Promoting Multilingualism through a Trilingual Literacy Camp in Ireland

Goldsmiths University,

London

4th December 2010Rory Mc Daid

mcdaidro@gmail.com

Overview

• Context

• Research Question

• Theoretical Framework

• Methodology

• Analysis of Methodology

• Key Findings

• Recommendations

Social, Linguistic and Educational Context

• Significant inward migration resulting in a substantial increase in scale of multilingualism.

• Multilingualism identified as a Problem

• C. 30,000 minority language students in Irish primary and post-primary schools.

• No formal focus on teaching of first languages despite evidence of importance.

• Children’s voice

Research Question

• English language support teacher.

Research Question

• English language support teacher.• “My Grandmother would kill me!”

Research Question

• English language support teacher.• “My Grandmother would kill me!”• What are the feelings, experiences and

understandings of minority language children in the Irish primary education system with regard to the non-recognition of their first languages in school?

Theoretical Framework

• Interdisciplinary equality lens:– Equality of Condition: Recognition.– Reproduction of inequalities in schools.– Resistance.

• Preventing school failure.

Methodology

• Problematics with established methods.• Creation of Trilingual Literacy Camp (TLC)

– Research participants

Name Gender First Language

Focus Group

Dual language text

Celina F Polish Pol A Przygoda Kuzko W Irlandii:Kuzko’s Adventure in Ireland

Irenka F Polish Pol A

Klaudia F Polish Pol A Nowa Szkoła: New School

Sylwia F Polish Pol A

Zofia F Polish Pol A

Stefania F Romanian Rom B Adela Invaţă Engleză:Adlea Learns English

Adrianna F Romanian Rom B

Elisabeta F Romanian Rom B

Adrian M Romanian Rom A Rusul Ivan: Ivan the Russian

Gheorghe M Romanian Rom A

Stefan M Romanian Rom A

Henric M Romanian Rom A Băiteul Cel Nou: The NewBoy

Petru M Romanian Rom A

Methodology

• Problematics with established methods.• Creation of Trilingual Literacy Camp (TLC)

– Research participants

– Personnel

Methodology

• Problematics with established methods.• Creation of Trilingual Literacy Camp (TLC)

– Research participants

– Personnel

– Dual language text

Methodology: Structure of the TLC

• 4 day event – children’s Easter holidays.• Introductory morning: bilingual alliteration name

game, ice-breakers and one-word stories.• 2 classrooms and ICT suite.• Remainder of time spent writing dual language

texts and participating in focus groups

Dual Language Texts

• Writing process (Greaves, 1994)– Prewriting– Drafting– Revising– Editing– Publishing

Prewriting

• Broad topic: Me, My Languages and My School– Explain writing in the first language and then English.

– Examine some sample dual language texts from the Dual Language Showcase.

– That all participants will engage in all aspects of the workshop.

– Availability of resources.

– Explain the writing process.

Prewriting

• Ada and Campoy (2004) advocate a creative dialogue in exploring an initial text, the four guiding principles of which are:– Descriptive phase– Personal interpretive phase– Critical/multicultural/anti-bias phase– Creative/transformative phase

Episode of The Simpsons used as initial text.

Narrative

Mini-lesson on: • Plot• Character• Setting• Trigger/Problem• Ending. These elements were explored in the context of

The Crepes of Wrath.

Video of children’s work

Methodology

• Problematics with established methods.• Creation of Trilingual Literacy Camp (TLC)

– Research participants

– Personnel

– Dual language text

– Focus groups

– Observations

Analysis of Methodology

• Space• Voice• Audience• Influence• Power• Limitations

Key Findings

• Linguistic Outsiders.• English as an Elixir?• Linguistic Choice and Acts of Resistance.• Pedagogues, Power and Perpetuation.