developing a plurilingual mindset in super-diverse urban...
TRANSCRIPT
Supporting multilingual classrooms
Developing a plurilingual mindset in
super-diverse urban spaces
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
wwwwhylanguagesmatterorg
Terry Lamb University of Westminster UK
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Overview
bull Introduction
bull Part A Linguistically superdiverse educational spaces ndash
Towards a plurilingual mindset
bull Part B Urban Spaces beyond the formal school Activist
practices for multilingualism and plurilingualism
bull World Languages Project
bull City Centre Festivals
bull Local Neighbourhood Spaces
bull Conclusions
Terry Lamb University of Westminster UK
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Part A Linguistically super-diverse
educational spaces ndash Towards a
plurilingual mindset
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015 (drawing on Vertovec 2007)
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
httpwwwecmlatTrainingConsultancyMultilingualclassrooms
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Countries (2015-2019)
Albania
Armenia
Austria
Belgium
Czech Republic
Denmark
Estonia
France
Finland
Greece
Iceland
Ireland
Latvia
Malta
Norway
Poland
Portugal
Scotland
Slovenia
Spain
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Which languages form part of your linguistic repertoire In
which situations and with whom do you use them
Rethinking plurilingualism
Imagine the different languagesdialects etc were located in
different parts of your body
bull Where would you place them and why
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
bull Which languages can be found in your environment
outside school
Terry Lamb University of Westminster UK
Rethinking multilingualism
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
bull Which languages can be found in your environment
outside school
bull Which languages are visible or audible inside your
schoolclassroom
bull Whatever your response what does this reveal
about your school and its values
Terry Lamb University of Westminster UK
Rethinking multilingualism
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
LINGUISTIC SUPER-DIVERSITY
eg Lamb 2015
MONOLINGUAL HABITUS
Gogolin 1994 2002
from MONOLINGUAL to PLURILINGUAL HABITUS
Lamb 2015
To change the world one has to change the
ways of world making that is the vision of the
world and the practical operations by which
groups are produced and reproduced Bourdieu 1994
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
bull Challenging myths
321 copy T Lamb 2016
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Benefits for the plurilingual individual bull linguistic benefits eg accessing information and
communicating in a range of languages enhanced competence and sensitivity in using their linguistic repertoire
bull enhanced cognitive skills eg cognitive flexibility concept formation openness to diverse ways of expressing ideas increased attentional control and working memory
bull health benefits eg delaying age-related dementia
bull social benefits family friends etc
bull employment opportunities
bull intercultural awareness including critical awareness of their own cultural assumptions and acceptance of different perspectives (See Lamb 2015 for references)
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
video
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
FREPA components
httpcarapecmlat
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
httpeoleirdpcheole
Draw the missing animals
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
The learners fill in the table with the names of animals in the singular and the plural for each language
Then they try to formulate the rule for each language
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
French Esperanto Indonesian Turkish Aymara
Singular lrsquoescargot kokino ikan keccedili kaballu
Plural les escargots kokinoj ikan-ikan Keccedililer kaballunaka
Singular lrsquoeacuteleacutephant birdo babi fare anu
Plural les eacuteleacutephants birdoj babi-babi fareler anunaka
Singular la vache simio singa eşek phisi
Plural les vaches simioj singa-singa eşekler phisinaka
Singular le serpent kuniklo katak deve qarwa
Plural les serpents kunikloj katak-katak develer qarwanaka
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Animals - plurals
bull What did you do in order to find the pairs and the rules of the plural
bull What knowledge and skills did you use
bull Discuss your attitudes (motivation interest etchellip) while doing the task
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
The learners who know or study other languages are invited to explain how the plural works in these languages
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
A mouse was walking around the
house with her baby
Un ratograven se pasea por la casa con su
ratoncillo
Tot dun cogravep auson un cat Ploumltzlech ghoumlre si auml Chatz
Șoricelul este foarte speriat The baby mouse was very frightened
Il giat savischina Die Katze kommt naumlher
Mama govori mišicu Manman-sourit la di ti sourit la
iexclNo tengas miedo y escucha Non avera paura e ascolta
E douvan pitit ay seacutezi y meteacutey ka japeacute
waf waf waf
Ed a la surpraisa da sia pitschna
cumenza elle a bublar vu vu vu
vuhellip
Il gatto riparte subito di corsa
impaurito
O gato potildee-se a fugir cheio de medo
Da sagt die Mama zu ihrem
Mausekind
Atunci mama zice șoricelului ei
Vecircs como eacute uacutetil ser-se bilingue Veses quaquograve siegraverv de saupre una
autra lenga
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
30
What Little Red Riding Hood
saysFRENCH GERMAN FINNISH ITALIAN
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Observe ces deacutefinitions de geacuteographie
Reconnais-tu des mots indiquant le relief Entoure-les
Plaines en tous genres
Allemand Eine Ebene in der Geographie ist eine Landschaft ohne besondere Houmlhenunterschiede (Huumlgel Berge)
Anglais In geography a plain is an area of land with relatively low relief mdash meaning that it is flat
Italien In geografia una pianura egrave unampia area di terra con rilievi relativamente bassi Solitamente viene formata dai depositi alluvionali dei fiumi nel corso di un lungo periodo di tempo La pianura puograve essere piugrave adatta degli altopiani e delle montagne per lrsquoagricoltura
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Pluralistic approaches to language lessons
Changing attitudes
bull Sensitivity to the existence of other languages and diversity
bull Curiosity about a multilingual or multicultural environment
bull Motivation to study or compare the functioning of different
languages (eg structures vocabulary systems of writing etc) or
cultures
bull Openness to the diversity of languages to difference towards the
unfamiliar
bull Ability to deal with what is new strange in the linguistic behaviour
of others
bull Having confidence in ones own abilities in relation to languages
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Towards a whole school languages curriculum
A global approach to languages
helliplanguages taught as subjects are not treated in
isolation and language and non-language instruction
overlap so that all subject teaching is also language
teaching This consistent implementation of content-
based language(s) instruction is transferable to all
non-language content lessons
Eight detailed case studies (Austria Germany France Italy)copy T Lamb 2019
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Parents and teachers working together to support
plurilingual and intercultural education
httpparentsecmlat
copy T Lamb 2016
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Collaborative community approach to migrant education
bull Create an environment for
inclusive learning
bull Identify problems and how to
address
bull Question our own attitudes
bull Open the classroom to the
community
bull Work together for literacy
bull Create a space for home
languages
bull Create multilingual resources
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Some comments from participants
A change of mindset - lsquoGood examples Changes the mindset against multilingualism Good moments of
interactionrsquo (Belgium)
- It helped me to understand feelings of a foreigner in the class Now I am more aware of the need of an academic language in the subject lessons (Czech Republic)
Discovering new materials - lsquoI have a normal class with pupils from different language backgrounds Those children are afraid to use their home language and the atmosphere in the class is not relaxed and pleasant as I would like to Therefore I will use the material to try to let the
kids know and respect each other more and have better teamwork skillsrsquo (Ireland)
Disseminating - At the moment I dont teach migrants but life might change soon I can share my
knowledge with other teachers in Latvia (Latvia)
Experiencing and sharing - It was safety open environment to discuss about supporting multilingual classrooms
through different strategy which I use with my pupils in school surrounding (Slovenia)
- When I decided to join this workshop I didnt know the language spoken would be English It was very interesting for me to feel like a student not speaking the language very good It was a great experience and I understand my pupils the situation of my
pupils better (Austria)
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Part B Urban Spaces beyond the
formal school Activist practices for
multilingualism and plurilingualism
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
1 World Languages Project
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
Urban spaces beyond the formal school
challenging the monolingual habitus
2 City Centre Festivals
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
The World in Our City
Languages Live
Date Time Venue
Tuesday 23rd SeptHigh Storrs (1) 100 pm Spiegeltent
Malin Bridge (2) 120 pm Spiegeltent
Dore Primary (3) 140 pm Spiegeltent
Wednesday 24th SeptHome Languages amp 400 pm Castle House
Early Years workshop gt Sue Withey amp Helen Fidler
(Sheffield City Council)
Talks Languages amp Arts and Culture 530 pm Castle House(by academics from the School of Languages and Cultures University of Sheffield)
gt Prof Philip Swanson on lsquoModern ldquoArtrdquo and How to Read the Unreadable
Latin American Poetry as Test Casersquo
gt Dr Amanda Crawley Jackson on lsquoRe-thinking the banlieue contemporary
art and the mediarsquo
gt Dr Helen Abbott on lsquoLanguages Poetry and Music - why singing in
French changes everythingrsquo
---------------------------------------------------------------------------------------------
Notes
(1) Performance in Urdu
(2) Performance in Mandarin
(3) Songs in French amp German
Exhibitions performances talks and taster sessions
celebrating Sheffieldrsquos multilingual character
VISIT OUR INTERACTIVE EXHIBITION AND POP-UP LANGUAGE
TASTERS - EVERY DAY IN CASTLE HOUSE (LEVEL 1)
PROGRAMME
Date Time Venue
Thursday 25th SeptMonteney Primary 1100 am Spiegeltent
Westfield School (4) 1130 am Spiegeltent
Talks Languages amp Business 1030 am Castle Housegt Natalie Wilmot (Sheffield Hallam University)
gt Anna Parker (UKTI Yorks amp Humber)
Multilingual Poetry 500 pm Spiegeltentgt Debjani Chatterjee MBE
gt Basir Sultan Kawmi MBE
gt River Wolton
gt Ethel Maqeda
gt Claire Basarich
gt Ellen McLeod
Friday 26th Sept (EUROPEAN DAY OF LANGUAGES) Bradfield School 1100 am Spiegeltent
Porter Croft CoE Primary Academy (5) 1120 am Spiegeltent
Radio discussion 1200 Sheffield Livegt Prof Terry Lamb (University of Sheffield)
gt Sandra Potesta (RLNO Yorks amp Humber)
gt Anna Parker (UKTI Yorks amp Humber)
gt Nawal El-Amrani (public health)
Multilingual storytelling (6) 400 pm Castle Housegt Vanda Priestly
gt Lisa Wang
gt Eduardo Rull Ariza
Saturday 27th SeptWhy Languages Matter 1200-400 pm Winter Garden
(interactive exhibition)
Celebrating our languages 230ndash330 pm Winter Garden(performances in Mandarin
Oromo and Spanish)
-----------------------------------------------------------------------------------------------
Notes
(4) Song in Spanish amp English
(5) Playlet in French lsquoLrsquoanniversaire drsquo Henri
Heacuterissonrsquo
(6) Stories in Hungarian Mandarin amp Spanish LIV
E LAN
GUA
GES
The World in Our City
Languages Live
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
Goran Vodicka University of Sheffield UK
3 Local Neighbourhood Spaces
Urban spaces beyond the formal school
challenging the monolingual habitus
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Summary
bull We need to learn to value and enjoy our linguistic diversity as a
resource for all rather than seeing it as a problem
bull To shift a plurilingual mindset requires not only a normalisation and
visibility of plurilingualism throughout our educational spaces but also
in other public spheres
bull Our cities offer lsquospaces of hopersquo we can draw on the plurilingualism in
our schools in order to enhance learning for all we can also build on
the actions of our linguistic communities who are autonomously
ensuring that their languages are being used and learnt albeit in their
own local spaces
bull Linguistic communities themselves can be supported to extend their
collective and critical autonomy to find strategies to challenge the
linguistic hegemony through creating meaningful encounters and
activism with others
bull Conceptualisation and analysis in this field is enriched by
interdisciplinary perspectives on urban spaces and places
Terry Lamb University of Westminster UK
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Terry Lamb University of Westminster UK
Lamb TE and Vodicka G (2018)
lsquoCollective autonomy and multilingual spaces in
super-diverse urban contexts Interdisciplinary
perspectivesrsquo
in G Murray and TE Lamb (eds) Space place and
autonomy in language learning London Routledge
For further reading and references see
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan
Vielen Dank
Thanks a lot
Kiitos
Merci beaucoup
Mille grazie
iexclMuchas gracias
Muito obrigado
Faleminderit
Շնորհակալություն
Hvala
Спасибо
Ευχαριστω
DěkujiTak
Takk
Paldies
Ačiū
Dank je wel
Grazzi
Dziekuie
MersiDacuteakujem
Tack
Благодарам
Taumlnan