Cross-age Teaching and Plurilingualism

Beschreibung

This book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the  second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL). Taking Ireland as a microcosm of broader international practice, it analyses the impediments that hinder students from reaching their plurilingual potential within the education system and makes the case for a well-defined framework of topdown and bottom-up language policy and planning. It also investigates how the European Schools system has successfully achieved ‘Mother Tongue + 2’. In addition, it explores how the strategies and recommendations put forward can play a key role in the revitalisation of minority languages, with a particular focus on the Irish language. This book will be of interest to a broad readership open to reenvisioning how education systems can foster truly plurilingual students.

Edward P. Flynn has over two decades of experience in language education in Ireland and the European Schools system. He has taught modern foreign languages at second level and university level and has served as the Director of an Accredited European School. Edward holds a PhD in Applied Linguistics and Intercultural Studies from Maynooth University, Ireland, and is passionate about advancing innovative approaches to language teaching, learning, and assessment.

This book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the  second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL). Taking Ireland as a microcosm of broader international practice, it analyses the impediments that hinder students from reaching their plurilingual potential within the education system and makes the case for a well-defined framework of topdown and bottom-up language policy and planning. It also investigates how the European Schools system has successfully achieved ‘Mother Tongue + 2’. In addition, it explores how the strategies and recommendations put forward can play a key role in the revitalisation of minority languages, with a particular focus on the Irish language. This book will be of interest to a broad readership open to reenvisioning how education systems can foster truly plurilingual students.

Autor*in

Edward P. Flynn

Themen in »Cross-age Teaching and Plurilingualism«

Content and Language Integrated Learning (CLIL) Irish language education language assessment plurilingualism Modern Foreign Languages (MFL) Mother Tongue +2 Barcelona Summit Agreement Ireland Common European Framework of Reference for Languages (CEFR) cross-age teaching

Stimmen zu »Cross-age Teaching and Plurilingualism«

“Languages are key to opening minds and crossing cultural borders, and they link to improved employment and earnings prospects. But they are often squeezed out of busy school curricula, and learning them later in life becomes difficult. Flynn presents three interrelated strategies to firmly embed plurilingual education in the lives of children and young people – strategies that embrace curriculum design, delivery, and certification in coherent ways.” (Andreas Schleicher, Director for Education and Skills, OECD, Paris, France)

“As Secretary-General of the European Schools - a 70-year-old school system deeply rooted in the multilingual and multicultural tradition of teaching and learning - I warmly welcome and wholeheartedly endorse this book as a valuable contribution to this important field of education. Grounded in the principles of the Barcelona Summit Agreement, this volume offers readers a thoughtful overview of current practices, future opportunities, and the challenges that policymakers, school leaders, and - last but not least - students face today.” (Andreas Beckmann, Secretary-General of the European Schools, Brussels, Belgium)

“While Content-and-Language-Integrated Learning has entered the mainstream of many European and Asian education systems “on its own merits”, as it were, it rarely has become an integral part of a wider modern foreign language education policy. Curriculum writers, policy makers and language educators ought to take note of the MFL-education policy concept presented in this book, based on the author’s empirical research and considerable experience as an MFL teacher and school director.” (Professor Christiane Dalton-Puffer, University of Vienna, Austria)

“This book presents a significant innovation in foreign language education. The grouping of language classes by CEFR levels, rather than by school year, and the aligning of assessment with CEFR standards, rather than with school-based tests and state examinations, can improve learner motivation and achievement. While based on the Irish context, the model is relevant wherever schools seek to develop students with communicative competence in foreign languages.” (Jack C. Richards, PhD, Honorary Professor, University of Sydney, Australia)

“This timely volume introduces innovative strategies to foster plurilingual students, advance CLIL, and revitalise minority languages. Drawing on Irish-based research and the European Schools model, it explores transformative approaches to language education in secondary schools. The author’s experience as an MFL teacher and Director of an Accredited European School provides invaluable insights for academics, educators, and policymakers. A must-read.” (Professor Do Coyle, University of Edinburgh, UK)

Details

Link teilen