A pedagogical design for multilingual teaching and learning processes : The implementation of the narrative format model in Switzerland
- Arcidiacono, Francesco ORCID Haute École Pédagogique BEJUNE
- 2016
Published in:
- Didactic and Methodological Approaches and Strategies - Support to Children’s Learning and Development / Ristić, M. ; Vujović, A.. - 2016, p. 13-22
English
Many school systems and curricula highlight the need to create opportunities of learning through multilingual approaches. Switzerland is a country in which linguistic diversity is considered as a resource that should promote learning in a context in which homogeneity is perceived as the exception and linguistic variety the norm. Swiss classes consist of high percentages of speakers of “other” languages, creating opportunities for contact between members of different cultures. This variety is considered here as a possible way to implement new modalities of teaching/learning.
The present study is part of a project that aims to favour linguistic skills and social inclusion through activities connected to language teaching/learning processes. A pedagogical design, named narrative format and implemented in different countries in order to teach/learn foreign languages, is presented as resource to explore opportunities of integration in the classroom, as well as collaboration between school and families.
The participants (teachers, 3-7 years old children and families living in the French speaking area of Switzerland) have been involved to teach/learn English and German languages. More specifically, the study focuses on the following aspects: How teachers implement the narrative format to teach foreign language? How the pedagogical design enables the integration and the collaboration between teachers, children and families?
The findings focus on the development of awareness-raising actions for teachers and parents about the potential benefits of multilingualism, providing children a foreign language learning experience. The model is proposed as a design that creates fruitful conditions for the acquisition of languages. In this vein, teachers should play the role of mediators helping young learners channelling their complex linguistic-communicative practices into constructive and integrative experiences at school.
The present study is part of a project that aims to favour linguistic skills and social inclusion through activities connected to language teaching/learning processes. A pedagogical design, named narrative format and implemented in different countries in order to teach/learn foreign languages, is presented as resource to explore opportunities of integration in the classroom, as well as collaboration between school and families.
The participants (teachers, 3-7 years old children and families living in the French speaking area of Switzerland) have been involved to teach/learn English and German languages. More specifically, the study focuses on the following aspects: How teachers implement the narrative format to teach foreign language? How the pedagogical design enables the integration and the collaboration between teachers, children and families?
The findings focus on the development of awareness-raising actions for teachers and parents about the potential benefits of multilingualism, providing children a foreign language learning experience. The model is proposed as a design that creates fruitful conditions for the acquisition of languages. In this vein, teachers should play the role of mediators helping young learners channelling their complex linguistic-communicative practices into constructive and integrative experiences at school.
- Language
-
- English
- License
- CC BY
- Open access status
- gold
- Persistent URL
- https://roar.hep-bejune.ch/hepbejune/documents/312256
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