Every bit of language we accrue throughout life matters-Multilingual education

Abstract

Monolingual ideologies remain alive in mainstream education, though the amount of evidence pointing to the benefits of multilingualism is increasing. Against this background, this paper aims to explore the importance of multilingual practices in multilingual classrooms, teacher input in enhancing multilingual practices in classrooms and assessment in multilingual classrooms. A systematic review of the literature was done to gather data. The findings revealed that the use of dominant national languages and/or colonial languages does not sufficiently account for the multilingual nature of the learners in the classrooms and their respective communities. Teachers need to allow any references to languages by their learners of which they have only basic knowledge or no knowledge at all. One way is to leave the role of expert to learners with home languages while taking on the role of learners of new languages. Also, in linguistically and culturally diverse classrooms, unintended bias in any assessment aspect can negatively affect learners whose home language is not the language of assessment. The study recommends that policymakers should establish official guidelines on interpreting competence aims for multilingual education, ensuring clarity and consistency across schools. Teachers should adopt collaborative teaching strategies that encourage learners to use their home languages in classroom activities. Partnerships between researchers and educators are essential for evaluating the effectiveness of multilingual pedagogies and refining teaching approaches. Assessment practices should be adapted to reflect learners’ diverse linguistic backgrounds, ensuring fair and valid evaluations of their competencies. Teacher training programmes should include modules on multilingual education, equipping educators with the necessary tools to manage linguistically diverse classrooms.

Keywords: {'name': 'Assessment; multilingual education; multilingual classrooms; multingual settings; active bilingualism'}

Authors & affiliations

Kufakunesu Zano
Affiliation not supplied

Deposited references

Supplied references, not a list of publications citing this article.

DOI: 10.1080/19313152.2024.2318967

DOI: 10.3390/educsci11120808

DOI: 10.1177/1362168817752543

DOI: 10.1007/978-3-030-66022-2_15

DOI: 10.2307/1169960

DOI: 10.17763/1943-5045-87.3.404

Dendrinos, B. (2019). Multilingual testing and assessment for plurilingual education. Multitest’ECSPM position, pp.1-12.

Department of Education. (2011). Curriculum and Assessment Policy Statement Grades 7-9 English First Additional Language. Pretoria. South Africa.

DOI: 10.4018/IJBIDE.339883

DOI: 10.1080/00933104.2024.2335236

DOI: 10.1080/15434303.2020.1827409

DOI: 10.1080/09500782.2021.1991369

DOI: 10.1080/09571736.2021.1906733

DOI: 10.1007/s11422-023-10206-y

García, O. (2009). Bilingual education in the 21st century: A global perspective. Malden, MA: Wiley-Blackwell.

García, O., Johnson, S. I. & Seltzer, K. (2017). The translanguaging classroom: Leveraging student bilingualism for learning. Caslon.

DOI: 10.24252/Eternal.V62.2020.A13

DOI: 10.1080/01434632.2020.1733586

Kahiya, A. & Brijlall, D. (2021). What are the strategies for teaching and learning mathematics that can be used effectively in a multilingual classroom. Technology Reports of Kansai University. 63, 5.

DOI: 10.1017/9781108884303.033

DOI: 10.1080/00313831.2020.1754903

DOI: 10.1002/trtr.2237

DOI: 10.4324/9781003177197-10

DOI: 10.1080/13670050.2019.1598934

Loba, S. (2017). Frame structure of the concept “multilingual education”. Anglistics and Americanistics, (14), 34-40.

DOI: 10.2989/16073614.2022.2040370

McConnachie, B. (2016). Indigenous and Traditional Musics in the School Classroom: A Re-Evaluation of the South African Indigenous African Music (IAM) Curriculum. PhD diss. Rhodes University. http://hdl. handle. net/10962/6806.

DOI: 10.4102/sajce.v12i1.1027

DOI: 10.1007/978-94-011-4076-8_8

DOI: 10.1080/09500782.2018.1513027

DOI: 10.1080/14790718.2020.1736080

DOI: 10.1017/9781108916943

DOI: 10.1080/14790718.2019.1686002

DOI: 10.1002/tesj.583

DOI: 10.17507/jltr.1106.06

DOI: 10.1080/01434632.2023.2222105

DOI: 10.1080/19313152.2019.1681615

DOI: 10.1558/jmtp.21280