ࡱ> dfc @ GbjbjVV .br<r<?8$@D,|("> @,B,B,B,B,B,B,$=.R0f,$$$f,{,)))$X@,)$@,))++ `g2vS(|+,<,0,+,g1(.g1+g1+  )!Zf,f,D("ESRC Seminar Series: Complementary Schools: Research, Policy and Practice 91ɫ and Kings College London Final Conference on Complementary Schooling Saturday December 4th 2010, 91ɫ The programme was as below. Notes on the conference follow, and powerpoint presentations for several of the sessions can also be found on the website:  HYPERLINK "http://www.gold.ac.uk/clcl/multilingual-learning/compschools/" www.gold.ac.uk/clcl/multilingual-learning/compschools/ 9.30 Arrival, refreshments (Staff Dining Room, Richard Hoggart Building) 10.00 Welcome (Room 309) Complementary schools: practitioners and researchers working together Video from University of Birmingham Presented by Arvind Bhatt, researcher 10.20 European perspectives on mother tongue issues Normann Jrgensen, University of Copenhagen 11.00 Multilingual initiatives in Utrecht, the Netherlands Jacomine Nortier, University of Utrecht 11.10 Questions and discussion 11.30 Tea and coffee (Staff Dining Room) 12.00 Discussion groups to give feedback on our seminar series reports and generate questions for the panel at the end of the day Group 1: Multiculturalism and Multilingualism (Room 307) Group 2: Every Child Matters and Parenting (Room 355) Group 3: Professional Development Teachers and Curriculum (Room 356) Group 4: Social Inclusion and Links with Mainstream Education (Senior Common Room) 1.00 Lunch (Staff Dining Room) 2.00 Workshops Multilingualism in complementary schools (Room 307) Adrian Blackledge, University of Birmingham New findings from the ESRC-funded Multilingualism project on the variety of language uses developed by students from Gujarati, Turkish, Chinese and Bengali classes Promoting multilingualism through a trilingual literacy camp in Ireland (Room 355) Rory McDaid This workshop will examine the use of dual language texts as a research methodology to examine the feelings, experiences and understandings of a variety of minority language children on the use of their first languages in a selection of Irish primary schools Complementary schools in Greece and Spain: new research findings (Room 356) Christina Maligkoudi, University of Crete and Charo Izquierdo, Universitat Autnoma de Barcelona Insights from research on how Albanian schools aid mother-tongue maintenance in Greece, and language attitudes of students in Muslim complementary schools in Barcelona Language and literacy in faith settings (Room 309) Halimun Choudhury and Eve Gregory, 91ɫ Presenting data on Bangladeshi Muslim childrens learning, from an ESRC-funded project also investigating faith literacies in Polish Catholic, Tamil Hindu and Ghanaian Pentecostal communities 3.00 Tea and coffee (Staff Dining Room) 3.30 Ways forward on complementary schooling in the UK and Europe Panel discussion with questions from the audience (Room 309) Lid King, Director, National Languages Strategy Andrea Young, IUFM dAlsace, University of Strasbourg, France Rubn Martnez, Centro del Profesorado de Almera, Spain Normann Jrgensen, University of Copenhagen, Denmark 4.20 Reflections on the day 4:30 Meal at 91ɫ Garden Caf-Bar (opposite 91ɫ) For everyone who would like to join us Complementary schools: practitioners and researchers working together Video from University of Birmingham Presented by Arvind Bhatt, researcher The video can be viewed at:  HYPERLINK "http://www.birmingham.bham.ac.uk/projects/complementary-schools.shtml" http://www.birmingham.bham.ac.uk/projects/complementary-schools.shtml European perspectives on mother tongue issues Normann Jrgensen, University of Copenhagen (see also powerpoint presentation on website) 1919 Treaty: example of Bulgaria - no restrictions on free use of languages other than Bulgarian, and freedom to establish minority language schools. Typical of collective rights assigned at end of World War I in new small nation states, to protect speakers of different languages. But some new states turned towards fascism and did not support such rights. Language then became assigned as an individual right but this is problematic since language is shared socially. 1992 Charter on Regional and Minority Languages: Refers to pre-school education, where sufficient population and/or where families request. Places an obligation on authorities. However, refers only to historical minority languages, so excludes post WW II languages, eg Turkish or Urdu. No convincing argument put forward as to why this should be the case. Even if children are third or fourth generation in the country, still dont qualify. Vienna 1989: gives rights to all minorities to support mother tongue education. We can use this to argue for mother tongue provision. Denmark, for example, used to offer if six or more students in setting. Later cancelled the programme and overnight almost all mother tongue teaching disappeared. National Romanticist ideology so strong that administrators cant understand how a student growing up in Denmark and also speaking their mother tongue can be a loyal citizen. Council of Europe 1995: have to belong to a national minority this is exclusive rather than democratic. EU 1977 Directive on Mother Tongue Teaching: very important document. Applied in Denmark, Sweden, Norway, Finland, and part of Germany. Vast majority of countries havent applied it (this is typical of EU directives!) Since 2002 has been rejected in Denmark. Will also probably be repealed in Sweden. Up for renewal, but currently on hold so still valid and can be used in argumentation. EU 2003: long-term residents shall enjoy equal treatment. Does not specify whether includes rights to mother tongue education. Could possibly take this to European Court to clarify. European Court can take important decisions eg when Danish Govt tried to prevent people marrying non-Danes (ie non-white partners) the European Court went against them. European Parliament 2004: very clear statement that education includes rights to learning of mother tongue. The Parliament contains many older and wiser former national politicians! Policies tend to assume existence of defined, separate groups such as national minorities, regional minorities and migrants. But if languages are kept in separate packages, for example characterised as endangered, this has an isolating effect. Youth interaction is much more complex. Examples of code-switching youth dont speak languages but language, using all the resources at their disposal. Graffiti using word FUN from English to generate NUF through reversal process typically used by French youth. Such language use is explained by concept of poly-lingualism using whatever resources you can to get your message through. Schools need to address this reality, and complementary schools need to take it into account in pedagogies. We may use particular concepts with politicians, but our everyday reality must be based on where kids are. We cant bring ideals of maintaining a natural culture to the complementary school classroom. Multilingual initiatives in Utrecht, the Netherlands Jacomine Nortier, University of Utrecht See powerpoint on website. Discussion group 1: Multiculturalism and Multilingualism (see also Seminar Report 1 on website) Each member of the group shared information on how their work related to complementary schooling, leading to a feeling that there is a growing interest amongst educators in transcultural activities. Normann Jrgensens talk generated a discussion about translanguaging in complementary schools (ie the use of English as well as the heritage language for learning) compared to a focus entirely on the acquisition of the heritage language itself. Some participants argued that the purpose of complementary schools is to provide access to community heritage via mother tongue, and were concerned that languages are changing with the influence of English. Others felt schools need to accept these changes and work bilingually, since translanguaging could engage students and foster development of all their language resources. Discussion group 2: Every Child Matters and Parenting (see also Seminar Report 2 on website) The group focused on how complementary schools could contribute to the following aspects of the Every Child Matters agenda: Keeping safe Enjoy and achieve Economic well-being Keeping safe -in the current delicate climate around multiculturalism these schools are promoting positive relationships within the wider community. This did invite us to ask just how 'community based' all the schools are and it was felt that this might vary somewhat. However those attending were involved in schools which were very keen on promoting this. Enjoy and achieve - children keeping a low and modest profile in mainstream often flourish in complementary schools and there were varied reasons offered for this (mother tongue, cultural identity, parent/teacher pincer type support...) It would be interesting to see if this confidence eventually transferred to mainstream. Economic well-being was also mentioned. The idea of the community investing in itself and supporting itself as far as possible, and this being reinforced as an ethos, was also felt to be a strength, and by definition aided 'making a positive contribution'. The main part of the discussion was on parental involvement. One school had been running for nearly 30 years and parents had been playing a critical role in its development steadily over those years. Some had PTAs as a representing body of parents as in mainstream, some had management bodies largely made up of parents. Parents helped support in lessons, with social events, in varying capacities on a domestic/care level as well as in more formal capacities (one could argue that 'keeping safe' was also covered here by parents). In some cases the parents were very strong on supporting the social and the cultural side but less so the language work as they might not be very literate in the language themselves. Some schools were offering educational support to parents - in some cases by parents such as English lessons, maths (including in their own language), so while their children were in lessons, they were in lessons too. Thus parents often take full and varied roles in supporting a complementary school and being an integral part of it. The school in turn is able to provide a vehicle for self and peer help in all directions of the relationships involved (such as parent to parent, pupil to pupil, pupil to parent, management to parent, and parent to management). Discussion group 3: Professional Development Teachers and Curriculum (see also Seminar Report 3 on website) Issues raised for discussion arising from Seminar Report 3: Policies and ways of linking mainstream and complementary schools Initial teacher education (ITE) potential to bring complementary schools into training Pedagogical issues around dynamic bilingualism (Ofelia Garcia) Extended notion of literacy within school and wider community Advantages of partnership, eg mainstream schools provide spaces for complementary schools and the latter help mainstream schools in raising their results (via language exams). National Resource Centre for Supplementary Education (NRC) reports in their Bulletin on mainstream schools successfully connecting with complementary schools. Need for mainstream schools to know what complementary schools are around them. Complementary schools can reflect on what they can offer that will benefit the mainstream schools, in order to think how they can work together. Individual initiatives are responsible for a lot of the successes of partnerships due to lack of political will on the part of the mainstream system. Sharing training can be difficult for complementary schools to access whats available, due to the contexts in which they work. Can resources be provided online? Potential for e-learning should be considered, but it has to be balanced with face-to-face interaction opportunities. Can training be delivered in-house at complementary schools? Depends on having staff able to deliver the training. A way forward is networking with other complementary schools. CILT (National Centre for Languages) has offered to put links on their website to other services being offered. Some issues with resources for training need to be culturally sensitive. And issues with meeting government guidelines eg who pays for community teachers CRB checks? Initial teacher education 91ɫ primary PGCE students will visit complementary schools to allow a better understanding of their contexts and be encouraged to create further links between them and the mainstream schools. Bilingual pedagogies example of Content and Language Integrated Learning (CLIL), where language is used to teach a subject/topic. Is this a way forward? Already happening in some complementary schools? Training needs to empower community teachers how can this be achieved? Group 4: Social Inclusion and Links with Mainstream Education (see also Seminar Report 4 on website) Main issue raised for discussion arising from Seminar Report 4: Children have parallel lives between mainstream and complementary schools how can we bridge the gap? Examples from Seminar 4 include 91ɫ action research project where complementary and mainstream teachers jointly devise topic-based lessons; Albanian complementary school working in partnership with primary schools; Saturday classes supporting National Curriculum in different languages in Bradford; Routes into Languages project on teacher education with both sectors; 91ɫ research on creativity in community language teaching. What other initiatives exist or can be devised? Two-way communication identified as key: between complementary and mainstream schools, between schools (in both sectors) and parents. For example, a complementary teacher who also worked in mainstream helped child with SEN who attended both schools made progress by working on ICT in Turkish. Can combine assessment of child in both settings. Students who attend complementary school often found to be more successful in mainstream than those who do not attend. Complementary schools more likely to receive help if providing for mainstream targets. Example from Paiwand complementary school offered premises by secondary school. Afghani children underachieving, so Paiwand teachers also worked as teaching assistants in mainstream and supported students in maths and English. Developed deeper level of trust with mainstream schools through such projects. Complementary schools in Barnet bidding together with mainstream schools to support attainment of Turkish-speaking children. Childrens University project gives awards for activities out of school, with certificates presented at mainstream school so they are aware of childrens other learning. Could be national policy to include complementary school work in this. For example, success with Somali in Sheffield first cohort of children have got ASSET Languages accreditation equivalent to GCSE. Mainstream pays complementary sector to deliver Somali. Vital to reach headteachers. Headteachers at mainstream schools must take the lead with all staff to promote value of bilingualism. Need joined-up thinking eg speech and language therapists and other professionals need to be giving same message. Local authorities have Learning Networks ask to speak to heads, with emphasis on attainment. Refer to research on Our Languages website powerful examples. Not only language learning, also study skills, social skills, cultural performance. Topic-based work in complementary school, parallel to mainstream, can boost achievement. Workshops: Multilingualism in complementary schools Adrian Blackledge, University of Birmingham Promoting multilingualism through a trilingual literacy camp in Ireland Rory McDaid Complementary schools in Greece and Spain: new research findings Christina Maligkoudi, University of Crete and Charo Izquierdo, Universitat Autnoma de Barcelona Language and literacy in faith settings Halimun Choudhury and Eve Gregory, 91ɫ See powerpoints on website PAGE  PAGE 1 p\ ] 6 = J  @ H | u $ 0 m #%'gs hP\hP5\nH tH hP5B*\mH phsH hPB*mH phsH hPB*aJmH phsH !hP5B*\aJmH phsH  hP0JjhPUjhPUhP5H*\ hP5\ hP6]hP2Jop\ . / J  ? @ } 7$8$H$ ^`p^p p^p` ^`$a$`GG v 0 #&'s}` p7$8$H$^p 7$8$H$ ^``p^p p^p`sO./8OPQXzkl 75?ͫͫͤ{o^!hP6B*]aJmH phsH hP0JaJmH sH *jwhPB*UaJmH phsH $jhPB*UaJmH phsH  hP5\ hP5!h*hPB*aJmH phsH hPB*mH phsH hP hP\!hP5B*\aJmH phsH hPB*aJmH phsH h*hPmH sH $}~P/0PQ T]T^`T]T Tp]T^p` ^` p7$8$H$^p` p^p` p7$8$H$^p 7$8$H$p^p(NOk  8delm'(mnWX 7$8$H$(bj6@EH.?#$J$$$'(C(111o356;\;EFIFFFFF@GgGGGGGGGGGGGž஝h*0JmHnHu* hP0JjhP0JU!hP5B*\aJmH phsH hPhPCJOJQJ^J hP5\hPB*mH phsH hP5B*\mH phsH hPB*aJmH phsH !hP6B*]aJmH phsH -X  ""###$/$J$K$$$$'''(B(C((((((\*]*+ 7$8$H$++,,..M0N0111122T22203n3o35666r8s89 9: & F 7$8$H$ 7$8$H$::::;;;\;;;;,<-<>>??AACCEEEEIFF@GG 7$8$H$GGGGGGGGGGh]h&`#$ 7$8$H$ GGGGGhPB*aJmH phsH hP hP0JjhP0JU*,1h. 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