all three languages.

Decisions on bilingual upbringing

Quantitative responses

Of the 31 respondents, 27 reported their children were raised with more than one language at home, 26 reported that before their child's diagnosis they were planning to raise them bilingually, and 12 reported that receiving the diagnosis had led them to reconsider their decision. When asked to select the reasons that led them to decide what languages they would use with their child ( Figure 2), most of these 27 respondents listed as a reason to choose bilingualism a wish for their child to understand their family at home (48%, n = 13), their extended family outside the home (63%, n = 17), and people in their community (37%, n = 10).

Figure 2. Respondents' reasons (in numbers) for choosing bilingual upbringing for their autistic children.

Qualitative responses

To supplement the counts presented in Figure 2, we looked at the open-ended questions regarding decisions on bilingual upbringing. Considering that the open-ended questions were optional and not frequent, we did not collect a number of qualitative responses deemed large enough to require a comprehensive coding approach. We therefore grouped and addressed these open-ended responses by looking at three cohorts of parents that emerged from our data based on the families' bilingual (or monolingual) practices. These included: (1) parents who do not speak more than one language with their child/ren, (2) parents who indicated that they speak more than one language to their child/ren and who intended to use more than one language with their autistic child/ren prior to their child/ren's diagnosis, and (3) parents who indicated that they speak more than one language to their child/ren and who did not intend to use multiple languages with their autistic child/ren prior to their child/ren's diagnosis.

The first focus was on responses from the four participants who do not speak more than one language with their child/ren. While three participants initially intended to use more than one language with their child/ren, they changed their minds upon their child receiving a diagnosis. The following clarifications were provided by two families:

Parent 27: "My children 1st language is English although my husband and I speak French. My 1st born was exposed to our native languages, and we spoke to him in French. However, when we realised he had a language delay and was referred for an autism diagnosis, we decided to use English with him to help him 'catch up' on the use of English language." They further added that they "gave up on using our native languages in favour of English to help them develop language and communication skills used in the community they live in."

Parent 37: "Basically, our view is about practicalities. We live in an English-speaking country, and we decided that we should concentrate in it to make sure our children are able to speak the language in the country they live in. Besides, my wife and her family are native English speakers."

The second focus of responses included participants who indicated that they use more than one language with their child/ren and who intended to use more than one language with their autistic child/ren prior to their child/ren's diagnosis. From the 23 parents in this sample, six respondents changed the way in which they use their languages with their autistic child/ren after they received a diagnosis. These six parents provided the following clarifications:

Parent 2: "Were advised to speak only Arabic with him. Then he joined English language nursery here at [anonymised]. We started to use more English, as we thought he might prefer English. I attended a seminar by [anonymised] and decided to speak both with him." This parent also clarified that "The father's Ph.D. topic has a minor in family language policy. I have decent information on how to raise my child bilingually. Yet I have to admit it didn't help much with my neurodivergent child."

Parent 4: "Speech and Language therapist suggested our son with special needs couldn't learn the language as others so we should stick with one language with him."

Parent 10: "We felt that there wasn't clear evidence from the speech and language therapist that using both languages at home was beneficial or on the other hand confusing for our son as already there was speech delay, and it is still the case."

Parent 26: "At the beginning she wasn't speak any word and start to speak and language therapy in English. Unfortunately, I have to pick the English over the my mother tongue."

Parent 35: "It's hard to know because of my child's language delay how much he understands. I have read leaflets that hearing two languages won't confuse him, but to me it already seems that English alone confuses him. His speech therapist did not know much about bilingualism and had no advice. (He has now been discharged anyway)."

Parent 40: "Because the younger child is non-verbal, our communication has to be very simple. Another language is used sometimes is purely out of coincidence or that had been used since birth, which is also at a minimal level due to his understanding of the spoken word. For the teenager, I changed my mind about pushing him to learn my mother tongue because of his autism. I didn't want to give him extra pressure but my husband and I use Cantonese and French on some occasions for fun or for special greetings. This is so that our son can grow up knowing the existence of these languages esp Cantonese but he doesn't necessarily have to learn it, as long as he doesn't resent it is our aim. He loves French at school and has been learning Spanish, too. My own experience of living in [anonymised] has perhaps had an influence on him."

In the same cohort of 23 families, 17 decided to continue using multiple languages with their child/ren after a diagnosis was received. In addition to reasons summarised in Figure 2, several participants provided clarifications:

Parent 8: "I thought it could be an opportunity to have a job as a translator/interpreter if they want. It could be a backup job while they are looking for a their dream job or a source of additional income if needed."

Parent 17: "Natural to speak whichever language best conveys the emotions and communications you aim to convey. i.e., what feels right."

Parent 31: "Support their general development of language, and awareness that not everyone speaks English in the world."

Parent 34: "The change to learn my language without accent and the fathers language without accent."

Parent 36: "As a speakers of a minority language it was really important for me for reasons of emotion and identity and survival of our language too as well as all the above reasons. The children's father and I had both been brought up bilingually and had very positive experiences of this (and the support of our families)."

The final subset of responses included four parents who reported currently using more than one language with their child/ren but who did not intend to use multiple languages with their autistic child/ren before the diagnosis was received. Of these four families, three changed their mind after their child received a diagnosis, and one did not. From three parents who indicated changing the way in which they speak with their autistic child/ren after the diagnosis, one ended up opting for using English only while two parents opted in favour of bilingualism. Those two parents indicated the following:

Parent 6: "We adjusted our communication in both languages. We made our sentences short and with clear instructions. Also we spoke slowly. In addition, we started speaking English to our children at home when doing homework or speech and language therapist therapies, and also in the public we tend to speak English more than Russian to share the common language environment and to include other people in our conversations with children."

Parent 18: "I became more understanding of my child's needs."

Looking at the combination of quantitative ( Figure 2) and qualitative responses, the reason for (not) choosing to raise autistic children bilingually varied widely. The findings are addressed in detail in section "Discussion."

Attitudes towards bilingualism

Respondents reported a similar pattern of attitudes from community members, clinicians, family members, and teachers, towards bilingual upbringing for autistic children ( Figure 3). No respondents reported very unsupportive attitudes from either group, with most common attitudes being no opinion or a very supportive attitude across all groups of key partners. An overall positive ("a bit" or "very" supportive) attitude towards a bilingual upbringing for autistic children was reported from community members (18 respondents, 58%), clinicians (16 respondents, 52%), family relatives (20 respondents, 65%), and educators (18 respondents, 58%).

Figure 3. Attitudes towards a bilingual upbringing (in numbers) for autistic children reported for four cohorts (community members, clinicians, family members, and teachers).

Sources of information regarding bilingualism

Ten respondents (32%) received information about raising autistic children in a bilingual context ( Figure 4). The majority of participants had found information online ( n = 6), or through support groups ( n = 4). Few reported receiving information from their clinicians ( n = 2) or teachers ( n = 1). Of these 10 respondents, 5 indicated being aware of the research in this field.

Figure 4. Sources of information regarding bilingual upbringing for autistic children. Selecting "Other" allowed for open entries, which were completed by respondents with "Books," "Speech and Language Therapists" (which could have been placed under "Clinicians"), "Webinar," and "Own research/publications."

Discussion

This study aimed to elicit the views of UK-based parents of autistic children who have the potential to be raised in a bilingual environment. In this section we first discuss three questions which were the focus of our study: the reasons why parents decided (not) to raise their child/ren in a bilingual environment, the sources of information that affected such decisions, and the influence of attitudes from various groups on the parental decision-making process. Following this, we summarise a desiderata for improved practice and discuss the feasibility of achieving these targets in the UK socio-political context. We also comment on the importance of moving away from the exceptionalism of bilingualism in order to prevent reinforcing myths/stigmas about both bilingualism and autism. We acknowledge the limitations of our study before closing with concluding remarks.

Reasons for (not) choosing bilingualism

The most common reason that parents listed for choosing a bilingual environment for their children was to provide additional opportunities for their children to better understand the family both inside and outside the home and to integrate with members of their community. This data demonstrates a somewhat obvious fact that bilingualism is likely a requirement for functional relationships within a local community and in family circles where more than one language is used. Consequently, advising against bilingualism can lead to a serious damage to family/community dynamics and wellbeing [for discussions on the importance of bilingualism for child wellbeing in general, see work by Müller et al. ( 20)].

As parents in the survey were asked this question in relation to all their children (including neurotypical children), it is likely that in some of these families who generally use multiple languages, they raised their autistic children monolingually for a variety of reasons. The questions regarding the influence of a diagnosis on parents' decisions to raise their children bilingually/monolingually helped to disentangle this. Six families indicated that they changed their child's linguistic environment following the diagnosis, although some did return to bilingualism - highlighting the dynamic nature of this decision-making process.

Open-ended responses further revealed several factors that affect parental decisions on bilingualism. These included advice from speech and language therapists (SLTs), situations in which SLTs did not feel confident in providing advice, or where access to language therapy was only available in the societal language. Parents also described their own concerns that hearing or speaking more than one language could be confusing, and that for minimally verbal children, bilingual environments could cause additional pressure on the child using language in the future. Importantly, one of the respondents who returned to bilingualism with their autistic child reported that even though their partner knew about bilingualism from their own doctoral research, this knowledge did not help when raising their neurodivergent child. This point is addressed further below in the discussion.

This qualitative dataset of six families supplements the quantitative data presented. Although this is a small sample, the testimonies are in line with reflections from previous research from families with autistic children [e.g., ( 3- 5)]. To understand the prominence of these concerns and to map the dynamic nature of decision-making about bilingual upbringing, a follow-up qualitative approach using semi-structured interviews could offer a more comprehensive understanding of the question which we focused on in this study [as per Howard et al. ( 5), for example].

Information available to parents and relevant stakeholders

As our data indicated that the advice about bilingualism somewhat affected parental decisions on raising their autistic children with(out) multiple languages, we now focus on the research question inquiring about available sources of information on bilingualism and autism. Only 10 respondents reported receiving information about raising their children bilingually. Even within this small cohort, the sources of information varied extensively, with the majority of individuals finding information online. This sets a significant task ahead when it comes to communicating scientific findings beyond academia.

What can be taken from the current findings is the following list of actions which would contribute to a more informed and accessible bilingual upbringing of autistic children: (1) a need to provide training for SLTs about the intersection of bilingualism and autism, and (2) a need to communicate relevant research to other key stakeholders (e.g., teachers, parents, and policy makers) in an accessible format. Pathways to undertaking these actions are many. We briefly discuss these points in relation to some relevant practices from the UK context.

When it comes to the training of future SLTs, as highlighted in Pert [( 21), p. 204], including teaching on bilingualism and cultural diversity in the curriculum of pre-qualification SLT programmes would contribute to a solution. Indeed, the Royal College of Speech and Language Therapists (RCSLT) curriculum guidance for the pre-registration education of SLTs contains bilingualism as a content area integral to the development of future SLT skills ( 22). Anecdotally, we are aware that the contact hours dedicated to bilingualism in UK SLT programmes vary extensively - while some programmes dedicate a whole module to this topic, others have the topic integrated in various courses. Moreover, the increase in integrating the content on bilingualism in the UK SLT programmes seems to have occurred in the last few years. Unfortunately, we lack comprehensive information on how systematic this is across the UK universities. These speculative conclusions based on personal communication imply that SLTs who were trained in the last few decades might not have received the same amount of training on working with bilingual children as the newer generations of SLTs have/will. While this could be somewhat mitigated through continuing professional development (CPD) training, the availability or free access to relevant courses is not always guaranteed. We highlight that our conclusions on this point are based on anecdotal evidence. More research in this area and investment in training SLTs is necessary in order to improve the work of SLTs with bilingual families.

Bilingual parents of autistic children, as well as other relevant stakeholders, such as teachers and policy makers, are also in dire need for accessible information on interactions between bilingualism and autism. In a recent initiative from the University of Edinburgh and Queen Margaret University, accessible resources on autism and bilingualism have been produced in written format (in multiple languages) as well as in the form of a video ( 23, 24). Increasing such engagements of researchers with the relevant stakeholders could contribute to providing accessible state-of-the-art information necessary to inform choices about bilingual upbringing in autism. What is missing, however, is more extensive research and communication about not only the interaction of bilingualism and autism but also on how to raise autistic children bilingually in the UK context. Going forward, including parents and autistic individuals in the study designs could help direct research on community priorities and ensure the facilitation of access to bilingual environments as well as to strategies for bilingual upbringing.

Attitudes towards bilingualism

The study also explored the attitudes towards bilingualism and autism which parents of autistic children encountered among the local community, doctors, family members, and teachers. In the current sample, we identified a difference in attitudes towards bilingual upbringing in comparison to earlier work on this topic. For example, in an international study with most participants from Canada and the US, Kay-Raining Bird et al. ( 4) found that the majority of parents (regardless of whether they raised their autistic children monolingually or bilingually) received negative advice regarding bilingualism. More recently and in the UK context, Howard et al. ( 6) found that a group of practitioners expressed concerns about the feasibility of bilingualism for autistic children. Howard et al. ( 5) further confirmed this trend of negative advice regarding bilingualism and autism offered to parents by practitioners or family members. In the current sample, the majority of parents reported supportive attitudes regarding bilingualism from key stakeholder groups (local community, doctors, family members, and teachers). Importantly, while these groups had some instances of negative attitudes towards bilingualism, no group expressed strong negative views. The increase in positive attitudes in comparison to earlier literature on the topic could be partly due to the increase in the number of studies with autistic bilinguals over the last decade, and subsequently more research demonstrating a lack of negative effects of bilingualism. As Prévost and Tuller ( 10) report in their recent review of studies with autistic bilinguals, around half of the papers on the topic (11 out of 20) appeared in the last 3 years. We return to the discussion on the effect of bilingualism, particularly to the quest for bilingual advantage further below.

While the predominantly positive attitudes towards bilingualism in the current sample are welcome, we cannot claim with certainty that they can be generalised throughout the UK, especially bearing in mind our sample size. Additionally, to better understand any stigma associated with bilingualism, it is important to look beyond the specific research question that we focused on (i.e., attitudes towards bilingualism that bilingual families of autistic children encountered in their networks) and situate our research in the wider UK context. For instance, recent data from YouGov ( 25) indicated that about a quarter of 1,461 surveyed British participants expressed being bothered when they hear people speaking in a language other than English. Such a strong presence of xenophobic attitudes likely impacts views towards bilingualism across sectors, including in the stakeholder networks which we inquired about in the present study.

When it comes to the UK SLT practice in particular, Pert [( 21), p. 198] notes that a negative attitude towards languages other than the mainstream ones (such as English or Welsh) is one of the factors likely related to predominantly English-only approaches to assessment and intervention. In interaction with other factors that come into play (e.g., the cost of interpreters in the SLT practice, the availability of resources in languages other than English, the working conditions of practitioners, etc.), this English-only SLT support can thus affect bilingual families' decision-making process about maintaining the use of more than one language with their autistic children.

A striking finding from this study is that within each of the four stakeholder groups (i.e., local community, doctors, family members, and teachers), there is a significant portion of individuals with no opinions on bilingualism (35, 42, 23, and 35% respectively). For comparison, Howard et al. ( 5) identified that no advice regarding bilingualism was the most frequent answer in their UK-based cohort of parents. Despite the increase in studies with autistic bilinguals (as pointed out above) and positive attitudes towards bilingualism which we identified, the significant number of parents reporting no opinions received across their networks could indicate that there is somewhat still a lack of easily available information on bilingualism. This is particularly worrying when it comes to teachers and clinicians, and it implies a need for providing resources and comprehensive training on bilingual development to these stakeholder groups, as has been suggested by Davis et al. ( 26), Pert [( 21), pp. 204-206], and in our discussion above.

While the attitudes towards bilingualism in our sample are predominantly positive, the reality of raising autistic children bilingually remains challenging. As indicated by a parent in the current sample, attending a session on bilingualism can help them make decisions about raising their children bilingually. Nevertheless, as the same parent pointed out, even with relevant information, parents and autistic children still face challenges when it comes to a bilingual upbringing. These concerns corroborate those identified in a group of practitioners and parents in Howard et al. ( 5, 6), where the feasibility of bilingualism for all autistic children was found to be questionable. In addition to working on changing negative attitudes on bilingualism, stronger support services, such as the investment of government funding in the National Healthcare Service (NHS), in the education sector, and in local councils is necessary to ensure access to bilingualism for more autistic children, while acknowledging that individualised advice from clinicians and educators will still have to be given on a case-by-case basis ( 6).

Desiderata and challenging the status quo

The analysis of our dataset leaves us with the following desiderata for future practice: (1) a need for more comprehensive training/education of SLTs regarding bilingualism and autism, (2) a need to communicate research findings on autism and bilingualism to other relevant stakeholders in an accessible way (parents, teachers, doctors, and policy makers), (3) a need to confront stigmas about both autism and bilingualism and their intersection particularly in relation to negative attitudes and xenophobic views, (4) a need to support bilingual families with autistic children and provide them not only with information on the current research on the topic, but also with strategies and resources for bilingual upbringing. Achieving these targets requires an immense amount of work and collaboration by several groups of stakeholders, such as healthcare professionals, educators working in the primary, secondary and higher education context, policy makers, as well as families of children with autism. While our desiderata is a wish-list akin to suggestions from other work on the topic [e.g., ( 5, 6, 21, 27)], we find that it is important to address it by situating the findings of our research into the UK socio-political context in order to assess its feasibility.

First, we focus on working conditions of relevant stakeholder groups. A recent survey by RCSLT ( 28) indicated a national average vacancy rate in the SLT profession of 23%. The same report identified a need for improved workforce planning, a need to train more students, to retain and develop the workforce, as well as a need for improvement in funding. Whether this will change, ultimately depends on government support and funding given to both the health and the education services. In recent years, the austerity experienced across the UK resulted in industrial actions both in healthcare and education. The working conditions of teachers, health and support workers, as well as those in higher education who conduct research and provide training/teaching for future health and education workforce have significantly deteriorated. These conditions inevitably affect the quality of what is being investigated, communicated, taught and disseminated to stakeholders and families with autistic children. While our research-informed desiderata outlines necessities of the communities that we work with, solidarity and participation in the ongoing industrial actions as well as socio-political engagement are vital for systemic changes to take place - this is what will ultimately improve the quality of life of bilingual families with autistic children. Maintaining the status quo will not contribute to improving lives and breaking stigmas that both autistic and bilingual communities face, and particularly those at their intersection.

Moving away from the status quo will also be important to ensure changes in attitudes towards bilingualism and autism. Considering the presence of xenophobic views in the UK, maintaining the status quo as SLTs, researchers, teachers, and other clinicians makes us complicit with discrimination that affects bilingual families in general, as well as those with autistic children. A discussion on challenging status quo in relation to SLT practice in the bilingual context is offered in Pert [( 21), pp. 198-215]. To those points, we add a need for participation in and solidarity with relevant industrial actions, as well as other forms of activism which will drive the long overdue systemic changes.

Avoiding the exceptionalism of bilingualism

The final point which we address goes beyond the scope of this study, but it is particularly relevant when considering access to information on bilingualism and autism. As it has been discussed above, the internet was identified as the most common source of information on the topic in our sample. When it comes to bilingualism in particular, the plethora of information available online and directed at the general audience can sometimes overestimate the implications of bilingualism as an experience and reinforce myths or even stereotypes about using multiple languages. An extreme example of lay interpretations of research attempting to make bilingualism sound attractive can be found in articles such as that by Riotta ( 29).

These attempts to present bilingualism as an exceptional experience are somewhat existent in our own work and research culture. They can be particularly problematic when it comes to investigating bilingualism, autism, and cognition. As mentioned earlier, work with autistic bilinguals indicates potential benefits in cognitive skills [e.g., ( 12)]. On the one hand, exploring possible cognitive benefits of bilingualism could be seen as an attempt to encourage families to preserve the use of multiple languages with their autistic children. Indeed, this has been observed in Howard et al. ( 5). On the other hand, while these investigations are likely well-intended, approaching bilingualism exploration with reference to monolinguals and identifying possible cognitive advantages could be seen as another way of attempting to justify the value of bilingualism in a space dominated by monolingualism-centred expectations - as if the bilingual experience does not have its own value and is not worthy of exploration unless it can offer particular cognitive advantages. Furthermore, these approaches could backfire and have a detrimental effect on the family decision-making process regarding preserving bilingual practice. For instance, if a study identifies that autistic bilinguals are significantly slower on a particular executive function task than autistic monolinguals, which might be translated to being 200 ms slower, is it worth dropping one language for the fear that bilingual exposure might have something to do with this? Specifically, is the cost of 200 ms on one executive function task more important for the wellbeing of an autistic child and their family than the ability to communicate with the family and their network of speakers by using all languages commonly present in their environment? The majority of our sample indicated that they chose bilingual upbringing for their autistic children in order to enable them to communicate with the family and the members of the local community. The importance of this has also been noted in previous work [e.g., ( 5, 7)]. The shift in research focus is therefore required, as our pursuit for cognitive advantages of bilingualism in autism inevitably contributes to the exceptionalism of bilingual experience and can have negative effects on family decision-making process and ultimately wellbeing.

The bilingual cognitive advantage quest in autism can also (unwillingly) contribute to reinforcing stigmas about autism. For instance, if the common assumption is that bilingualism improves specific aspects of cognition, it might mitigate certain difficulties in autism - therefore, it is good for autistic individuals. Such an approach is inadequate as it assumes that the cognitive profile of autism automatically equates to deficits and the almighty bilingualism is there to save the day. Most of us are guilty of approaching research on bilingualism and autism in such a way. Instead, we should explore whether the existing ways in which we tap into cognitive skills (which are primarily designed with a neurotypical individual in mind), are affecting how autistic individuals perform on these measures. Moving away from problematic designs could help us focus on investigations of bilingual experience in autism that reduce the stigmas of both being autistic and being exposed to more than one language as an autistic individual. Going forward it is necessary to centre participatory approaches - through which lived experiences of autistic individuals can be incorporated into the exploration of bilingualism - thus minimising biases that we as neurotypical researchers bring to the field. Importantly, as researchers we need to prioritise communicating findings beyond academia in a responsible way, to prevent situations in which our advice could contribute to stigmatising autism, and in relation to bilingualism lead families to drop one of their languages when there is no reason strong enough to do so. For further criticism of the bilingual advantage quest beyond the work in autism, see Leivada et al. ( 30). Rothman et al. ( 31) also offer a recent discussion on monolingualism-centred investigations of bilinguals which are important to consider in future research.

Limitations

One of the limitations of this study is what might be perceived as a small number of participants for broader generalisations. However, over half of the published studies on autism and bilingualism to date have included 20 or fewer autistic bilinguals ( 10). As autistic bilinguals represent a hard-to-recruit population in the UK, expectations of studies with larger samples are somewhat unrealistic without a longer period even for cross sectional data collection and collaborative efforts ( 10). We experienced this difficulty in the current study, as it took 18 months to collect responses from 40 families with children with neurodevelopmental conditions (including 31 bilingual families with 34 autistic children). Considering these circumstances, our sample is a significant contribution to the field of bilingual development in autistic individuals. As all respondents are based in one country, this also enables us to situate their experiences in a single context. We do note, however, that although larger samples can likely lead to more relevant conclusions for a larger proportion of the target population, significant variability in both bilingual and autistic experiences could be better captured with the addition of qualitative research. We have attempted to include this aspect in our survey by adding some open-ended questions, but offering opportunities for interviews or alternative modes of communication could improve future work in this area.

As the largest portion of our data collection period took place during the pandemic, an online survey was considered more practical rather than offering options for an in-person interview. The option of offering an online interview was considered, but as it would require asking for more commitment by the participant (e.g., finding adequate time for an online meeting that fits both the participant and the researcher), this option was not implemented. These restrictive conditions likely affected the number of recruited participants. Therefore, more inclusive participation approaches should be offered to prospective participants in future, not only to increase the participant numbers, but also to enable participants to choose a participation mode most suited to their needs.

A second limitation includes not compensating the respondents for their participation in the study. This was determined by limited funds available to the authors of the paper, some of whom were on precarious contracts during the time of the study design, data collection and analysis, and writing. On the one hand, as suggested by Pellicano et al. ( 32) in their recent discussion of data integrity from online studies on autism, the lack of financial incentive for participation may decrease the chances of recruiting any financially motivated study scammers. Nevertheless, the lack of participation reimbursement raises several issues, as pointed out in Pellicano et al. ( 32): a suggestion that participants' time is not valued, exploitation of the autistic community for research purposes, damaging trust between researchers and autistic communities, exclusion of lower-income participants, and bias towards more financially comfortable people and those with intrinsic interest in the research topic. Apart from expressing gratitude to our participants, we need to do better in future research and ensure just compensation for participation time.

Conclusion

This work expands on previous evidence regarding the decision-making process that bilingual families experience when raising autistic children. We provide evidence of increased positive attitudes towards bilingualism and autism in the UK context. Nevertheless, a significant portion of key stakeholder groups (clinicians, teachers, members of the family, and the local community) still lack accessible information on bilingualism and autism. We offer suggestions on how to move forward in this area of research and highlight the importance of abandoning the status quo across our professional sectors for systemic changes to take place. It is important to acknowledge that our work is situated in a Western-centric context and approach to thinking about bilingualism and autism. What is also necessary is the engagement with alternative approaches of how bilingualism is conceptualised and experienced, or rather engagement with individuals and communities whose views and experiences have previously been pathologized and pushed to the periphery [for relevant discussions in the educational and the clinical contexts, see García et al. ( 33) and Nair et al. ( 34)]. This change of perspectives will play a crucial role in reducing stigma around bilingualism, and ultimately about ensuring access to bilingualism for autistic people.

Data availability statement

The raw data supporting the conclusions of this article will be made available by the authors, without undue reservation.

Ethics statement

The studies involving humans were approved by the School of Philosophy, Psychology and Language Sciences Research Ethics Committee, University of Edinburgh. The studies were conducted in accordance with the local legislation and institutional requirements. The participants provided their written informed consent to participate in this study. Written informed consent was obtained from the individual(s) for the publication of any potentially identifiable images or data included in this article.

Author contributions

BD, EJ, DK, and RD: study conceptualisation, study design, and data collection. BD, EJ, and DK: data analysis. BD, DK, and RD: manuscript writing. All authors contributed to the article and approved the submitted version.

Funding

We are grateful for the support which we received during this study. BD was supported by the UK Research and Innovation Economic and Social Research Council Post-Doctoral Fellowship (grant RA5684 Esrc Es/W005921/1). DK received support from the Facilitating Research Fund, University of Essex.

Acknowledgments

We express extreme gratitude to all parents who took time to complete our survey. Without your interest and help, this study would not be possible. We thank Antonella Sorace for consultations during the very early stages of the project. We are also grateful to Leila Hobbs and Marianna Bournazou for their interest in the project and occasional help to distribute the survey.

Conflict of interest

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Footnotes

References

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Raising bilingual autistic children in the UK: at the intersection between neurological and language diversity

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IntroductionWhile research shows no negative effects of bilingualism on autistic children's development, due to misconceptions around both autism and bilingualism, bilingual parents and educational/clinical practitioners who advise them often express unfounded concerns that exposing autistic children to more than one language will cause confusion and developmental delays.

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TÉMOIGNAGES. Comment se construire dans l'ombre du Bumidom ?

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TÉMOIGNAGES. Comment se construire dans l'ombre du Bumidom ?

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le Bumidom = le Bureau pour le développement des migrations dans les départements d’outre-mer.  Between 1963-1981 an office of the French Government for managing population movement - encouraging men and women from the overseas  départements to move to mainland France for employment.

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"L'avenir est ailleurs". Ce slogan, inhérent au Bureau pour le développement des migrations dans les départements d'Outre-mer (Bumidom), a incité plusieurs centaines de milliers d'Antillais et de Réunionnais à quitter leur île natale, entre 1963 et 1981. À cette époque, le Premier ministre du Général De Gaulle et député de La Réunion Michel Debré décide de créer ce programme qui encourage la jeunesse ultramarine à venir travailler et vivre dans l'Hexagone. " C'est la solution la plus perspicace qu'ils ont trouvée à ce moment-là, c'est de faire partir les jeunes en âge de procréer, c'est-à-dire entre 18 et 25 ans, en leur offrant le voyage vers l'Hexagone. Ils voulaient les retirer avant qu'ils fondent une famille dans les îles. On estime entre 160 000 et 250 000 personnes qui sont parties", explique Malika Danican, doctorante en sociologie et démographie qui a rédigé sa thèse sur les Bumidomiens [les participants au programme, ndlr] de Guadeloupe.

En cause, une explosion démographique qui frappe les territoires concernés par le dispositif, ainsi qu'un chômage massif. " Il y avait aussi une effervescence indépendantiste chez les jeunes de Guadeloupe, de Martinique et de La Réunion. Le fait de retirer ces jeunes casse les mouvements", ajoute la doctorante.

Soixante ans plus tard, les "enfants" de Bumidomiens se retrouvent pour la plupart dans l'Hexagone. C'est le cas de Teddy Ambroise, un enseignant d'origine guadeloupéenne né en Seine-Saint-Denis. Il est issu de la génération descendante du Bumidom, même si officiellement, ses parents n'ont pas participé au programme. " Mes parents sont arrivés dans l'Hexagone sur la période Bumidom, dans les années 70. Je pense que ce programme avait créé un imaginaire, quand on t'explique à longueur de journée que tu ne pourras pas construire ta vie ici et qu'il vaut mieux rejoindre des compatriotes qui sont partis, tu suis. Pour mes parents, il était important d'avoir un travail, ce que je comprends, mais à quel prix ?", résume le Guadeloupéen de 35 ans.

Archétype de l'enfant antillais

Teddy a grandi sans connaître la raison pour laquelle ses parents sont venus s'installer en Seine-Saint-Denis. À 18 ans, le jeune homme a comme un déclic au retour de ses vacances en Guadeloupe, obtenues grâce aux congés bonifiés [congés payés par l'État aux Bumidomiens pour retourner sur leur île natale tous les trois ans, ndlr]. Il s'interroge sur son passé, sur sa créolité et commence à se documenter. " Plus jeune, je voyais vaguement ce qu'était le Bumidom, puisque mes parents avaient les congés bonifiés. Sinon, ils en parlaient très peu, ils n'aimaient pas s'étaler sur cette période de leur vie", précise-t-il.

Avant mes 17 ans, je me considérais comme un Français noir. J'ai vraiment construit mon identité antillaise à mes 18 ans, je me suis informé sur l'histoire de la Guadeloupe et j'ai commencé à fréquenter des forums.

Avec une mère aide-soignante et un père cheminot, Teddy se considère comme un archétypequ'il assume volontiers : " Je représente un peu la caricature de l'enfant antillais qui a ses parents fonctionnaires, ce que je revendique. Ce sont des métiers qui connaissaient une pénurie à l'époque et qui sont très ingrats."

Teddy tient un compte Instagram dans lequel il a à cœur de vulgariser les problématiques liées aux Antilles (@ti_boug_bumidom) * ©Inès Apetovi

Pour Véronique Larose, fille d'un père guadeloupéen et d'une mère réunionnaise tous deux venus par le Bumidom, les questions identitaires ont pris une autre tournure. Plus jeune, elle a ressenti le mal-être de sa mère du fait de son exil : " J'avais compris que ma mère était venue pour ses études, parce qu'elle ne voulait pas être un poids pour sa famille. J'avais besoin de savoir pourquoi elle avait des périodes de nostalgie et de tristesse et j'ai fini par comprendre que c'était lié au Bumidom", explique la conseillère pénitentiaire de 43 ans.

Mes deux parents ont très mal vécu cet ancrage à faire, c'est un peu comme une greffe : il y a celles qui prennent et celles qui ne prennent pas. Ils se retrouvent avec une perte de repère, une perte d'identité qui se répercute sur les enfants.

Tout comme Teddy, les parents de Véronique étaient fonctionnaires, ce qui lui a permis de partir en congés bonifiés à La Réunion avec sa mère. " Je suis allée une fois en Guadeloupe avec mon père lorsque j'avais 7 ans", ajoute-t-elle.

"Une cousine de vacances"

Lorsqu'il était en vacances en Guadeloupe, Teddy a ressenti une différence de traitement lié à son statut de "négropolitain", c'est-à-dire un enfant antillais né en France hexagonale. " Les gens nous appellent les vacanciers, mais quand on est enfants, on ne se préoccupe pas de tout ça. J'y allais pour voir ma famille et aller à la plage !", se rappelle Teddy.

Même au sein de sa famille, le jeune Guadeloupéen sentait un décalage : " Je voyais bien qu'entre mes cousins et moi, ce n'était pas la même chose pour ma grand-mère."

L'accent, les habitudes qu'ont les enfants de Bumidomiens les trahissent, ils ne sont pas perçus comme des Antillais lambda. Parfois, ils ont tendance à vouloir plus en faire pour mieux s'intégrer et ça se sent.

Malika Danican, doctorante en sociologie

Le sentiment est partagé par Véronique lors de ses séjours sur l'île de la Réunion : "Je me suis sentie accueillie comme une cousine de vacances, comme une Réunionnaise de vacances. J'étais bien dans ma famille, mais on sait que c'est différent parce qu'on est là pour deux mois."

Véronique Larose s'est beaucoup réfugiée dans la littérature afro-caribéenne pour construire son identité. * ©Inès Apetovi

La Réunionnaise n'est pas retournée sur l'île de ses origines depuis 2021.

"Le créole, c'est vulgaire"

Au-delà des vacances, Teddy cherche à explorer sa culture aussi au quotidien, bien que ses parents soient en rupture avec certains pans de leur créolité. " On ne parlait pas du tout créole. Je suis issu de la génération qui a entendu ses parents dire que le créole c'est vulgaire, que c'est pour les copains... Ils me parlaient en créole que lorsqu'ils étaient énervés ou entre eux", relate le Guadeloupéen.

Il y avait un côté ambivalent sur ma culture. On avait des disques de zouk, de gwoka, de kompa... On mangeait des plats typiquement antillais, mais par contre le français était la langue noble.

Même constat dans le foyer de Véronique, où parler créole était " un signe d'insolence".

" Pour transmettre aux enfants, tout dépend de la condition de départ. Pour ceux qui voulaient couper court, il y a coupure aussi dans la transmission, alors que pour ceux qui voulaient transmettre, ça passe beaucoup par les vacances pour voir les grands-parents... Après 18 ans, la responsabilité revient aux jeunes de garder le lien ou pas", analyse la doctorante Malika Danican.

Maintenant qu'ils ont embrassé leur créolité perdue, Teddy et Véronique se tournent vers l'avenir. Quelles séquelles laissent le Bumidom ? Comment permettre la transmission de cette histoire douloureuse ? Aujourd'hui, Teddy est père de deux petites filles et il met un point d'honneur à transmettre son histoire et son identité : "Je considère que c'est très important que je fasse ce travail-là, car elles sont métisses, ma compagne ne pourra pas le faire. Cela fait 17 ans que je ne suis pas retourné en Guadeloupe et mes filles parlent du pays de papa donc j'aimerais leur montrer !"

Même s'il reconnaît que son identité n'est pas totalement "construite", le Guadeloupéen d'origine se sent mieux avec son passé. "Ça ira encore mieux quand je pourrai passer le relai à mes filles. Pour l'instant, elles sont encore jeunes [6 et 2 ans, ndlr], mais je commence déjà à leur parler des Antilles, à leur lire des comptines en créole... et elles essaient de chanter en créole aussi, je trouve ça trop mignon, ma mère n'avait pas fait ça avec moi", se rappelle Teddy.

Je me suis rendu compte que mes parents avaient cet héritage-là, mais que moi, j'ai eu qu'une partie seulement. J'aurais bien aimé avoir les contes parce que ce sont des moments super conviviaux et j'ai connu ça bien plus tard.

Quant à Véronique, la transmission ne passe pas par la parentalité, mais par les associations qui continuent d'œuvrer pour que le Bumidom soit reconnu et surtout connu de tous : "Le Bumidom laisse des séquelles sur ceux qui l'ont vécu et sur les enfants. Maintenant, il y a une ouverture via les documentaires, les réseaux sociaux, des colloques qui permettent une traçabilité. Je suis très contente que les associations, les jeunes générations décident de se saisir de cette richesse créolophone, en espérant véritablement que le lien se maintiendra parce qu'on perd beaucoup d'anciens... Ma culture fait partie de moi et j'en suis fière, non pas que je porte mes créolités comme des flambeaux, mais ce n'est pas un fardeau. C'est ce qui m'a construit et même à 43 ans, je pense que j'ai encore des choses à apprendre."

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TÉMOIGNAGES. Comment se construire dans l'ombre du Bumidom ? - Outre-mer la 1ère

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Entre 1963 et 1981, le gouvernement français a mis en place le Bureau pour le développement des migrations dans les départements d'Outre-mer. Soixante ans après la création de ce programme, la génération des enfants de Bumidomiens se retrouve confrontée à l'histoire de leurs ainés déracinés.

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Secondary level English language resource about the protests in Spain supporting Jenni Hermoso following the Spanish Women's World Cup win.  Generously shared by shared by Andrew Moffat, 03/09/23.

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What do you see in the photo?
whare is it? what do you think the story is? Can you translate the sign? (Jenni with you #it's over)

Hundreds of people protested in Marid last week. Why were they protesting?

They were marching in support of Jenni Hermoso after Luis Rubiales, the president of the Spanish FA, kissed her without consent following their win at the women's world cup.

Banners at the protest read, "Sexists and gentlemen, sports are for everyone" and "Out with macho federations" - what do these mean?

Rubiales has been suspended for 90 days but he has refused to resign. He claims Jenni Hermoso initiated the kiss. Rubiales's entire coaching staff have resigned in the last week in support of Jenni and 81 players have said they will not play until a change is implemented. Many in Spain are seeing this as an opportunity to rid the country of institutional sexism.

- what happened at the medal ceremony?
- kissing happens in lots of cultures, is this an over-reaction? - have you ever seen a male football player kissed on his lips at a medal ceremony? - why isn't it ok?
- what is institutional sexism? can you think of an example? ( you could mention the Barbie movie here - what was that about)

- why are the lionesses getting involved?
- the statement from the Lionesses talks about a "sexist and patriarchal organisation" what does that mean? - is Luis kissing Jenni an example of patriarchy? why? - One of the placards in the clip says, "Not all men but too many" - what do you think of that line? Is that an effective placard? - Ella says that even with an apology, Luis should resign; "It's much bigger than that now." Is she right? Do you agree? If he apologised now would this all go away?
- what do you think these events show us about society today and gender equality?
- do we have gender equality in 2023? Explain your answer. - what do we say at our school about gender equality? - The photo shows men and women on the protest. Why are men on the protest too if the march is against patriarchy? - how is gender protected in law? (make the distinction in the Equality Act it is your sex that is protected) what other groups are protected under the equality act? - what can we do now at our school to make sure there is no sexist and patriarchal ethos? - why is this about no outsiders?
www.no-outsiders.com

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https://uk.news.yahoo.com/protesters-gather-madrid-calling-spanish-065833863.html What do you see in the photo? whare is it? what do you ...

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Tap to read this 4 post thread from Julie @MundodePepita, a US-based educator who teaches Spanish in Kindergarten to Grade 4.

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One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat

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One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat

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One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat
— Mundo de Pepita (@MundodePepita) August 27, 2023

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One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat

# data[].attributes.attachment_link.metadata.attachment_props.original_text
One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat

# data[].attributes.attachment_link.metadata.attachment_props.text
One of the things I’ve been mulling for more than a year now is the name of my program & the name of my position. “Spanish teacher” & “Spanish program” unwittingly perpetuates it being a language class/that I am teaching Spanish language- 1/ #langchat

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Shared by Julia Donnelly Spiegelman, PhD researcher and teacher of French in US.

Guidance developed from research with 263 Nonbinary high school students: Guidelines for Trans/Nonbinary Inclusion, Affirmation, & Justice in the World Languages Class

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10 Best Practices for TNB Inclusion, Affirmation, & Justice in the World Language Classroom

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Barngarla bush medicine book healing hearts

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Barngarla bush medicine book healing hearts

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Post on ABC New Eye website (Australia), written by Jodie Hamilton and Henry Milic, published 23/07/23.

A book which names medicinal plants in Barngarla, Latin and English is helping Indigenous children reconnect with country

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When she was five years old, Barngarla woman Evelyn Walker was bundled into a car and taken from her mother.
Aboriginal and Torres Strait Islander readers are advised that this article contains images and names of people who have died.
It wasn't until she was 19, after a relative recognised her mum by chance on public transport and passed on a phone number, that she saw her again.

At 40, Ms Walker is still healing from the trauma of a childhood marred by disconnection from family, country and language.

But her journey to recover her family connections and culture has resulted in a 24-page book titled Wardlada Mardinidhi, Barngarla Bush Medicines, which she hopes will help others reconnect and heal.

Ms Walker wants to start a bush medicine education program aimed at healing youth in state care or foster homes by empowering them, via culture and language, to re-establish vital bonds with country and family.

'Beautiful Aboriginal trinity'

Wardlada Mardinidhi is the third in a trilogy of books written and researched by Adelaide University language revivalist Ghil'ad Zuckermann and members of the Barngarla Richards family of Port Lincoln, which are based on the work of Lutheran minister Clamor Schurmann.

Pastor Schurmann recorded 2,000 Barngarla words and published a vocabulary and grammar dictionary in 1844, enabling the language to be revived.

Professor Zuckermann said Wardlada Mardinidhi would guide people through the "beautiful Aboriginal trinity of people, land and language".

"We had 400 different tribes in Australia and only 12 are alive and kicking languages today," he said.

Ms Walker said she had spent time on country with her cousin Jody Croft, from Whyalla, documenting the location and types of medicinal plants, and learning from elders Barry Croft and Aunty Lizzie Richards.

Knowledge had been handed down through generations even after the family was torn apart by government policy.

Four of Vera Richards's children, aged two to 10, were taken from school and their home at Mallee Park in 1967, and became part of the Stolen Generations.

'Never really felt whole'

Ms Walker's mum, Sharon Richards, escaped that terror and instead was "given" to Vera's best friend to be raised.

She said it created identity and mental health issues for her that resulted in Ms Walker being taken from her care at a young age.

"I remember mum coming out and saying, 'I thought they weren't going to take her yet' - and then she started crying and screaming for me while they took me and put me in the car," Ms Walker said.

"The next thing I knew I was on a bus to Adelaide."

She too experienced depression and identity issues while she grew up in another family.

"I never really felt whole - there was something missing," Ms Walker said.

She said generations of her family were impacted by the child removal policy.

"There's a ripple effect, even on the younger generation," Ms Walker said.

"You can see how it affects them."

One of the healing paths for the family has been connecting with nature.

'Felt renewed spiritually'

Ms Walker said she re-established ties with her mother and had a family reunion in Port Lincoln in 2005.

Having moved back home to Port Lincoln, she was able to share language and culture through the bush medicine project.

"There are thousands of native plants within our region that are a natural healing source that relieve aches, pains, headaches, and can be used as ointments when applied to stings, bites, rashes, and can assist with many other conditions," Ms Walker said.

Documenting the plants has helped her grow.

"I personally felt renewed spiritually," Ms Walker said.

"I have been on a healing mission for my own wellbeing and I have had the opportunity to take my elders and nieces out on country to learn about the plants then to make bush medicines."

Mr Zuckerman said the Barngarla were custodians of the language of the land.

"It is wonderful to see others recognising the important medicinal knowledge that the Barngarla people have had for generations," Professor Zuckermann said.

"If you take this book, you will learn about native plants in Port Lincoln in their different languages - Barngarla, Latin and English.

"You learn how to say the plant in Latin the scientific name, English and Barngarla.

"You will also learn about the traditions of the Barngarla people, of what to do with this plant."

He said Wardlada Mardinidhi was a window to "this beautiful connection to land, language and people".

Find more local news
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The bush medicine book healing hearts and keeping the Barngarla language alive

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A book, which names medicinal plants in Barngarla, Latin and English, is helping Indigenous children, as well as members of the Stolen Generations, to establish vital connections to country.

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Les chaussures de Louis | Louis' Shoes - neurodivergence

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Les chaussures de Louis | Louis' Shoes - neurodivergence

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6 minute animated short.

Louis, un enfant autiste de 8 ans et demi arrive dans sa nouvelle école et va se présenter.

Louis, 8-and-a-half years old, is autistic. He arrives at his new school and is about to introduce himself.

Also available to stream here with accompanying teaching materials for UK schools/teachers with an IntoFilm account.

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LOUIS' SHOES – Student Academy Award Winner (Gold) – MoPA

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Louis, 8-and-a-half years old, is autistic. He arrives at his new school and is about to introduce himself.
Louis, un enfant autiste de 8 ans et demi arrive dans sa nouvelle école et va se présenter. 

Directed by : Marion Philippe, Ka Yu Leung, Jean-Géraud Blanc, Théo Jamin
Producer : Ecole MoPA
Voice over : Ronan Guilloux
Original score : Lolita Del Pino
Distributor : François Heiser for Yummy Films

---------------------------------------------------

Email : shoes.louis.contact@gmail.com
Website : https://www.louis-shoes-film.com
Facebook : https://www.facebook.com/LesChaussuresDeLouis.Film
Instagram : https://www.instagram.com/louis.shoes_film/

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Tan Listwa blog - posts in French and English about the history of the Antilles

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Tan Listwa blog - posts in French and English about the history of the Antilles

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The link here is to just one of the French language posts in the Tan Listwa blog, created by Dr Jessica Pierre-Louis.

Bienvenue sur Tan Listwa, l’entreprise martiniquaise d’une historienne qui met à votre service ses compétences de chercheur et de formateur en sciences sociales. Spécialisée en histoire et patrimoine de la Caraïbe, je réalise des missions d’ingénierie recherche, de la formation, et fournis de l’aide pour vos recherches généalogiques. Vous trouverez le détail de ces services dans la rubrique « De quoi avez-vous besoin ? », ainsi que quelques publications et projets réalisés dans la rubrique « mes activités ». Et si vous vous passionnez pour l’histoire et le patrimoine de la Caraïbe, visitez et discutez sur le blog « Le Passe-temps », je vous y partage mes découvertes.

Welcome to the Martinican company Tan Listwa. As a historian, I provide you with the skills of a researcher and a trainer in humanities studies. Specialised in history and heritage of the Caribbean, I carry out missions of research engineering, training, and assistance for your genealogical research. You will find details of these services in the section « What do you need? « , as well as some publications and projects carried out in the section « my activities ». And if you are passionate about Caribbean history and heritage, visit and discuss in the blog « Le Passe-temps », I share my discoveries.

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Temps de lecture : environ 6 minutes.
-> Reading the English version of this post

L'an passé, j'avais eu le plaisir de recevoir dans ma boîte aux lettres Bordeaux Métisse, Esclaves et Affranchis du XVIIIe à L'Empire de Julie Duprat ; il semble qu'une nouvelle tradition est sur le point de se mettre en place, puisque cette année j'ai reçu Parcours contrastés des abolitionnistes Cyrille Bissette et Victor Schoelcher de Léo Ursulet. Aujourd'hui, je vous parle donc d'un nouvel ouvrage qui relate les parcours parallèles des deux figures importantes dans le combat anti-esclavagiste en France dans la première moitié du XIX e siècle.

L'objet du livre n'est pas tant de raconter l'histoire de l'abolition de l'esclavage et de tous ses acteurs, que de confronter le parcours de deux hommes illustres dans le combat anti-esclavagiste sur la scène politique de l'époque. Il s'intéresse en particulier à leur profil, à leurs actes et à leur affrontement ; parce que, si Victor Schoelcher et Cyrille Bissette ont tous deux participé au combat pour l'abolition de l'esclavage depuis Paris, on ne peut pas dire qu'ils l'aient fait côte à côte, main dans la main. L'auteur écrit ainsi qu'il a cherché " à connaître leurs thèses propres afin de pouvoir démêler l'écheveau de leurs divergences de vue " dans leurs engagements contre l'esclavage.

Les deux hommes ont un profil social très différent. L'un est " blanc ", issu d'un milieu bourgeois, a grandi en France. L'autre est " libre de couleur ", né à la Martinique, et appartient à l'élite de sa classe, mais dans une société coloniale où cette classe est discriminée par le préjugé de couleur en raison de son origine et de la couleur de sa peau. Bissette fait d'ailleurs durement les frais du préjugé de couleur, puisqu'en 1824, il fut poursuivi et condamné avec acharnement dans l'affaire éponyme, pour avoir eu en sa possession une brochure qui défendait la suppression juridique du préjugé de couleur (brochure dont il n'était même pas l'auteur!). Il passa ainsi notamment 2 ans au bagne de Brest.

Si je savais que Bissette avait participé à la répression des esclaves dans la révolte du Carbet en 1822 et qu'il était au cœur de l'affaire qui porte son nom, je ne connaissais pas pour autant le détail de sa vie et de ses engagements politiques, une fois exilé à Paris, pas plus que je ne m'étais intéressée dans le détail à la vie et aux engagements politiques de Schoelcher et encore moins à leur affrontement.

Au fil des chapitres, grâce aux nombreuses et longues citations de leurs principales publications, j'ai pu mieux comprendre, les sources d'influences, les stratégies politiques des deux hommes dans leur combat jusqu'à l'abolition de l'esclavage, mais aussi après, l'évolution de leur discours et les dates clés sur le plan politique. Le livre ne met pas en avant que les " beaux discours " et " beaux actes " de chacun, mais il fait aussi le récit de leur ambiguïté, de leurs " vilaines phrases ", offrant une vision plutôt nuancée et une mise en perspective de leur parcours et rôles respectifs. On y trouve aussi quelques incursions sur des questions du temps présent (réparation, statue, mémoire, politique de l'oubli du passé...).
Quelques éléments que j'ai retenus en vrac...

Louis Fabien et Cyrille Bissette avaient été initiés maçons à la " Loge Les Trinosophes " du Grand Orient de France en 1828 ; cela a contribué à s'interroger sur le préjugé de couleur au sein des loges et à l'essor des loges d'hommes libres de couleur en Guadeloupe. Victor Schoelcher était aussi maçon, reçu à la Loge des Amis de la Vérité du Grand Orient de France en 1822.

Bissette fut le premier en 1835 à défendre l'abolition franche et immédiate des esclaves, plutôt qu'une abolition progressive. Schoelcher promeut cette position à partir de 1842.

Bissette a demandé à être intégré à la commission instituée début mars 1848 pour préparer l'élaboration des décrets d'abolition de l'esclavage. Schoelcher, qui était à la tête de cette commission, a refusé de l'intégrer. Quand on voit les écrits de Bissette sur Schoelcher tout au long de la période qui précède, ce n'est pas si étonnant ! Ce dernier lui répondra publiquement à partir de 1848 dans le cadre de leurs confrontations électorales.

Il semble qu'il y a toute une réflexion de Schoelcher pour choisir dans la commission des personnes qui ne seraient pas trop susceptibles de ralentir l'élaboration des décrets ; autrement dit les gens (même pro-abolition), qui avaient des opinions trop tranchées sur le sujet et qui auraient donné lieu à des débats sans fin, n'ont pas été choisis pour faire partie de la commission par Schoelcher. Entre la révolution de février et les élections législatives d'avril, la fenêtre de tir était courte. Stratégie politique.

Schoelcher a ainsi proposé une indemnisation des esclaves à la commission, puis rapidement renoncé pour s'assurer d'obtenir au plus vite que l'abolition soit actée pendant qu'il était influent et avant que le contexte politique ne change et risque de remettre à beaucoup plus loin dans le temps l'émancipation générale.

La révolte du 22 mai 1848 des esclaves à Saint-Pierre a entraîné l'abolition immédiate de l'esclavage à la Martinique, et quelques jours plus tard à la Guadeloupe ; mais les conséquences s'étendent plus loin encore et notamment aux îles vierges danoises !

Après le refus de Schoelcher essuyé par Bissette, ce dernier s'est tourné vers les colons qu'il combattait auparavant à cause du préjugé de couleur pour faire cause commune contre Schoelcher. Le résultat n'est pas glorieux.

Si l'ouvrage dresse spécifiquement les portraits de Victor Schoelcher et de Cyrille Bissette, il est aussi l'occasion de mettre en lumière d'autres personnes qui ont gravité autour des premiers ; j'ai apprécié de découvrir André Isambert le défenseur de Bissette lors de son procès en 1824, et d'avoir quelques éléments sur Louis Fabien et Jean-Baptiste Volny, principaux accusés au côté de Bissette en 1824. Le livre s'intéresse aussi au pasteur Guillaume Félice, à Auguste Perrinon, à Frédéric Procope Jeune, à Pory-Papy... pour leurs rôles politiques ou institutionnels respectifs en France ou à la Martinique.
De nos figues historiques
Léo Ursulet écrit à propos de Bissette et Schoelcher que " les mobiles véritables dépassaient les limites de disputes éventuelles sur une place de leadership dans le combat en faveur de la cause de l'abolition de l'esclavage. L'affrontement était beaucoup plus profond et mettait en évidence de graves incompatibilités de personnes ". Je suis d'accord avec ce point de vue et pourtant au sortir de la lecture, j'ai été marquée par mon sentiment de déception à l'égard des actes de Bissette, alors que j'étais tellement enthousiaste à l'idée de mieux connaître son combat.

Bissette m'a fait l'effet d'un homme caractériel, se mettant à dos ses compagnons d'infortune (il a une violente altercation avec Louis Fabien en 1835), méprisant toute idée ou initiative dont il n'aurait pas été le centre, l'initiateur, l'auteur ou le dépositaire... En y réfléchissant, l'intransigeance de Bissette pour des alliés potentiels dans le combat antiesclavagiste m'a rappelé, d'une certaine manière, des questions que soulèvent les discussions actuelles sur la " pureté militante ". Comment peut-on rejeter les nécessaires discussions sur les termes d'un combat fait de visions plurielles, vouloir imposer une vision unique et exiger des parcours irréprochables alors même que l'on se réclame d'un combat pour la reconnaissance d'autrui comme d'un égal, pour le droit humain ? Comment détermine-t-on les stratégies, les arrangements, les renoncements que l'on est prêt à prendre ou non pour tendre vers son objectif ? Bissette et Schoelcher ont tous deux eu une perspective qui a évolué au fil des ans et ont dû faire des choix pour tendre vers leurs objectifs. Si je comprends les divergences d'opinion ou de façon d'être qui empêchent la collaboration malgré des combats partagés, j'ai plus de mal à concevoir le bien-fondé d'une opposition systématique, dénigrante, quand elle implique au final de littéralement retourner sa veste... Au point que je me demande jusqu'où furent poussés l'opportunisme et l'égo de Bissette plutôt que sa conviction pour la cause abolitionniste. Peut-être faut-il voir, comme le note Léo Ursulet, que " Bissette semblait considérer la situation au lendemain du décret d'abolition comme un aboutissement, Schoelcher, lui, se souciait de l'avenir ". Tout cela ne retire pas à Bissette son mérite pour avoir défendu le premier la libération franche et immédiate des esclaves en 1835, mais cela n'en fait pas non plus la figure admirable ou inspirante que j'aurais aimée et me laisse en pleine réflexion quant à la manière dont on peut et veut valoriser nos " héros historiques ".

En ce début d'année, voici donc une suggestion de lecture pour vous faire votre propre avis et mieux comprendre le parcours politique des deux hommes.
Bibliographie

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Parcours contrastés des abolitionnistes Cyrille Bissette et Victor Schoelcher de Léo Ursulet

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Aujourd'hui, je vous parle donc d'un nouvel ouvrage Parcours contrastés des abolitionnistes Cyrille Bissette et Victor Schoelcher de Léo Ursulet qui relate les parcours parallèles des deux figures importantes dans le combat anti-esclavagiste en France dans la première moitié du XIXe siècle.

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Humans for Abundance: Restoring the Ecuadorian Amazon

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Humans for Abundance: Restoring the Ecuadorian Amazon

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Award-winning #AgeOfChange film by BBC StoryWorks. 6 mins 07. Spanish and Mushullakta languages with English subtitles.

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Humans for Abundance: Restoring the Ecuadorian Amazon

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Published May 2023

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This online resource focuses on French-speaking countries around the world. Angus, from Scotland invites you to join him on a journey as he travels to member countries of the Organisation Internationale de la Francophonie and meets new friends.

Aude from France, Assouan from Egypt, Nyanga from Gabon, Menembe from Madagascar and Takakoto from Polynesia describe their daily lives, as well as the history and geography of the countries.

The website includes:

Information for primary practitioners about teaching language skills and developing learners’ cultural awareness through interdisciplinary learning.

Activities and resources for supporting interconnected teaching of languages.

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Information for primary practitioners about teaching language skills and developing learners' cultural awareness.

Activities and resources for supporting interconnected teaching of languages.

The European Language Portfolio provides pupils with a record of their achievements and progress in languages.

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passport to the french-speaking world; passeport francophone; francophile; français; modern languages

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Website offering an introduction to the French-speaking world (la Francophonie) for primary practioners and learners. Includes resources to support language learning, French vocabulary and an awareness of French culture in diverse locations across the world - including Egypt, Madagascar and Gabon in Africa, Polynesia in Oceania as well as France itself.

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ALL Decolonising the Primary MFL curriculum special interest group

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ALL Decolonising the Primary MFL curriculum special interest group

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Watch the first 40 minutes of the recording of the launch of the Decolonising the Primary MFL curriculum SIG by Association for Language Learning (ALL) in June 2023.

An introduction and starting point with rationale and resources for primary languages teaching from Darnelle Constant-Shepherd, Amy Lennon, Ellie Chettle-Cully and Suzi Bewell.

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ALL Decolonising the Primary MFL curriculum SIG Launch Meeting

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La Ciclovía|Bogotá, Colombia: Short Reading & Questions

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La Ciclovía|Bogotá, Colombia: Short Reading & Questions

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Free resource generously shared by US-based teacher of Spanish, A.C.Quintero (aka @klasekastellano) available from TpT.

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Freebie-La Ciclovía|Bogotá, Colombia: Short Reading & Questions

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La Ciclovía is an integral part of the culture in Bogotá. It is also a great way to exercise and spend time with family. This short reading highlights this environmentally-friendly practice. THIS ACTIVITY IS ALSO PART OF THE SUITE OF ACTIVITIES FOR THE LEVEL 2 SPANISH READER: Cómo salir de la zona d...

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Dans sa chanson " Je suis africain ", Rachid Taha déclare sa flamme à l'Afrique et ses multiples représentations. Activités pédagoiques pour une classe de FLE

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Dans sa chanson " Je suis africain ", Rachid Taha déclare sa flamme à l'Afrique et ses multiples représentations. Activités pédagoiques pour une classe de FLE

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Le chanteur Rachid Taha déclare sa flamme à l'Afrique et ses multiples représentations.

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Graphic novel produced by the European Union. Free to download.

Cette brochure réunit, à l'intention des enseignants et des jeunes un ensemble de gags et documents utiles pour stimuler la réflexion et la discussion sur le racisme.

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Kabaköl: Se' ujito se ká ki / Cabagra: Narraciones de mi comunidad indígena

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Kabaköl: Se' ujito se ká ki / Cabagra: Narraciones de mi comunidad indígena

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Bilingual Spanish and Bribri language book from Costa Rica.  Free to download.

“Cabagra: Narraciones de mi comunidad indígena” es un libro infantil de Carretica Cuentera que retrata personajes, costumbres, tradiciones y leyendas que habitan en la comunidad indígena de Cabagra, en el cantón de Buenos Aires, provincia de Puntarenas.

Este proyecto es una alianza educativa entre Carretica Cuentera, la Embajada de España en San José de Costa Rica y la Organización de Estados Iberoamericanos en Costa Rica.

Las cuarenta historias contenidas en este libro (en español y bribri) son el resultado de talleres de escritura creativa, impartidos con la metodología de Carretica Cuentera, en las escuelas Brazo de Oro, San Rafael y San Juan de Cabagra.

En el marco de la conmemoración de los 200 años de la Independencia de Costa Rica, el propósito de esta iniciativa es estimular el gusto por la lectura y la escritura como herramientas para la esperanza y la libertad, así como articular estrategias educativas que permitan compartir el conocimiento de las comunidades indígenas hacia otras regiones.

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Este proyecto es una alianza educativa entre Carretica Cuentera, la Embajada de España en San José de Costa Rica y la Organización de Estados Iberoamericanos en Costa Rica.

Las cuarenta historias contenidas en este libro (en español y bribri) son el resultado de talleres de escritura creativa, impartidos con la metodología de Carretica Cuentera, en las escuelas Brazo de Oro, San Rafael y San Juan de Cabagra.

En el marco de la conmemoración de los 200 años de la Independencia de Costa Rica, el propósito de esta iniciativa es estimular el gusto por la lectura y la escritura como herramientas para la esperanza y la libertad, así como articular estrategias educativas que permitan compartir el conocimiento de las comunidades indígenas hacia otras regiones del país.

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OEI | Costa Rica | Publicaciones | Cabagra: Narraciones de mi comunidad indígena

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"Cabagra: Narraciones de mi comunidad indígena" es un libro infantil de Carretica Cuentera que retrata personajes, costumbres, tradiciones y leyendas que habitan en la comunidad indígena de Cabagra, en el cantón de Buenos Aires, provincia de Puntarenas.

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Spanish Classroom Chronicles: Deconstructing Machismo and redefining Maleness and Masculinity in Latinx/Latine Cultures

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Spanish Classroom Chronicles: Deconstructing Machismo and redefining Maleness and Masculinity in Latinx/Latine Cultures

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Blog post written by Abelardo Almazán-Vázquez, published 20/11/2021

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Spanish Classroom Chronicles: Deconstructing Machismo and redefining Maleness and Masculinity in…

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A cold and windy morning in October. I’m tired and feeling burnt out already, but 3 minutes before starting class, I was already sweating…

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays https://t.co/s3q7ttTnzk

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays pic.twitter.com/s3q7ttTnzk
— profprof (@profprofMFL) July 17, 2023

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays https://t.co/s3q7ttTnzk

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays https://t.co/s3q7ttTnzk

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Display 2: la République d’Haiti, depuis la révolte deToussaint l’Ouverture à nos jours. #decolonise displays

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers.

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers. https://t.co/TC82O4HmYG

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers. pic.twitter.com/TC82O4HmYG
— profprof (@profprofMFL) July 17, 2023

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers. https://t.co/TC82O4HmYG

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers. https://t.co/TC82O4HmYG

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First display: done. Decolonising thoughts with upside down world map, Pangea and current borders, Humana’s project with Angelica Dass’s photos about skin tones. And Roman numbers.

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Tap to watch the 15 second clip in full

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Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.

#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos.

# data[].attributes.wish_content.attachment_props.original_text
Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.

#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos. https://t.co/Urfdgo3lFX

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Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos. pic.twitter.com/Urfdgo3lFX
— Fairtrade Ibérica (@fairtradeES) July 7, 2023

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.

#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos. https://t.co/Urfdgo3lFX

# data[].attributes.attachment_link.metadata.attachment_props.original_text
Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.

#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos. https://t.co/Urfdgo3lFX

# data[].attributes.attachment_link.metadata.attachment_props.text
Hoy es el día Mundial del Cacao🍫

Debido a las injustas realidades del mercado mundial de alimentos, much@s agricultores de cacao en África occidental trabajan un día entero por menos de 1 €.

#Fairtrade trabaja para que agricultores y trabajadores tengan salarios dignos.

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Documentaire à découvrir en octobre 2023, en exclusivité sur la chaîne Histoires Crépues !!

Depuis 2020, en France, les statues coloniales sont aux cœur des débats. Certains veulent les déboulonner d'autres se mobilisent pour les protéger. Mais est-ce qu'on connaît réellement l'histoire de ces statues ? Qui étaient les grands généraux statufiés ? Bugeaud, Gallieni, Marchand, Lyautey, Mangin... Qui a décidé de leur ériger des statues ? Vous avez votre petite idée ? Dans ce documentaire nous retraçons l'histoire de 5 statues coloniales parisienne. Nous sommes accompagnés par Catherine Coquery-Vidrovitch, Françoise Vergès, Jacqueline Lalouette et Pascal Blanchard.

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Nos Statues Coloniales - Teaser officiel

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Tap to watch the full clip.

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“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine :

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“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine : https://t.co/BFSjReVBHP

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“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine : pic.twitter.com/BFSjReVBHP
— AJ+ français (@ajplusfrancais) May 29, 2023

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“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine : https://t.co/BFSjReVBHP

# data[].attributes.attachment_link.metadata.attachment_props.original_text
“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine : https://t.co/BFSjReVBHP

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“Ouvrir des espaces par nous et pour nous” : exclue d’une compétition par la Fédération Française de Basketball parce qu’elle porte un hijab de sport, Salimata Sylla a décidé de lancer sa propre ligue féminine :

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Published February 2023

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¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat

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¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat https://t.co/hsWAKMCY2o

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¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat pic.twitter.com/hsWAKMCY2o
— Mundo de Pepita (@MundodePepita) May 15, 2023

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¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat https://t.co/hsWAKMCY2o

# data[].attributes.attachment_link.metadata.attachment_props.original_text
¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat https://t.co/hsWAKMCY2o

# data[].attributes.attachment_link.metadata.attachment_props.text
¡Feliz Día de las Trenzas! This week my 1st graders are celebrating braids, hair, identity, & history :) #panama #identidad #abar #earlylang #langchat