Fostering Inclusive Educational Practices through MultilingualOriented Pedagogy
DOI:
https://doi.org/10.59890/b1hb1x69Keywords:
Diversity, Education, Equity, Inclusion, MultilingualismAbstract
In today's rapidly globalizing world, classrooms
are increasingly becoming microcosms of diverse
linguistic and cultural backgrounds. In an effort to
promote inclusive education, educators are
increasingly turning towards multilingualoriented pedagogy as a means of creating an
environment that supports the learning needs of
diverse learners. This paper aims to explore the
potential of understanding and implementing
multilingual-oriented pedagogy to enhance
inclusive educational practices. This study draws
on theoretical framework of Gibson's Affordance
theory. The paper recommends training and
retraining of teachers to equip them with requisite
knowledge and skills to open up to the flexible use
of multilingual-oriented pedagogy, for teachers
and education stakeholders to create and sustain
inclusive learning spaces that respect learners'
linguistic backgrounds, and empowering learners
to embrace their multilingual identities, through
the use of their multilingual skills in various
academic and social contexts to enhance learning
and cherish their identities. The paper concludes
that multilingual-oriented pedagogy will help
create learning environment that embraces
linguistic diversity that is not only crucial for
promoting inclusion, but also prepares learners
for success in an increasingly interconnected
world. It is through this inclusive approach that
classrooms can truly become spaces where
learners thrive and flourish
References
Agoke, A. (2023). Pedagogical processes and standard dialect use: Implications for creative multilingual interaction from a Yoruba-language classroom in southwestern Nigeria. The Modern Language Journal, 107 (2), 509-530.
Ainscow M, Booth T, &Dyson A (2006). Inclusion and the standards agenda: Negotiating policy pressures in England. International Journal of Inclusive Education 10(4–5), 295–308.
Bayyurt, Y. (2013). Current perspective on sociolinguistics and English language education.The Journal of Language Teaching and Learning, 1. 69-78.
Christison, M., Krulatz, A. & Sevinc, Y. (2021). Supporting teachers of multilingual young learners: Multilingual approach to diversity in education (MADE). Springer.
Crisfield, A. (2022). Practical strategies for a linguistically inclusive classroom. The Bell Foundation. (YouTube video). https://bit.ly/3tq6wVv
Donley, K. (2022). Translanguaging as a theory, pedagogy, and qualitative research methodology. NABE Journal of Research and Practice, 12(6), 1-16.
FutureLearn (2021, October 22). What is inclusive education, and how can you implement it? https://www.futurelearn.com/info/blog/what-is-inclusive-education
Gibson J. J. (1979). The ecological approach to visual perception. Houghton Mifflin.
Harshita, J. (2023). Multilingual approach to language teaching. https://prepwithharshita.com/multilingual-approach
Haukas, A. (2016). Teacher’s beliefs about multilingualism and a multilingual pedagogical approach. International Journal of Multilingulaism, 13 (1), 1-18.
Heikkila, M. & Lillvist, A. (2023). Multilingual educational teaching strategy in a multi-ethnic preschool, Intercultural Education, 34(5), 516-531.
Kirsch, C., Aleksic, G., Mortini, S., & Andersen, K. (2023). Developing multilingual practices in early childhood education through a professional development in Luxembourg. International Multilingual Research Journal. 1(1), 1-28.
Kordt, B. (2018). Linguistics education. International Journal of Multilingualism, 3(1), 9–22.
Madhesh, A. (2023). The concept of inclusive education from the point of view of academics specializing in special education at Saudi Universities. Humanities, Social Science and Communication, 10, 265-278.
Mendelowitz, B, Ferreira, A. & Dixon, K. (2022). Language narratives and shifting multilingual pedagogies: English teaching from the South. Bloomsbury Publishing.
Peleman, B., Lazzari, A., Budginaite, I., Siarova, H., Hauari, H., Peeters, J., & Cameron, C. (2018).Continuous professional development and ECEC quality: Findings from a European systematicliterature review. European Journal of Education, 53(1), 9–22.
Portoles, L & Marti, O. (2020). Teachers’ beliefs about multilingual pedagogies and the role of initial training, International Journal of Multilingualism, 17(2), 248-264.
Rapp, A. C. & Corral-Granados, A. (2021) Understanding inclusive education: A theoretical contribution from system theory and the constructionist perspective, International Journal of Inclusive Education, 8 (1), 1-19.
Ruiz, R. (1984). Orientations in language planning. NABE Journal, 8, 15–34.
Slee R. (2011). The irregular school: Exclusion, schooling and inclusive education. Routledge.
Strang, B. M. (1984). John Lyons," Language and linguistics: An introduction"(Book Review). The Modern Language Review, 79, 410.
Sumariadhi, N. W., Risadi, M. Y., &Premananda, U. (2022). Sociolinguistics and education: The use of minority language for instruction in the classroom. International Journal of Linguistics and Discourse Analytics, 4(1), 7-19.
Toke, N. (2023, January 26). Linguistic diversity: What is it, how to encourage It, and why is it important. https://diversity.social/linguistic-diversity/
UNESCO. (2019). Promoting multilingual approaches in teaching and learning. https://learningportal.iiep.unesco.org/en/blog/promoting-multilingual-approaches-in-teaching-and-learning
United Nations Children’s Fund-UNICEF (2023). Inclusive education: Every child has the right to quality education and learning. https://www.unicef.org/education/inclusive-education.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Emmanuel Lucas Nwachukwu, Carolyn Lazarus, Chineme Asuzu, Gift Adaoma Ubani, Calvin R. Wei (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
