In late November of 2021, the Listiac team in Vaasa partook in a so called Science Carnival, an event where researchers presented their current projects for a general audience. The event was organised by the Society of Swedish Literature in Finland (SLS) in collaboration with universities and universities of applied sciences in the Vaasa region.
At the heart of linguistically sensitive teaching (LST) is the essential step of identifying the languages of the school, the languages of the students and also of the educational staff, to recognize them and welcome them in an inclusive and trusting approach.
The recent curriculum for Finnish basic education highlights linguistically sensitive teaching (LST) as a critical part of education, yet to-date LST has only been part of teacher education for selected groups. As part of Listiac at the University of Jyväskylä, we have worked to integrate and extend LST across the class teacher education curriculum to create a pathway from the 1st year of studies to the final teaching practice.
How can we work towards a local language-and-education policy aimed at making teachers more linguistically sensitive? Researchers from Ghent University share their experiences and insights of what this means in the context of the city of Ghent.
What is it like to collect data during a global pandemic? Researchers and students of the Basque Country show insights of the online data collection process through digital platforms and discuss the relevance of technology and social media.
Linguistic diversity is a reality in almost all our contexts and hierarchy and power relations between languages is a fact. Inside schools, this hierarchy is officially assumed as there is a language (or a variety) of schooling and languages and varieties often ignored or avoided.
LISTIAC BLOG RELAY RACE #5: AUTONOMOUS UNIVERSITY OF BARCELONA Read more about the Blog Relay Race Catalonia has a long tradition of managing school plurilingualism –in the two co-official languages (Catalan and Spanish) and curricular foreign languages (English, mostly)–, but the arrival of many students from different countries over the past two decades has demanded …
Collaborative understanding of LST for ITE: Notes from the fieldwork Read More »
Throughout this educational project piloted by two primary and secondary school teachers, a group of plurilingual pupils carried out learning activities that culminated in a guided tour at the Paul Valéry Museum in the city of Sète, France, where the pupils played the role of plurilingual museum guides for their classmates, parents, teachers, artists and media.
What does it take to be a linguistically sensitive teacher? Master students of the Primary Teacher Education program from the Faculty of Education of the University of Ljubljana, Slovenia, shared their views in regard to this question.
In 2018 some channels of informal communication from the Lithuanian Ministry of Education, Science and Sports suggested that plurilingualism will never be a priority in Lithuanian general education. Thus, it came as no surprise to the Lithuanian Listiac team to see how little linguistically sensitive teaching has been known, considered or discussed by any of the parties in education, from teachers to policy makers, let alone attempted to be implemented in practice. In contrast, the reality of the past few years has proved the growing need of LST in facing the emerging changes in linguistic diversity in the Lithuanian schools.
