Pluraliguism - Karen and Max by Maxence Racine

Q1

mraci091 — 2024-01-30 21:29:54 UTC

A quote for discussion: “The most commonly taught languages are those for which teaching resources are the most numerous, the most diversified and often the least expensive; the least taught languages are also those for which such resources are lacking or are the least sophisticated, and even the most expensive” (p. 26).

Can we consider this quote in relation to immigrants, and in particular, people who experience forced migration? Where do refugees and displaced people fit into Europe (or Canada) and the plan for plurilingual and pluricultural competence? Where does power fit in to this conversation?

Q2

mraci091 — 2024-01-30 21:31:13 UTC

In the european context, no distinctions are made for indegenous languages. Would this be different in Canada? What kind of changes would be made to the CEFR in this context?

Q1

mraci091 — 2024-01-30 21:32:10 UTC

A pivotal concept underlying plurilingual and pluricultural competence is “Partial knowledge in one language should not be confused with lack of or reduced competence” (p. 19). Do we feel this way? Or do we inherently feel inadequate about our own linguistic repertoires? The article seems to say that the disequalibrium is a positive thing. Can we practically see it as a positive thing?

Q2

mraci091 — 2024-01-30 21:32:43 UTC

From your experience as a teacher or a student, what kind of changes are needed to accomodate the use of the CEFR descriptors in our classrooms? Are current grading systems accomodating of pluraliguistic assessment?

Q1

mraci091 — 2024-01-30 21:33:35 UTC

“The challenge of [standardized assessment] exemplifies a gap between plurality in scholarly discussions and singularity imposed by real-world practices. Although it is vitally important for scholars and educators to affirm and promote diverity of language, people, and culture, it is also necessary to scrutinize the gap between scholarly knowledge and real-world conditions. At the same time, we need to explore effective ways to truly transform the reality that reproduces unequal relations of power between the privileged and the marginalized” (Kubota, 2021, p. 308).

How does standardized testing, or even language assessments, fit in to a plurilingual and pluricultural framework?

Q2

mraci091 — 2024-01-30 21:35:02 UTC

What is a “native” speaker? In relationship with globalisation and the emergence of translanguaging, how do these concepts affect what is concideres being a “native” speaker?

QUESTION

mraci091 — 2024-01-30 21:35:44 UTC

Building on Karen’s first question, how can we use pluriliguistic practices to encourage Indegenous identities and languages in our classrooms? Do you have critisism of this case?

CASE

mraci091 — 2024-01-30 21:36:04 UTC

The Place of Native Languages in the Curriculum

Research on Native education confirms that when students develop the ability to communicate in a Native language, learning that language will reinforce, not interfere with, the learning of English, French, or other languages.

In those Native communities where no Native language is spoken, the Native languages program will serve to introduce the Native language. In those communities where some Native language is spoken, the program will assist in the development and maintenance of that language. In communities characterized by greater fluency in a Native language, the program will support the use of that language as the language of instruction in those subjects that would be enhanced by the close relationship between language and culture.

For all students, learning a people’s language leads to a greater understanding and appreciation of that people’s way of viewing and classifying the world. The Native languages program is not intended to make students fully bilingual; rather, the program offers students the opportunity to develop a functional command of a Native language, which can be expanded through further study or through contact with other speakers of the language.

2024-01-30 23:08:10 UTC

It's interesting to consider the fact that despite common languages being given the most resources for individuals to thrive in these languages, the support just isn't there when it comes to supporting immigrants/migrants' learning of the common language