158 | 2. International experience in multilingual education
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
very proficient in Luxembourgish due to the “Translanguaging” ap-
proach, where learners read information in the language of instruction
(German/French) and discuss it in Luxembourgish [92]
Main languages of instruction in primary, secondary and high
school are German and French [92]
German is taught from grade 1, French – grade 2, English as a
compulsory foreign language – from grade 7 (table 10)
Language subjects in primary school are 39.4% of all academic
hours [92]
Upon school completion, learners are proficient in three languages
Table 10. The distribution of hours in Luxembourg schools by language
Weekly load
Grades
1
2
3
4
5
6
7
8
Luxembourgish
1
-
-
-
-
-
-
-
German
5
6
7
8
8
8
8
8
French
0
7
7
7
7
7
7
7
English
-
-
-
-
-
-
2
2
Image 15. The multilingual education model in Luxembourg schools
In grades 1-6 German is used as a language of instruction. In high
school, French replaces German, and other subjects are taught in it. Eng-
lish is taught as a foreign language in high school [93]
100
4
63
50
60
30
30
30
33
50
40
70
70
70
Presch. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
ti
me
all
ic
ate
d
fo
r
eac
h
lan
gu
ag
e,
%
Luxembourgish
German
French
2. International experience in multilingual education | 159
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
Teachers are trained at the University of Luxembourg. It offers
monolingual, bilingual, and trilingual programs (table 11)
Table 11. Types of language programs in Luxembourg
Monolingual
programs
Bilingual programs
80/20; 70/30; 50/50
Trilingual programs
English
French/English
French/German/English
French/German
Luxembourgish/German/French
Every student has to complete a compulsory 6-month teaching
practice in the country of his/her target language [94]
Science teacher training is organized through the Comenius and
Erasmus scholarships at French, German and British universities [94]
In universities 100 hours are designated towards learning teaching
methods and pedagogy, assessment, skills of communication with par-
ents and school partners, personal professional growth, and specialized
didactics in various subject areas [94]
135 hours are devoted to learning about teaching practical activi-
ties. Teaching subject content to learners not proficient in the language
of instruction is an important aspect of teacher training.The focus is on
teaching the CLIL approach [94]
In-service teacher training is organized in two programs [83]:
- SCRIPT (Service de Coordination de la Recherche et de l´Innovation
Pédagogiques et Technologiques), which offers language courses on
language awareness and cultural equality. Since almost all teachers are
trilingual, they do not need to complete language courses.
- Formation Pédagogique is a similar program for secondary school
teachers
Main conclusions:
Regardless of L1, preschool and grade 1 in primary school develop
language schools in Luxembourgish
Main languages of instruction in primary, secondary and high
school are German and French (L1 and L2)
English as a foreign language is taught from grade 7
Upon school completion, students are proficient in three languages
Furthermore, expenditure per student was $16,200 – 11 times more
than in Kazakhstan ($1,362)
160 | 2. International experience in multilingual education
ҮШ ТІЛДЕ БІЛІМ БЕРУДІ ҰЙЫМДАСТЫРУ
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ОРГАНИЗАЦИЯ ОБУЧЕНИЯ НА ТРЕХ ЯЗЫКАХ
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TEACHING IN THREE LANGUAGES
Students in teacher training institutions complete a compulsory 6-
month teaching practice in the country, where the official language is
the future teacher’s target language
High language proficiency in three languages is achieved not only
through teaching subjects in these languages, but also due to the
“Translanguaging” strategy
2.2.6. Conclusions for Kazakhstan
Successful multilingual countries have many years of experience in
implementing language education (Luxembourg – since 1912, the
Basque Country – 1982, Finland – 1987, Switzerland – 1996 and the
Netherlands – since 1997). During these years, through trial and error,
they were able to develop their own model appropriate for their context
Majority of languages in the successful multilingual countries are
related, typologically similar and use Latin alphabet
In Kazakhstan, the three languages differ typologically, belong to
different language families and groups and use different alphabets (Cy-
rillic and Latin), which makes implementing teaching in three lan-
guages more complicated in comparison with these countries
The most successful experience in teaching in three languages is ini-
tially developing functional literacy in the mother tongue. Other languages
are introduced when the previous language is successfully acquired.
In these countries, communicative approach is the foundation of
foreign language teaching, while in Kazakhstan grammar-translation
method is still used
Teacher training institutions teach CLIL approach and implement
long-term teaching practice in multilingual schools
Some teacher training institutions have a compulsory block of dis-
ciplines on multilingualism
Teachers’ average annual salary in these countries is $48,615 while
in Kazakhstan it is $2,736 (almost 18 times less)
On average, expenditure per student is $12,398, in Kazakhstan -
$1,362 (9 times less)
Thus, implementing multilingual education requires thorough
analysis of international experience with consideration of national
contexts, considerable investment, thorough planning, and realistic
expectations
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