Freire and Ignatian Pedagogical Paradigm in Multilingualism Classrooms for Solidarity, Inclusion and Diversity

• In Event: Activism, social movements and Higher Education: changing attitudes, dynamics and expectations

Proposal

The development of sustainable multilingual education programs has been largely neglected and the possibility of becoming a multilingual is described as complex. Driven by these observations, this study aims to highlight the benefits of multilingualism engagement in schools for improving education for a more equitable world since languages are part of identities and cultures. Focusing on the leadership role of educational research, such a Comparative and International study on multilingualism in the United States, Tanzania, South Africa and Algeria would provide an understanding of the tools required for enhancing inclusion, solidarity and equity in classroom. The theoretical framework is based on Freire and Ignatian Pedagogical Paradigm, which focuses on Solidarity, Inclusion and Diversity. The data were collected through observation and interviews with teachers and leaders. The qualitative analysis of the data accentuates the significance of multilingualism in education as one of the most important tools to achieve learning through solidarity and collaboration among students for innovation in all subjects with a cross cultural critical thinking. It can also better enhance learning of multiple subjects in multicultural environments using innovative technologies such as Natural Language Processing (NLP). Developing participative safe spaces of classroom multilingual interactions helps students mobilize all the resources of their knowledge, verbal and cultural repertoire and critical thinking skills in and out of classroom environment. The study recommends more institutional policies and leaders’ intensive work favoring the accommodating of multilingualism in classrooms. Specific multilingual pedagogical strategies and learners’ metalinguistic dimension should be considered in daily didactic practices. The study concludes with some pedagogical implications and recommendations for further research.

Author

• Zehlia Babaci-Wilhite, UNIVERSITY OF CALIFORNIA - BERKELEY