Multilingualism

Multilingualism

 in the

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.

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.

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