Theme: Yet to be confirmed
Hosted by Sheffield City Council & Sheffield Hallam University
This mini conference focuses on the cognitive, linguistic and social advantages of being a multi-lingual learner. It showcases international best practice from experts in the field across the phases.
Professor Jim Cummins
Ontario Institute for Studies in Education, University of Toronto Multilingualism and Learning: Developing Whole-School Policies to Promote Language and Literacy Development The presentation will examine causes of underachievement among multilingual learners and the strategies to address these factors. Potential causes go beyond simply the challenges of acquiring the language of instruction. In addition to the challenges of developing conversational and academic skills in English, many multilingual learners are also expe-riencing the effects of both social disadvantage and discrimination in the wider society. The presentation will discuss the research evidence relating to these factors and describe strategies to reverse patterns of underachievement.
Dr Rose Drury
Early Years Education Consultant and Honorary Associate at The Open University Young Bilingual Learners at Home and at School Drawing on data from two research studies in multilingual early years settings, Rose’s presentation aims to uncover some of the tensions in current mainstream practice for teachers of young bilingual children. The study of bilingual children as they begin nursery reveals ways in which the children learn the language required for early schooling and how they take control of their own learning at home. ‘A day in a life of a bilingual practitioner’ explores how two bilin-gual practitioners in English early years settings support the language learning of bilingual children and highlight the conflict between encouraging mother tongue development while at the same time ensuring that all children reach a ‘Good Level of Development’ in English. While young bilingual children and bilingual practitioners have the potential to draw on their ‘funds of knowledge’, the reality in these classrooms does not allow them to support bilingual learning. The research studies conclude that bilingual children’s, parents’ and practitioners’ untapped ‘funds of knowledge’ need to be opened up in order to inform a new bilingual pedagogy in the early years.
Mini – Conference Rate: FREE
To register please click on the link below:
Registration closes on Monday 20th June.
After registration a Zoom link will be sent on Tuesday 21st June
Hosted by Sheffield City Council & Sheffield Hallam University Sheffield