Comments on: Community Languages Schools Transforming Education

By: Viviana Francisca Gonzalez Rodriguez

Viviana Francisca Gonzalez Rodriguez — Tue, 22 Oct 2024 09:49:16 +0000

Quite interesting focusing on Language Policy! Now this topic has drawn my attention as in my country we also have quite a number of indigenous languages and Spanish plus the inevitable Chicano (Spanglish) in the north of the country. However, is shocking how only “prestige” languages have the right to be more developed and delivered in private schools, thinking that dialects or indigenous languages dominate most of the countries and have been present in our civilization for longer giving the roots to our official languages nowadays. It was also mentioned that illiterate people are fined sometimes in some countries with the purpose of mitigate this problem, however, this is not doable is developing countries as this step may be taken from the government itself and goverments are leaded under burocracies, mafias and cartels in the case of Latin america for example. Despite this, i believe it’s a great policy proposal and would boost people’s literacy. Logically speaking, would be good enough, a great step for humanity, to just educate societies in reading and writing and speaking in the Countrie’s official language. By the other hand, another important point is how mainstream teachers deliver the teaching program, if they are enthusiastic or not, this mostly could be up to each teacher’s personality, but also a work from the school and local authority to give training and praise teachers in different ways, fair payment and empathy to the actual teachers to improve the desired outcomes. No matter the country, these strategies could work and require a whole teamwork!

Thank you.

By: Ingrid Piller

Ingrid Piller — Mon, 21 Oct 2024 21:06:44 +0000

In reply to Melisa Nguyen. Thanks for sharing your learning from this other class! Fascinating examples!

By: Yeon

Yeon — Mon, 21 Oct 2024 14:04:06 +0000

It was an enjoyable conversation between Dr. Torsh and Professor Lo Bianco. His efforts for multilingual education, especially for minority groups are admirable. I am particularly interested in how we should approach technology, and the Fourth Industrial Revolution. With the advent of translation tools and artificial intelligence, a new role for language teacher is required. I have even worried about the possibility of losing my job. However, Professor Lo Bianco offers totally a different perspective on language teaching and learning. I am impressed by the shift in the teacher’s role, from simply delivering knowledge to learners to managing their “educational experiences.” While I am still unsure how this new role will manifest in my own teaching context, it is evident that a more creative and flexible approach to language learning and teaching is needed.

By: Sonya

Sonya — Mon, 21 Oct 2024 12:51:47 +0000

Thank you for the wonderful podcast. I enjoyed every bit of this dialogue because it related with my own experiences dealing with language challenges when I was a teacher’s assistant in my home country. Specifically, I observed these challenges while working at a private school in Mongolia, which implements both the Mongolian and Cambridge curricula from the first grade. In this setup, foreign teachers handle the Cambridge curriculum, while Mongolian teachers focus on literacy in their own language. At the time, it was the school’s second year of running this dual curriculum, similar to many other private schools. However, there were significant challenges in integrating the two curricula effectively. There was a clear need for better coordination, yet the instability in aligning the two approaches remained. Additionally, mainstream teachers and language specialists rarely exchanged ideas, largely due to language barriers. This lack of collaboration created inconsistencies in teaching outcomes, which I believe could lead to long-term deficiencies in the education system, particularly affecting students’ future education. After listening to this podcast, I feel that I have finally found the answer to a question that I wondered about 2 years ago.

By: Melisa Nguyen

Melisa Nguyen — Mon, 21 Oct 2024 12:46:35 +0000

Thank you Ingrid for posting a valuable podcast about language and recent arousing topics around language and linguistics.
Jo has mentioned many interesting points about the global impact on language, the future of language policy, the changing notion of literacy, the effect of technology on learning and so on. One of his sharing points that I really love is about “Literacy 4.0” which is influenced by AI and other technology. In the unit “EDST8650 Design of Technology-Enhanced Learning” I took this semester, we did have a topic discussing the “visual world” which can mimic the real world and be used in a learning and teaching environment. The lecturer has used the Minecraft education version as an example of applying the visual world in the highschool environment. In a visual world like Minecraft, the multimodalities including visuals, movement, audio and digital semiotics are integrated smoothly to enhance users’ learning experience and engagement. The affordance of a visual world like Minecraft has been confirmed that it can help secondary students get used to the context and enhance their solving and communicative skills (Schimidt & Sutil., 2019). In my experience, I have tried a world named “Adventures in English” which is certified by Cambridge and it did help the users to do the tasks and practice with English words. When students try to find the “letter blocks” to fill the words, they might remember the vocabulary engagingly. These learning activities can be considered educational affordances as Minecraft shapes some learning behaviors that would be enacted in a particular setting (Kirschner et al., 2004). Therefore, through Minecraft, I find that the visual world in particular and technology in general really are replacing the out-of-date traditional teaching and learning method, and the “Literacy 4.0” that Jo mentioned will truly reshape how language and literacy function.

Reference:

Kirschner, P., Strijbos, J.-W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational Technology Research and Development, 52(3), 47–66. https://doi.org/10.1007/bf02504675

Schmidt, D. T., & Sutil, N. (2019). The development of communicative environment in the Minecraft virtual world: Experiences with secondary school students. In Canadian International Conference on Advances in Education, Teaching & Technology 2018 (pp. 111-118).

By: MJ

MJ — Mon, 21 Oct 2024 12:42:56 +0000

Thank you for sharing the dialogue. I was particularly impressed by Professor Lo Bianco’s mention of “Country X protects Language Y”. The Community Languages Schools Program (CLSP) in NSW is making significant efforts to preserve and promote community languages, including Korean. This program supports approximately 30 Korean community schools that assist immigrant families in teaching their children their mother tongue. The weekend schools play a crucial role in maintaining and enhancing Korean language skills for students. Moreover, the NSW government and the Korean Embassy are supporting Koreatown designations and various cultural events and programs, further aiding in the preservation of the Korean language. The analysis of how the lack of cooperation between educational systems can diminish the effectiveness of language education is highly relevant to the education of various languages in Australia, including Korean. As Professor Lo Bianco suggests, aligning teaching methods between schools and community language schools and sharing information among teachers can create an environment where students can learn Korean more effectively. Efforts to enhance multiculturalism and linguistic diversity in Australia will contribute to providing fair and effective educational opportunities for all students.

By: Thi Minh Thu Nguyen (June)

Thi Minh Thu Nguyen (June) — Mon, 21 Oct 2024 12:35:13 +0000

It is such an insightful conversation about heritage language learning and literacy in the new age. I was intrigued by how mainstream teachers can impact children’s attitudes toward language learning. As children possess the brains of a sponge, they are susceptible to the biased and “half-hearted” teachers’ outlook considering language less critical than other subjects. In Vietnam, language, specifically English, is always viewed as the most crucial subject, so this issue has not been prevalent. However, the “half-hearted” attitude is observed in the teaching of other languages. In my high school’s language curriculum, for example, students have to choose another language to study alongside English. While it is supposed that the two languages should receive equal emphasis, English has consistently occupied more class time in the timetable, and its exams carry more weight in the student’s final GPA. Conversely, the other languages are taught perfunctorily, with little emphasis on comprehensive knowledge. This discrepancy in teaching approach was so evident that we no longer tooke the other language learning seriously, and after three years, we only remembered some introductory words.

By: NHB

NHB — Mon, 21 Oct 2024 12:17:50 +0000

I enjoyed how Professor Lo Bianco highlighted the significant role of community and heritage language schools in preserving cultural identity and promoting social inclusion. The manner in which these schools assist youngsters in preserving their local languages while engaging in mainstream education was especially significant. I have always found a profound connection between language and an individual’s sense of belonging and identity, particularly for children from immigrant or Indigenous homes. I have seen this first-hand and was quite astonished by an absence of resources and coordination these schools encounter, which affects their complete potential and acknowledgement. It is distressing when you consider how despite their capacity to enhance the educational experience for multilingual students, they continue to be poorly supported by policies.

Something to note was the changing notion of literacy. I was intrigued by Professor Lo Bianco’s explanation that literacy exceeds just reading and writing. The notion has evolved into a multidimensional entity shaped by technology, incorporating various channels of communication such as visuals and sounds. His reference to “Literacy 4.0,” similar to Industry 4.0, highlighted the necessity for future educational frameworks to evolve in response to technology innovations. This transition may transform our methodology about language and literacy education. This discussion showed the pressing necessity for improved language policies, enhanced funding for community language schools and the necessity of reconsidering conventional notions of literacy in a progressively digital landscape.

By: JiF

JiF — Mon, 21 Oct 2024 12:11:16 +0000

In my opinion, the vitality of that ethnolinguistic group is crucial for how the community language is preserved. For instance, Sydney’s Thaitown serves not only the economic capital but also the cultural centre of the Thai community. However, in terms of central institution for Thai language teaching, Thaitown’s role in promoting Thai language education is limited. Instead, “Thai temples” emerge as the centre for schooling in Australia—reminiscent of my rural hometown.

In the past, education was reserved for upper class and government officials. For rural families like mine, local temples served both religious and educational roles, bringing together people from all backgrounds and social status during rituals and festivals. Some shared their knowledge with the low literate for good deeds, reflecting a tradition that endures today, with temples remaining centers of schooling, spiritual anchor, and community gathering.

In Sydney, Thai temples such as Buddharangsee in Stanmore, Mahamakut in Leumeah, and Bodhisaddha Monastery in Wilton offer Thai language courses for Australian-born Thai diaspora to connect with their heritage and grandparents. My relatives, whose children learn Thai at these temples, find the approach effective, preferring it over mainstream language classes. They value not just grammar but cultural immersion and community-based practices.

By: PP

PP — Mon, 21 Oct 2024 11:57:38 +0000

An idea that really captured my attention from the discussion with Professor Joseph Lo Bianco was the concept of Content and Language Integrated Learning (CLIL). CLIL involves teaching students a language through content from other subjects. Lo Bianco emphasized that language policy shouldn’t just protect dominant languages but should also actively support minority and community languages. This relates to my research on Korean language maintenance and the challenges many communities face with language shift toward English. Integrating CLIL programs into mainstream schools allows students to learn Korean in a more natural and meaningful way, not just as a subject but as part of real-world knowledge. This approach helps keep the language alive within the community and makes a significant impact.

I also agree with Lo Bianco’s point that language learning isn’t just about words, it involves gestures, space, movement, and visuals. This kind of multimodal learning is fundamentally different from what technology offers. While technology can enhance communication, it can’t replace the richer, human experience of language learning, which relies on real interactions and cultural context. Technology should be used as a tool, not a substitute for truly understanding a language.

By: Bahareh

Bahareh — Mon, 21 Oct 2024 11:38:48 +0000

I really enjoyed listening to and reading this article and podcast. I particularly appreciate that Prof. Joseph Lo Bianco focuses on making practical changes in language and language policies rather than just theories, which I believe should be the main goal of any research and researcher. I learned a lot from his discussion about community language schools and his ideas about after-hours lessons, emphasizing that these should connect with the main lessons in schools. I believe these are genuine concerns for any researcher in linguistics and language studies. I truly admire how open-minded he is and how receptive he is to the rapid changes brought by technology. As he mentioned, the role of teachers has changed. Teachers now need to be managers of the educational experiences of learners rather than the source of input for students. this is so true, and I realise that as a teacher I need to prepare myself for these drastic changes.

By: Ingrid Piller

Ingrid Piller — Mon, 21 Oct 2024 06:47:55 +0000

In reply to China. Good luck, China! One of the key principles of CLIL is the collaboration of subject and language teachers - figuring out a lot of new content in disparate fields, as you mention, is too hard on your own.

By: Mamduha Hossain Sharita

Mamduha Hossain Sharita — Mon, 21 Oct 2024 06:13:25 +0000

Thank you so much for this interesting podcast. I really enjoy this podcast, especially Professor Lo Bianco’s ideas about language policy as a dynamic process. His view on policy as a deliberate way of changing language made me think. I thought about the balance between efforts to influence language use and the natural changes in everyday communication. What stood out to me the most was his broad viewpoint gained from working in countries like Sri Lanka, Thailand, and Tunisia. It highlighted the importance of adaptable language policies that consider educational results and each area’s social and political situations. His focus on involving communities in creating language policies and the difficulties faced in places where multilingualism is ignored or repressed provided a deeper understanding of the intricacy of language policy work. He also discussed how technology is changing communication today, including how AI might affect traditional language learning. As technology improves, we need to rethink why and how we teach languages in school and everyday life. He encouraged us to welcome these technological changes while still valuing language learning. This seems like an essential idea for the future of education.

By: China

China — Mon, 21 Oct 2024 06:04:35 +0000

Thank you for sharing the interesting dialogue. I really enjoyed reading it. In particular, a CLIL programme in a Japanese school captured me. According to the article, the content in CLIL affects the learning in other subjects. In my experience, it was implemented in English class in middle school. I read a story about a girl. This girl lived in Hiroshima back in 1945 and she was the victim of the atomic bomb in WW2. Reading the story in English lessons was effective not only for language learning but also for history learning. Literacy skills and other subject learning were integrated into a lesson. However, it would be a bit hard for language teachers to search the background information and jargon in addition to the language teaching. It is relatable to me as well because I am doing a teaching practicum in an EAP course this semester. The content in EAP courses varies such as energy, cognition, network and technology. I am not VERY familiar with these topics and there are sometimes difficult words in the coursebook; thus, I spent a lot of time searching the vocabulary and understanding the concept before the lesson. It was hard for me to prepare for effective lessons with technical terminologies and concepts. This paragraph makes me want to explore the practises of CLIL in other countries and how they succeed.

By: NNT

NNT — Sun, 20 Oct 2024 13:37:24 +0000

Thank you for sharing this podcast, Ingrid. Professor Lo Bianco highlighted how important it is for mainstream and specialist language teachers to work as a team to help and address the diverse needs of the students. Mainstream teachers are experts in providing general education, whereas specialist language teachers have special knowledge of how students learn languages. By working as a team they can create lessons that can facilitate students in all areas of learning. Incorporating science topics into language lessons can motivate learners and engage them in active learning. This approach can be helpful for learners because it can help them to use the language they are learning practically and make the lesson more meaningful to them.

By: Filza

Filza — Sun, 20 Oct 2024 02:05:00 +0000

Thankyou Hanna, for sharing such an insightful dialogue. It really captures a wealth of perspectives on community Languages, literacy and developing role of education in this evolving world. Prof. Lo Bianco’s reflections on intersections of policy, practice and technology are really convincing, which highlights the dire need for collaboration across educational sectors. To me, his perspective for more integrated approach towards language learning seems very effective, and I think it can resolve a lot for individuals especially in context of difficulties, that comes from different teaching environment.