Research summary: learner experience
The sections below explore a range of topics relevant to learner experience, including the key role of learner voice in languages learning, the importance of learning contexts which promote learner motivation and self-efficacy, and the principle that language learning is an entitlement for, and of benefit to, all of our learners. Relevant research literature is integrated into each of these topics in the sections below. In this research summary, we would like to spotlight what research tells us about how to best support the developing bilingualism of our multilingual learners – those learners who use a language other than English at home or in the community – within the context of the 1+2 languages policy.
What research tells us about supporting the developing multilingualism and multiculturalism of our multilingual learners
The introduction of the 1+2 languages strategy in 2012 was noted to provide ‘an opportunity to reflect on the development of Scotland as a diverse, complex, multicultural and multilingual nation’ (Scottish Government Working Group, 2012, p.6) within a societal context where the first language of ‘an increasing number of Scottish young people will be from a range of community languages’ (2012, p.13). By the 2019-20 school year, 1 in 10 pupils in Scotland (68, 872 pupils) spoke one of 168 different community languages as their main home language (Scottish Government, 2020). The richness of such linguistic and cultural experiences is underlined by Gonzalez et al. (2005, p.91) who use the term ‘funds of knowledge’ to describe the ‘skills, abilities, ideas and practices or bodies of knowledge’ which our multilingual leaners bring from their home and community learning experiences. The ‘funds of knowledge’ concept emphasises that home languages and cultures are valuable resources for school-based learning.
The 1+2 languages strategy notes the aims in relation to supporting our multilingual learners’ developing multilingualism and multiculturalism to be: (i) develop learners’ English as an L2 (ii) celebrate the languages and cultures that leaners bring to school and (iii) ‘as far as possible, seek to encourage them to maintain and develop their mother tongue.’ (2012, p.13). This section will explore what research tells us about how teachers can support these three aims.
What research tells us about developing learners’ English as an L2
Lucas and Villegas (2010, p.57) argue there to be four key things that teachers need to know or be able to do in order to effectively support the English language development of multilingual learners.
The first is to learn about learners’ language backgrounds & proficiency, in order to better understand learners’ experiences of their home language(s). For example, is there one home language or more than one? Which family members speak the home language(s)? Is the learners’ developing literacy in their home language(s) as well as oracy? This exploration will reflect an important point – that English as an Additional Language (EAL) learners are not a homogeneous category, but rather ‘comprise a diverse population of learners who come from a variety of social, cultural and linguistic backgrounds’ (Anderson et al. 2014, p.2).
The second, third and fourth things relate to creating appropriately scaffolded learning. Lucas and Villegas (2010, p.57) note this process needs to involve teachers’ (i) identifying the language demands of classroom tasks, (ii) considering learners’ current levels of language proficiency and using knowledge of L2 learning to design meaningful learning activities that will extend learners’ language and (iii) reflecting upon the effectiveness of activities and use this knowledge to plan next steps in learning.
For practical, research-informed approaches to developing English as a second language, The EAL Teaching Book by Jean Conteh (2019) is an excellent resource which covers key topics such as the early years, talk and literacy development, learning across the curriculum and assessment.
What research tells us about celebrating the languages and cultures learners bring to school
Many second language researchers underline the importance of teachers valuing the languages and cultures that learners bring to the classroom and note that this contributes to the positive development of learners’ multicultural identities and sense of pride in their bilingualism (Lucas & Villegas 2010, Murphy 2017, Conteh 2019, Gay 2010). The 1+2 languages strategy provides a policy context within which teachers are encouraged to celebrate the value of linguistic and cultural diversity from the very start of a child’s education. Research notes the key role of the teacher in creating such contexts or ‘spaces’ (Hornberger, 2009) for multilingualism and multiculturalism in education, and notes key elements underpinning successful practice to be:
- teachers’ understandings of the links between language, culture and identity (Lucas & Villegas 2010)
- teachers’ willingness to explore learners’ linguistic and cultural out of school experiences, and to use such ‘funds of knowledge’ (Gonzalez et al. 2005) as a starting point for school-based learning
- teachers or schools fostering intercultural dialogue where ‘understanding across different lived experiences and cultural worldviews is recognised and valued’ (Hornberger, 2009, p.198)
- the creation of ‘safe spaces’ (Conteh & Brock, 2010) for learners to use their home languages in the school.
Conteh (2019, p.31) cites an example of success in creating ‘space’ for multiculturalism and multilingualism within mainstream schooling which began with a teacher reading a story based in Sierra Leone to her class, as this was the area of origin of a new child in her class. The child (with the teacher’s and her mother’s support) then wished to teach the class some greetings in her home language of Mende, and this then encouraged another child who spoke Arabic at home to ask to teach the class some Arabic.
What research tells us about encouraging learners to maintain and develop their mother tongue
The school-based activities outlined above which value linguistic diversity and encourage intercultural communication are likely to create a positive context for the development of learners’ multiculturalism and a pride in their multilingualism. However, within the current Scottish school system, the development of learners’ mother tongue is likely to occur out with the classroom, within the home and community context. Hancock & Hancock (2018) underline the role of Complementary schools in helping learners to learn heritage languages in Scotland. Hancock & Hancock (2018) encourage mainstream teachers to have greater awareness of learning within Complementary schools and recommend that this learning be acknowledged and celebrated in the mainstream classroom. They suggest that, in best practice, links between mainstream and complementary schools could be developed and partnership work undertaken.
This section has focused on what research tells us about how to effectively support our multilingual learners’ developing multilingualism and multiculturalism. McGee et al. (2015) recommend regular career-long professional learning (CLPL) on supporting multilingual learners’ languages, cultures and identities and underline the importance of teachers’ sharing good practice in these areas. Examples of good practice from the Scottish context are provided in the Multilingual Learners TILE within Learner Experience.
