• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month
  1. 1
  2. 2
  3. 3
  4. 4
  5. 5
  6. 6
  7. 7
  8. 8
  9. 9
  10. 10
  11. 11
  12. 12
  13. 13
  14. 14
  15. 15
  16. 16
  17. 17
  18. 18

Linguistic Heterogeneity Teaching English in Multilingual Classrooms

Extracts from this document...


Transfer-Encoding: chunked Fachbereich Philosophie und Geisteswissenschaften / Institut für Englische Philologie – Didaktik des Englischen Module: XXX Seminar: XXX Course number: XXX Lecturer: Dr. XXX Linguistic Heterogeneity – Teaching English in Multilingual Classrooms Name: Agnetha Hinz Matr.-Nr.: XXX Semester: XXX Subjects: XXX Address: XXX Email: XXX ________________ Table of contents 1. Teaching English in multilingual classrooms: Central problems 3 2. L2 vs L3 – Learning differences 4 3. Language Awareness – The concept 7 4. Practical examples 9 5. Conclusion 12 1. Bibliography 14 ________________ ________________ 1. Teaching English in multilingual classrooms: Central problems Globalization as well as increased immigration – the latter, among other things, caused by “war or civil conflict[s], political or religious oppression and other human rights abuses” (Coelho, 2004: 15) – lead to an increasing incidence of cultural heterogeneity in the classroom and thus, to the presence of different mother tongues and diverse linguistic prerequisites. Especially when working as a foreign language teacher it is important to be aware of the pupils’ level of linguistic knowledge in order to address the teaching content expediently. However, under the circumstances of class compositions with a high cultural and linguistical heterogeneity, teaching and learning a foreign language like English can not only be seen as a challenge for foreign language teachers but especially as a challenge for those pupils with migration background who potentially lack a formal language level of both, their mother tongue as well as the local language – German – as their second language. In order to promote the pupils’ competencies entirely and according to their respective language levels, the following questions need to be asked: 1. How do bilingual or multilingual children deal with the acquisition of a further foreign language and which significance does the level of their first language have regarding foreign language learning? 2. Which didactical methods can be used to include the learners’ entire linguistic repertoire into foreign language teaching for the purpose of systematically developing the target language English? ...read more.


Later on, during the 1990s, this concept has been adopted more and more to the field of foreign language teaching and its methodology. In general, Language Awareness can be defined as “explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use” (ALA – Association for Language Awareness, no date: online). The development of this awareness comes into being when the mother tongue is recognized and internalized in contrast to the language taught (Schmid-Schönbein, 2001: 55). Accordingly, the LA concept, amongst others and according to Baker and Prys Jones (1998: 628), aims at: * making the students’ implicit first language knowledge explicit, * the establishment of an active acceptance of lingual diversity and variety, * strengthening lingual analytical skills (e.g. language system, structure and use), * fostering an awareness of verbal action in a sociocultural context to promote “better relationships between ethnic groups” (Baker and Prys Jones, 1998: 628). In order to achieve these goals, it was suggested to establish five domains of Language Awareness (Baker and Prys Jones, 1998: 632): 1. The affective domain, which affects the students’ emotional side by inter alia forming certain attitudes and developing sensitivity. 2. The social domain refers to the relationship between sender and receiver for the purpose of a social harmonization by fostering an understanding of language diversity. 3. The power domain deals with the critical approach of texts by sensitising the learners to the awareness that language can be used as a tool to inform but also to manipulate, and finally aims at fostering a social and political awareness. 4. The cognitive domain aims at the pupils’ intellectual penetration of the language system including its categories, rules and patterns. 5. The performance domain describes that the knowledge of how language works also affects the learner’s language performance for the purpose of an improved efficiency and proficiency. The advantages the LA concept offers for the use in a multicultural classroom that includes L3 learners who may already struggle to manage ...read more.


By examining language in an analytical and critical way, pupils are trained to understand language in its entire system including its categories, rules and patterns and its sociocultural context. Furthermore, a great potential to transmit and strengthen new knowledge about the target language English lies in the direct and crosslinguistic comparison of languages. The learners? entire linguistic repertoire is taken into account to stimulate an explicit awareness of their knowledge about languages and also to work towards an improvement of the pupils? language skills and the understanding of the new subject matter. In addition, an appreciation of the pupils? already existing linguistic knowledge can also stimulate the learners? motivation. Two different examples were used to show how to integrate this concept into English teaching. The first aimed at explicitly supporting a grammar unit. By carrying out a direct comparison between different languages, the pupils? mother tongue was integrated into a specific exercise for the purpose of sustainably teaching the structure of the simple past. The second example was recommended to foster awareness of verbal actions and their meaning in a sociolinguistic context. The comparison between proverbs from different origins and languages aimed at creating awareness and sensitivity regarding a cultural related use of language. It also aimed at fostering an awareness for language specific characteristics like figurative meanings which can possibly cause misunderstandings between speakers. Additionally, this activity can be seen as a good possibility of extending the pupils? linguistic repertoire in the target language English by working with new phrases in detail. Both examples made clear, that the LA concept offers manifold applications for the EFL classroom. Being aware of the concept?s versatile possibilities and its potential to foster the pupils? English skills can be a step towards fulfilling the curriculum framework?s goal of building up an individual multilingualism in multicultural classes. Nevertheless this concept should not only be applied in foreign language lessons to improve the pupils? L3 skills, but rather interdisciplinary to strengthen the learners? L2 skills by including the knowledge about their mother tongue into individual learning processes. 1. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our University Degree Teaching section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related University Degree Teaching essays


    of these stages, and they will not be able to learn some sounds anymore. That means that they will not be able to get a proper English proficiency. Furthermore, there are more reasons to uphold the statement that teaching English in early primary school is beneficial.

  2. Should Surveillance Cameras be placed in Classrooms? Discuss.

    The main and most obvious reason, here, is that as the cameras can record sound as well as motion, so privacy of pupils' thoughts being shared amongst friends can be invaded on by teachers, staff, etc. This cannot be helped, as the cameras record sound for misbehaviour purposes, and recording

  1. Grades vs. Learning

    If there were not any grades at all, there would be even more lazy people then there already are today. Without any motivation, like a grade, students would not do anything for the class. Students need some sort of incentive to be striving for in the end.

  2. PGCE/Cert Ed Yr1 ...

    "Whole-class interactive teaching is not a single teaching method, but a family of highly structured methods." Petty (2009:103) Utilising different learning strategies to enable learner to be actively learning for themselves links into the Humanist approach to learning allowing learners to be "Actively involved in making meaning rather than just being given information."

  1. The following dissertation report will attempt to look at the chosen topic area of ...

    3.1 Research of a Secondary Nature Secondary data or information, for the purposes of this report, is '...data or information that has been previously gathered or published...', (Bocij, et al, 1999), by someone other than researcher himself. Subsequently, this information may not have been gathered for the purpose for which it was originally intended.

  2. Reflections on Teaching.

    (Kyriacou, 1986, page 64) During a lesson on time, I ensured that everyone understood the responsibilities of creating a suitable class environment. I asked pupil Z, a less able pupil, to answer a question after she had put up her hand.

  1. Research Proposal into English Language Teaching Methods. CA in the colleges of Bangladesh ...

    He found that the focus of linguistic theory was to illustrate the abstract abilities of a speaker that enables him to produce grammatically correct sentences. Hymes challenged this theory and emphasized both on the knowledge of language and on the ability of using the language to communicate.

  2. Inclusion: Providing effective learning for pupils with English as an Additional Language

    Could this be the start of the government identifying the diversity of children, perhaps realising there was a need for change in how education was structured within the schools? He goes on to discuss the examination system and its pitfalls ?especially in relation to less-academic students staying at school beyond the age of 16? (Callaghan 1976).

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work