Language Learning from Familiar to Formal: The importance of multilingual education in promoting integration and identity in multi-cultural settings.

Group Submission Type: Formal Panel Session

Proposal

One critical dimension of equity is whether the language(s) of instruction enables the learner to access initial foundational and continuing literacy, as well as the broader school curriculum. Is the learner taught and assessed in a language s/he understands and speaks confidently? Does instruction draw on the learner’s prior experience and resources to construct knowledge? Are teachers able to use languages in which they themselves are proficient to provide relevant instruction to learners? These dimensions of equity need to be addressed, and they need to be measured and monitored. A child’s mother tongue and the language of schooling need not be rivals. When joined, they build not only literacy but also belonging.

Migration due to globalization and conflict can exacerbate education inequity in contexts where children migrate to countries/communities with languages that they are not familiar with. This creates a barrier in communication with locals and makes the process of integrating into the new settings challenging.

The Language Learning from Familiar to Formal (L2F2) approach aims to improve children’s foundational literacy in multilingual African contexts by leveraging their home language. It also creates a pedagogical bridge into English or French, the languages of instruction in the various contexts. The implementation of L2F2 is conducted through combined activities for maximised learning (CAMaL) using bilingual teaching and learning materials. L2F2 transforms the classroom into a place where confidence grows, where a child who once sat silent can now read aloud with joy, and where teachers themselves feel empowered to teach in languages they confidently command.

This panel will dive deep into how the L2F2 methodology has been adapted and implemented in various contexts. We will put forward its impact on the foundational literacy skills of learners in marginalised communities and reflect on the lessons learnt while implementing the methodology.
The first presentation will outline how the L2F2 program has been implemented, the challenges experienced, adaptations, and lessons learnt. It will also provide context on how the bilingual approach has assisted learners in Kitui, Kenya, acquire foundational literacy skills.
The next presentation will mainly focus on how refugee learners are being supported to integrate into the formal setting using the L2F2 approach to address the language barrier. We will also discuss how we are leveraging community structures to provide support and how refugee teaching assistants are contributing to the learning of children who are lagging behind in their foundational literacy skills.
The final presentation will explore how the L2F2 methodology has been adapted to a number of marginalized communities in South Africa; the importance of community involvement in adaptations as well as challenges faced in different iterations and lessons learnt.

Sub Unit

• General Pool

Chair

• Daniele J Ressler, Teaching at the Right Level Africa

Individual Presentations

• From Familiar to Formal in Rural Kenya - Pumza Ndamase, Teaching at the Right Level TaRL Africa

• Collective Efforts for Success in Rural Communities - Claudia Stanfield, The DG Murray Trust