MULTILINGUAL MULTILINGUAL EDUCATION STUDY EDUCATION STUDY

Presentation at 2012 WVSU International Communications & Media Presentation at 2012 WVSU International Communications & Media Studies ConferenceStudies Conference

Presented by R.D. Hobbs Presented by R.D. Hobbs [[dr.rdhobbs@gmail.comdr.rdhobbs@gmail.com]]

Overview of Transnational Qualitative ResearchOverview of Transnational Qualitative ResearchInterviews with Researchers in Multiple Disciplines, 2010; Interviews with Researchers in Multiple Disciplines, 2010;

Published 2011Published 2011

Synopsis available: Synopsis available: International Journal of MultilingualismInternational Journal of Multilingualism, Volume , Volume 99, Issue , Issue

3 3 (Hobbs, August 2012)(Hobbs, August 2012)

RD Hobbs (2011) ProQuest Dissertations & Theses database UMI RD Hobbs (2011) ProQuest Dissertations & Theses database UMI no. 3484309no. 3484309

2

Impetus for Study Impetus for Study Only 63% Americans graduate from high school on time; Only 63% Americans graduate from high school on time; Too many Immigrant & Minority students lack language Too many Immigrant & Minority students lack language

skills;skills; Multilingual educational systems have Multilingual educational systems have greater success greater success

(Schleicher, 2006)(Schleicher, 2006) Supporting L1 means L2 success (Taylor, 2009 – 20 Supporting L1 means L2 success (Taylor, 2009 – 20

year study)year study)

MonolingualismONE Language PolicyNegativeImpact

Lack of Languages Limits WorldCommerce

Monolingual Bias Hurts Minoritiesat School & Work

3

Purpose of researchPurpose of research Interview researchers Interview researchers to improve to improve educationeducation and and deliver L1, L2, deliver L1, L2, L3, L4, LnL3, L4, Ln

Internet Interviews

Reveal Needs for:

????????????????????????????

??????????????????????????????

Evidence of Need for Evidence of Need for StudyStudy Education needs A Education needs A well-definedwell-defined model model (Conteh, 2010)(Conteh, 2010) Present models of education are Present models of education are obsoleteobsolete (Bailey, Burkett, & Freeman, 2008; MacWhinney, 2008; Tyler, 2008)(Bailey, Burkett, & Freeman, 2008; MacWhinney, 2008; Tyler, 2008) Education needs a new Education needs a new ““dispensationdispensation”” of multilingual teaching of multilingual teaching (Aronin & Singleton, 2008)(Aronin & Singleton, 2008) Multilingual education platforms Multilingual education platforms outperformoutperform the monolingual the monolingual

platformplatform (Schleicher, 2006)(Schleicher, 2006) Multilingualism Multilingualism offersoffers better communication for diplomacy, world trade, better communication for diplomacy, world trade,

international jobs in commerce, law, media, medicine, technology, tourisminternational jobs in commerce, law, media, medicine, technology, tourism (Oleksak, 2007)(Oleksak, 2007)

Neurological Neurological evidence: Mevidence: Multilingualism has cognitive benefitsultilingualism has cognitive benefits (Wei, 2008) – throughout life(Wei, 2008) – throughout life

Learners of 3 languages Learners of 3 languages outperformoutperform other students other students (Cenoz, 2009; De Angelis, 2007; Jessner, 2008; Riemersma, 2009; Safont, 2005)(Cenoz, 2009; De Angelis, 2007; Jessner, 2008; Riemersma, 2009; Safont, 2005) Sociolinguistic evidence: Educators Sociolinguistic evidence: Educators must revisemust revise classroom practices to benefit the classroom practices to benefit the

multicultural ambiance essential for learningmulticultural ambiance essential for learning (Ushioda & Dornyei, 2009) (Ushioda & Dornyei, 2009) Language dominant policies perpetrates social injustice in:Language dominant policies perpetrates social injustice in: the UKthe UK (Blackledge,(Blackledge, 2006),2006), FranceFrance (Doran, 2006),(Doran, 2006), Canada Canada (Giampapa, 2006),(Giampapa, 2006), JapanJapan (Kanno, 2006),(Kanno, 2006), Australia Australia (Miller, 2006), (Miller, 2006), and the USAand the USA (Pavlenko, (Pavlenko,

2006).2006).

4

5

Background literatureBackground literature Multilingual SuperiorityMultilingual Superiority: : Bialystok, 2005; De Angelis, 2007; Jessner, Bialystok, 2005; De Angelis, 2007; Jessner,

2008; Safont, 2005; 2008; Safont, 2005; Theoretical BasisTheoretical Basis: Brannon et al, 2008; Herdina & Jessner, 2002; Holiday, : Brannon et al, 2008; Herdina & Jessner, 2002; Holiday,

2008; Hufeison & Marx, 2007; Navricsis, 2007; Schumann et al, 2004; 2008; Hufeison & Marx, 2007; Navricsis, 2007; Schumann et al, 2004; Singleton, 2007; Singleton, 2007;

Research in EducationResearch in Education: Bjork-Willen, 2008; Huguet & Lasagabaster, 2007; : Bjork-Willen, 2008; Huguet & Lasagabaster, 2007; Long, 2007; Walter, 2008;Long, 2007; Walter, 2008;

NeurolinguisticsNeurolinguistics: Abutalebi & Rosa, 2008; Booth et al, 2004; Brink & : Abutalebi & Rosa, 2008; Booth et al, 2004; Brink & Hagoort, 2004; Cangelosi & Parisi, 2004; Gayraud & Martinie, 2008; Hagoort, 2004; Cangelosi & Parisi, 2004; Gayraud & Martinie, 2008; Harley, 2008; Hinton, Miyamoto, & Della-Chiesa, 2008; Indefry et al, Harley, 2008; Hinton, Miyamoto, & Della-Chiesa, 2008; Indefry et al, 2004; Nelson, De Haan, & Thomas, 2006; Robinson & Ellis, 2008; Zeffiro & 2004; Nelson, De Haan, & Thomas, 2006; Robinson & Ellis, 2008; Zeffiro & Frymiare, 2006;Frymiare, 2006;

Human DevelopmentHuman Development: : Mannell & Friederici, 2008; Cruz-Ferreira, 2006; Mannell & Friederici, 2008; Cruz-Ferreira, 2006; Sociolinguistics:Sociolinguistics: Bani-Shoraka, 2008; Cashman (2008a /b); Hornberger & Bani-Shoraka, 2008; Cashman (2008a /b); Hornberger &

Holt, 2008; Laresta, Janes, & Querol, 2009; Lewis & Trudell, 2008; Holt, 2008; Laresta, Janes, & Querol, 2009; Lewis & Trudell, 2008; Milana, 2008; Munch & Solis, 2004; Reaser & Adger, 2008; Milana, 2008; Munch & Solis, 2004; Reaser & Adger, 2008;

Geopolitical sociolinguisticsGeopolitical sociolinguistics: Blackledge, 2006; Doran, 2006; Giampapa, : Blackledge, 2006; Doran, 2006; Giampapa, 2006; Kanno, 2006; Miller, 2006; Perea, 2009;2006; Kanno, 2006; Miller, 2006; Perea, 2009;

Language PolicyLanguage Policy: Allgauer-Hackl, 2009; Asgharzadeh, 2008; Frattura & : Allgauer-Hackl, 2009; Asgharzadeh, 2008; Frattura & Topinka, 2006; Hornberger & Holt, 2008; McGroarty, 2008; Topinka, 2006; Hornberger & Holt, 2008; McGroarty, 2008;

Language AcquisitionLanguage Acquisition: Gosy, 2007; Jessner, 2008; Mannell & Friederici, : Gosy, 2007; Jessner, 2008; Mannell & Friederici, 2008; Safont, 2005; Simon, 2007; Snedeker & Thothathiri, 2008; 2008; Safont, 2005; Simon, 2007; Snedeker & Thothathiri, 2008;

PragmaticsPragmatics: Bjork-Willen, 2008; Conklin & Schmitt, 2008; Gayraud & : Bjork-Willen, 2008; Conklin & Schmitt, 2008; Gayraud & Maritinie, 2008; Moyer, 2008; Snedeker & Thothathiri, 2008;Maritinie, 2008; Moyer, 2008; Snedeker & Thothathiri, 2008;

PsycholinguisticsPsycholinguistics:: Cheng & Howard, 2008; Kroll, Gerfen, & Dussias, 2008; Cheng & Howard, 2008; Kroll, Gerfen, & Dussias, 2008; Ullman, 2008;Ullman, 2008;

CodeswitchingCodeswitching: Chen, 2008; Gardner-Chloros, 2008; Greer, 2008;: Chen, 2008; Gardner-Chloros, 2008; Greer, 2008; MemoryMemory:: Foer, 2007; Navriscics, 2007. Foer, 2007; Navriscics, 2007.

Recent Studies Recent Studies (see references (see references Hobbs, 2011)Hobbs, 2011)

Multilingual SuperiorityMultilingual Superiority: : Cenoz; 2009; Kesckes, 2010; Kemp, 2009; Marx Cenoz; 2009; Kesckes, 2010; Kemp, 2009; Marx Melhorm, 2010; Riemersma, 2009; Tremblay & Sabourin, 2009; Melhorm, 2010; Riemersma, 2009; Tremblay & Sabourin, 2009;

Theoretical basisTheoretical basis: Gut, 2010; Llama, Cardosa, & Collins, 2010; Rah, : Gut, 2010; Llama, Cardosa, & Collins, 2010; Rah, 2010; Schwartz, 2009; Tohidian, 2009; Wrembl, 2010; 2010; Schwartz, 2009; Tohidian, 2009; Wrembl, 2010;

Research in EducationResearch in Education: : Abel, Guadatiello, & Plathner, 2009; Allgauer-Abel, Guadatiello, & Plathner, 2009; Allgauer-Hackl, 2009;Hackl, 2009; Block et al, 2009; Denos, Toohey, Neilson, & Waterstone, Block et al, 2009; Denos, Toohey, Neilson, & Waterstone, 2009; Lapresta, Janes, & Querol, 2009; Van de Craen, Mondt, Allain, & 2009; Lapresta, Janes, & Querol, 2009; Van de Craen, Mondt, Allain, & Ceuleurs, 2009; Vetter, 2009; Ceuleurs, 2009; Vetter, 2009;

NeurolinguisticsNeurolinguistics: Arnon & Snider, 2010; Bharati, 2009; Krishnan & : Arnon & Snider, 2010; Bharati, 2009; Krishnan & Gandour, 2009; Mbwana et al, 2009; Schwartz, 2009; Gandour, 2009; Mbwana et al, 2009; Schwartz, 2009;

Human Development & Language AcquisitionHuman Development & Language Acquisition: Block et al, 2009; Cenoz, : Block et al, 2009; Cenoz, 2009; Cenoz & Egiguren, 2009; Mattock, Polka, Rvachew, Krehm, 2010; 2009; Cenoz & Egiguren, 2009; Mattock, Polka, Rvachew, Krehm, 2010; Missaglia, 2010; Montanari, 2009; Tonzar, Lotto, & Job, 2009; Tonzar, Missaglia, 2010; Montanari, 2009; Tonzar, Lotto, & Job, 2009; Tonzar, Lotto, & Job, 2009;Lotto, & Job, 2009;

SociolinguisticsSociolinguistics: : Al-Shehi, 2009; Biseth, 2009; Lyons, 2009; McIntyre, Al-Shehi, 2009; Biseth, 2009; Lyons, 2009; McIntyre, MacKinnon, & Clement, 2009; Segalowitz, Gatbonton, & Trofimovich, 2009; MacKinnon, & Clement, 2009; Segalowitz, Gatbonton, & Trofimovich, 2009; Taguchi, Magid, & Papi, 2009; Ushioda & Dornyei, 2009; Taguchi, Magid, & Papi, 2009; Ushioda & Dornyei, 2009;

Psycholinguistics & Memory:Psycholinguistics & Memory: Dudokovic, Dubrow, & Wagner, 2009; Mbwana, Dudokovic, Dubrow, & Wagner, 2009; Mbwana, 2009; Stafford, Sanz, & Bowden, 2010; Tohidian, 2009.2009; Stafford, Sanz, & Bowden, 2010; Tohidian, 2009.

6

7

Conceptual FrameworkConceptual FrameworkDynamic Model of MultilingualismDynamic Model of Multilingualism: : – Learners must reach threshold in L2Learners must reach threshold in L2– Maintenance easierMaintenance easier– Aptitude increases for L3 & L4Aptitude increases for L3 & L4– Languages interface to enhance capabilities & creativityLanguages interface to enhance capabilities & creativity– When learning L2, using L1 eases processing When learning L2, using L1 eases processing – Teachers must appreciate slower processing for NEW L2 or L3Teachers must appreciate slower processing for NEW L2 or L3– Cultural understanding is essential for language learningCultural understanding is essential for language learning– Interdisciplinary research improves multilingual understandingInterdisciplinary research improves multilingual understanding

Psycho- & neuro-linguistic studies

Combine withEducationalStudies

(worldwide)Sociolinguistic studies

Improve School Success

8

Emergence of Third Emergence of Third Language Education Language Education Theory PrinciplesTheory PrinciplesL1

-Support L1 Learning-Recognize L1 Cultures

L2

-EARLY LEARNING-Dynamic phenomenon-Teaching to L2 Principles-L2 Medium by middle school -Contextual issues influence L2 as medium:-L2 Medium contingent upon teacher qualifications, methodology, and materials

L3

-L3 taught to L3 principles-Teaching of L3 at age 8 or 9-L3 as medium of instruction in late secondary School if contextually appropriate and feasible

-

-L3 en

hances

L1 an

d L2

-Seman ti c S imi la rit ie s & Fa ux Am i-Ph ono lo gic al Si mil ar iti es

Contextual issues Influence use of L2Or L3 use

Contribution & Contribution & UniquenessUniquenessThe multilingual study brings together The multilingual study brings together the different perspectives of:the different perspectives of:

NeuroNeurolinguisticslinguistics PsychoPsycholinguisticslinguistics PragmaticsPragmatics SocioSociolinguisticslinguistics Multilingual EducationMultilingual Education Policy & LeadershipPolicy & Leadership Interdisciplinary ResearchInterdisciplinary Research

10

MethodologyMethodology Participant DemographicsParticipant Demographics

– 1818 Multilingual Multilingual ResearchersResearchers on on 44 continents continents with unique language and research repertoireswith unique language and research repertoires

– ResearchersResearchers of of neuroneuro-, -, psychopsycho-, -, sociosocio--linguistics & other educational researchlinguistics & other educational research

TechniquesTechniques– Internet interviews, follow-upInternet interviews, follow-up

DataData– Open-} Axial-} Selective- Coding Open-} Axial-} Selective- Coding – MicroMicro, , mesomeso, and , and macromacro models enhanced with data models enhanced with data (micro=neuro, meso=psycho, macro=socio)(micro=neuro, meso=psycho, macro=socio)

11

Research QuestionsResearch QuestionsGeneral Research QuestionGeneral Research Question: What : What theorytheory will emerge to improve will emerge to improve

instruction and curriculum design to best facilitate instruction and curriculum design to best facilitate multiple languagemultiple language acquisition acquisition and and learner cognitive learner cognitive developmentdevelopment??

Specific Research Questions:Specific Research Questions:

1. How should 1. How should languages be systematically incorporatedlanguages be systematically incorporated throughout the curriculum over time to meet the needs of throughout the curriculum over time to meet the needs of learners? learners?

2. What types of teaching methodologies, strategies, and 2. What types of teaching methodologies, strategies, and techniques contribute best to construct learning, identity, techniques contribute best to construct learning, identity, intuitions, and intuitions, and retention of L2 & L3retention of L2 & L3 regarding listening, regarding listening, speaking, reading, writing, grammar, and vocabulary?speaking, reading, writing, grammar, and vocabulary?

Final Research Final Research Protocol: Protocol: Interview Questions Interview Questions Main QuestionMain Question

1.1. At what At what agesages should L2 should L2 & L3 be introduced?& L3 be introduced?

2.2. What What researchresearch has had has had the greatest the greatest impact impact on on students?students?

3.3. What should What should teachersteachers knowknow to benefit to benefit multilingual learners?multilingual learners?

4.4. How should How should curriculumcurriculum be be enhancedenhanced to improve to improve language group language group receptive skills?receptive skills?

Follow-upFollow-up1.1. When should L2 & L3 be When should L2 & L3 be

used as the used as the mediummedium for for course delivery?course delivery?

2.2. How could How could notional notional functionalismfunctionalism and and aesthetic pragmatismaesthetic pragmatism benefit learners?benefit learners?

3.3. How has How has sociolinguistic sociolinguistic literatureliterature influenced influenced multilingual education?multilingual education?

4.4. At what At what age age should should language group language group receptive skillsreceptive skills be in be in the curriculum?the curriculum?

13

FindingsFindings Repetitive ThemesRepetitive Themes

Changes to improve multilingual education: Changes to improve multilingual education:

– ImproveImprove teacher training & professional development teacher training & professional development– PromotePromote teacher understanding of L2, L3 learners teacher understanding of L2, L3 learners– EnhanceEnhance teaching practices to reach diverse teaching practices to reach diverse studentsstudents

– DisseminateDisseminate research outcomes research outcomes– Train teachersTrain teachers to understand and deal with issues to understand and deal with issues of context, contingencies, and constraintsof context, contingencies, and constraints

Emerging ThemesEmerging Themes– Teach L2 early (KG or Grade 1)Teach L2 early (KG or Grade 1)– Introduce L3 between ages 8 and 11Introduce L3 between ages 8 and 11– Using L2 or L3 as medium for teaching depends on Using L2 or L3 as medium for teaching depends on contextcontext

14

Outcomes of researchOutcomes of research Explored informed perspectives Explored informed perspectives of researchers to investigate of researchers to investigate ways to improve education and to ways to improve education and to deliver multiple languagesdeliver multiple languagesInternet

interviews with18 researchers

Reveal Needs for

L2 methods for L2;L3 methods for L3.

Improve Teacher L2, L3 skills & knowledge.

Improve Teacher Content knowledge in L2, L3.

Teaching of similar Ln receptivity skills

Improved Teacher Training

Early learning of L2, L3

15

Recommendations for Recommendations for StakeholdersStakeholders Implement Implement SUPPORT for L1SUPPORT for L1 of of immigrant childrenimmigrant children

Organize Organize community memberscommunity members with with fluency in L1 of immigrantsfluency in L1 of immigrants

Offer a venue for After-school Offer a venue for After-school programs to programs to support communitysupport community

16

Recommendations for Recommendations for Policy MakersPolicy Makers Support for immigrant Support for immigrant L1L1s:s: benefit society in benefit society in long termlong term Public policy to reflect Public policy to reflect publicpublic will will for for L2 & L3 choices – L2 & L3 choices – USE NEW MEDIAUSE NEW MEDIA

Teacher colleges to Teacher colleges to require L2 & L3require L2 & L3 learning – learning – USE SOCIAL MEDIAUSE SOCIAL MEDIA

Teachers to revere student Teachers to revere student identities identities

17

Suggestions for Suggestions for future researchfuture research

Further research:Further research: neurolinguistics and neurolinguistics and psycholinguistics psycholinguistics explore explore curriculumcurriculum andand instruction IMPACT instruction IMPACT

Future qualitative and quantitative Future qualitative and quantitative studies in schools to studies in schools to monitor attitude monitor attitude changeschanges (sociolinguistics) (sociolinguistics)

Education studies of Education studies of emergent themes emergent themes andand controversiescontroversies revealed by this study revealed by this study

18

Suggestions for Suggestions for future researchfuture research Further research in multilingual Further research in multilingual policypolicy to study to study successessuccesses & & failuresfailures

USE USE technologytechnology to bring classrooms to bring classrooms of the of the world togetherworld together to to communicate in L1, L2, L3, L4, L5 communicate in L1, L2, L3, L4, L5 (mixing is OK)(mixing is OK)

Research:Research: notional – functional – aesthetic - pragmatics notional – functional – aesthetic - pragmatics

Integrated Model Integrated Model ProposalProposal Macro modelMacro model with seven levels: with seven levels: 1) 1) valuesvalues of community; of community; 2) 2) visionvision & mission; & mission; 3) learner 3) learner needsneeds; ; 4) 4) instructioninstruction; ; 5) 5) assessmentassessment; ; 6) 6) rere--teachingteaching and evaluation; and evaluation; 7) student 7) student outcomes outcomes and and curriculum evaluationcurriculum evaluation

Meso model with six domains: Meso model with six domains: cognitivecognitive, , affectiveaffective, , psychomotorpsychomotor, , motivation (identity)motivation (identity), contextual, , contextual, educationaleducational Micro model of multilingual processingMicro model of multilingual processing Adapted from Kees de BotAdapted from Kees de Bot’’s s bilingual versionbilingual version of of LeveltLevelt’’s language processing models language processing model with with

explanationsexplanations from cited from cited neuro-psycho-linguistic researchneuro-psycho-linguistic research

19

Emergent VariableEmergent Variable SummationSummation

Integrated Model of Integrated Model of [[MultilingualMultilingual]] EducationEducation

Macro = Schools Macro = Schools (sociolinguistics)(sociolinguistics)– Train teachers to use L2/L3 methodsTrain teachers to use L2/L3 methods– Analyze context: needs of school & communityAnalyze context: needs of school & community

Meso = Learners Meso = Learners (psycholinguistics)(psycholinguistics)– Use theory of Notional functional/aesthetic pragmatismUse theory of Notional functional/aesthetic pragmatism– Increase Metalinguistic awarenessIncrease Metalinguistic awareness– Use Codeswitching to enhance Identity & MotivationUse Codeswitching to enhance Identity & Motivation

Micro = multi-language processing Micro = multi-language processing (neurolinguistics)(neurolinguistics)– Accelerate learner cognition via Multi - Lingual teacher Accelerate learner cognition via Multi - Lingual teacher

trainingtraining– Link syntax to synaptic - neuronal connectionsLink syntax to synaptic - neuronal connections– Ensure Adequate sleep for efficient brain functioningEnsure Adequate sleep for efficient brain functioning

Adequate sleep for neuroplasticity to Adequate sleep for neuroplasticity to achieve optimal processingachieve optimal processingLink languages using common cognates and Link languages using common cognates and similar featuressimilar features

21

Thank you, merci, Thank you, merci, danke, gracias, danke, gracias, danabad, djukuyi, danabad, djukuyi, domo arigato, domo arigato, tesurkur, tesurkur, efkaristo, terima efkaristo, terima kasi, shershe, kasi, shershe, gaman, kiitos, gaman, kiitos, tak,tak, tack, takktack, takk shukria, shukria, shukran, spaciba, shukran, spaciba, stutti, obrigado, stutti, obrigado, mille gratzi, mille gratzi, mahalo, mahalo, danawad, danawad, khamsahamnida, mamnunkhamsahamnida, mamnundzo zhei, djenkuyu, dzo zhei, djenkuyu, diki mocdiki moc

Language Key Language Key for the curious for the curious (row by row)(row by row)

• English, French, German, SpanishEnglish, French, German, Spanish• Danabad: Hindi, Bengali, and Nepali; Czech, JapaneseDanabad: Hindi, Bengali, and Nepali; Czech, Japanese• Turkish (also used in Iran), Greek, Turkish (also used in Iran), Greek, IndonesianIndonesian

• Mandarin, Vietnamese, FinnishMandarin, Vietnamese, Finnish– Tak, Takk, Tack is Scandinavian (Danish, Norwegian, Swedish)Tak, Takk, Tack is Scandinavian (Danish, Norwegian, Swedish)

• Urdu, Arabic, Russian, SeneleseUrdu, Arabic, Russian, Senelese• Portuguese, Italian, HawaiianPortuguese, Italian, Hawaiian• Telegu, Korean, Persian (Farsi) Telegu, Korean, Persian (Farsi) [Iranians also say tesurker & [Iranians also say tesurker &

merci]merci]

• Cantonese, Polish formal & informalCantonese, Polish formal & informal