Multilingualism

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Q: Teacher: What is the shortest month?

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Multilingualism

in the

E. language classroom

Mr. / Girgis

Introduction:

Engaging in and reflecting on activities that draw

on multilingual experience is beneficial to students,

their teachers, and to anyone who wants to add a

new dimension to language teaching and learning.

Teaching practices that tap into multilingual ways

of reading, writing and speaking allow students to

access the cultural resources that enhance the

personal significance of their classroom work, as

well as expanding access to knowledge through

texts in more than one language.

A goal of EFL teachers, therefore, is to counteract

these notions and encourage their multilingual

students to reflect and draw on their rich store of

language information and skills in order to facilitate

the learning of English.

How is multilingualism used in the

classroom?

In the classroom, trans - languaging may involve:

translating between languages. comparing and

being playful with different languages. mixing

words and expressions from different languages

in the same spoken or written utterance.

What is multilingualism in school ans

classroom?

A multilingual class is a class where the learners

speak a variety of first languages. ... In a

multilingual class there can be much more use of

the target language, because it will be the only

common language between the learners, who will

use it for their normal interactions both in and out

of class.

How the multilingual system affects

classroom teaching?

It can boost students' confidence, help achieve

learning goals, enhance academic performance

and contribute to a greater awareness of other

languages and cultures in the wider community by

celebrating diversity and inclusion.

What is required of a teacher in a

multilingual classroom?

The findings revealed that to teach in multilingual

classroom Teacher Educator should possess skills

like content analysis, multilingual reading, writing

and speaking, translation skill, multilingual typing

skill, multilingual board writing skill, code switching

and code mixing skill and skill to motivate learning.

Benefits of a multilingual classroom

5 Benefits of the Multilingual

Classroom

Multilingual classrooms foster essential 21st-century skills. ...

Multilingual children are more empathic. ...

Speaking more than one language is better for your brain. ...
Multilingualism connects communities. ...

Being bilingual gives children better job prospects.

What are the challenges faced by the

teacher in a multilingual classroom?

Interview findings indicate that, as they

implement the EMI policy, teachers

encounter five major challenges:

(1) mother tongue interference,

(2) students' attitudes toward English,

(3) lack of usefulness of English

language in the community,

(4) resource constraints and

(5) diverse student backgrounds.

1-Primary school activity :

All in the Family

The teacher uses drawings or labeled pictures to

show the students a diagram of a family tree,

introducing the English terms for family members.

The teacher then points out the family members and

describes them using nouns and adjectives in English

(e.g., children are young, grandparents are old).

Comparative and superlative forms could also be part

of the lesson (e.g., children are younger,

grandparents are oldest). For reading and writing

objectives, the teacher hands out a list of adjectives

and terms for the different family members.

The teacher leads the students in a discussion of

how the family relationship terms in English are

similar or different from the terms they use in the

languages they speak.

In the case of differences—for example, if only one

term for both “brother” and “sister” is used in the

students’ first language—the teacher introduces the

students to the words “brother” and “sister” in addition

to the parallel term “sibling” in English.

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Assessment

Each student draws his or her own family tree using

the diagrams or ones provided by the teacher. Each

student labels the different family members by name.

Students work in pairs to make suggestions for

changes, additions,or deletions in their partner’s

diagram while the teacher walks around and monitors

the activity.

Next, each student presents his or her written diagram

to the class and explains the terms on the branches of

the family tree.

Outcomes

• Students use all four skills to compare and contrast

terms for family members in English and their first

language.

• Students are introduced to basic principles of

genealogy by designing and labeling a family tree that

includes immediate family members and relatives.

• Students compare their own family tree drawings with

those of their classmates and critique and revise the

English terms.

2-Activity for high school student

The teacher asks the whole class to report what was

discussed in their groups. After a brief discussion, the

teacher tells students that they will be interviewing

someone they know in their family or community who

speaks more than one language.

If at all possible, one of the languages this person

speaks should be English. Each group is responsible

for writing two questions for the interview.

They are encouraged to write creative questions that

do not just ask for facts, but rather for feelings and

opinions. As each group reports their questions, the

teacher writes them on the board.

Next, the class discusses the wording of the questions

and the teacher compiles a final set of questions for the

survey. The student use the same questions for

interviews.

Each student takes a copy of the final survey questions

and uses them to conduct an interview with one person,

such as a relative, a neighbor, or a teacher.

The interview can be conducted in person, by phone, or

via e-mail; If by person or phone, the student must take

notes, as these will be handed in along with the finished

product.

Students use the survey results to write a short essay

consisting of a predetermined number of paragraphs.

The essay describes the interviewee and summarizes

the responses to the questions.

To prepare for this writing assignment and see what

the end product should look like, students read a

sample essay, preferably written and modeled by the

teacher. Students are encouraged to write multiple

drafts, but the teacher will read only the final version.

Assessment

Students hand in their notes or email messages from

the interview, their drafts, and the finished essays.

The essays are assessed on the following criteria,

which are given to the students beforehand:

• Completeness.

The description of the interviewee is described and all

questions are asked and answered.

• Reasonably accurate spelling and

grammar.

The sentences and paragraphs are understandable

and the essay is coherent.

• Accurate information.

The summary reflects what the interviewee said.

Outcomes

• Students discuss an English language video or a

reading selection.

• Students collaborate with peers to write interview

questions.

• Students conduct interviews and summarize the

responses in an essay.


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