Inspire

Sharing Space with English and French:

How to Create a Multilingual School Environment

By Elizabeth Coelho
Student Achievement Officer, Literacy and Numeracy Secretariat

The World in Our Classrooms

Ontario has some of the most multilingual schools in the world. Approximately 20% of the children in Ontario's English-language elementary schools are identified through EQAO information as having a first language other than English. Some of these students were born in Canada, into immigrant, francophone and Aboriginal communities, while others have arrived as newcomers from other countries.

Linguistic and cultural diversity are expected to increase significantly in coming years: recent announcements by the federal government indicate that immigration targets will rise, and that many of the newcomer families will be settling outside the major urban areas.

Yet the potential of linguistic diversity is seldom realized in schools. In most multilingual schools only the student population is multilingual: after the students have gone home there is little evidence of the many linguistic communities they come from.

Of course, English and French have special status as official languages and languages of instruction, and all our students must become proficient in one of these languages, and gain some proficiency in the other, in order to succeed in school. But Ontario's linguistic heritage also includes several Aboriginal languages, many African, Asian, and European languages, and some varieties of English such as Jamaican Creole. These languages have a role to play in schooling, alongside English and French.

Multilingual schools offer exciting opportunities to draw on the linguistic resources of the community, even if few of the teachers speak any of the community languages.

This article, and the LNS webcast with Professor Jim Cummins (December 7, 2005), outline the benefits of incorporating students' languages into the school environment, and offer some practical ways to make linguistic diversity an asset in the school. The examples in this article and in the webcast show how to draw on linguistic diversity in English-language schools, but all of the ideas are adaptable to French-language schools attended by children from other language communities.

Why Support Community Languages?

In the past, many teachers working with students who are learning English as a second or additional language insisted on "English only" in the classroom, on the intuitive, common sense assumption that this was the best way to promote the learning of a second language. Teachers have sometimes gone to great lengths, even when they happen to speak the same language as some of their students, to discourage the use of languages other than English in the classroom and even at home. Some parents also support this idea, communicating with their children in less-than-perfect English at home rather than providing a sophisticated adult model of their own language.

We now know that maintaining the first language is not a disadvantage in learning another. Quite the opposite, in fact: experts today identify important academic and social benefits associated with continued development of the first language while learning English. Over the last 20 years we have learned that it is important to encourage English language learners to maintain and continue to develop their own languages while they are learning English, because:

a strong foundation in the first language accelerates second language acquisition and supports literacy development in English;
students who are learning the language of instruction need access to their own language as a tool for learning, at least until their proficiency in English or French is adequate for academic tasks;
students' languages support their sense of identity and help to maintain effective communication within the family and in the community;
community languages are a resource that we can draw on to enrich the cultural experience of everyone in the school.

Students' languages are a precious resource that schools can draw on as an asset to support their educational development and enrich the cultural fabric of the school. The rest of this article offers tools that will allow teachers and parents to support this endeavour.

Making Space for Community Languages

Schools can turn linguistic diversity into an asset by raising the profile of students' languages throughout the school environment, providing opportunities for students to use their own languages and learn about other languages in the classroom, and using community languages to enhance school communications.

Raising the profile of students' languages throughout the school

A multilingual school is an enriched linguistic and cultural environment, and this should be evident to all who walk through the hallways, visit the library, listen to the P.A. announcements, or attend special events. Here are some ways to draw on community languages to enrich the cultural fabric of the school:

Consider proficiency in a community language when hiring new teachers and other staff. School staff who can speak with children and parents in their own languages can greatly enhance the school's ability to serve its various linguistic communities effectively. Bilingual staff members also serve as role models for all students.
Create multilingual signs, notices, and announcements. Many schools display a multilingual "Welcome" poster in the front entrance. Then think about other signs and notices that could be displayed in more than one language.
Encourage students to use their own languages when it is natural and appropriate to do so. For example, it would be unnatural for a group of Korean speakers having lunch together or working on a project to use English with each other. Work with students and parents to develop agreements on appropriate language choices.
Provide multilingual library resources. Community newspapers are often readily available, and parents will be able to help you find some materials in community bookstores. Several publishers provide dual-language children's books. In secondary schools, provide reference dictionaries for the languages of the school.
Train student ambassadors to assist in the welcoming and orientation of new students and their parents. It is especially helpful if you can pair a newcomer with an ambassador of the same linguistic background.
Develop a dual language tutoring program. Many schools have peer and cross-grade tutoring programs already established. In a multilingual school it would be an extra benefit if tutors could work with students of the same language background, using their shared home language to explain concepts before transferring to English.
Create display material that communicates positive attitudes toward linguistic diversity, such as a graph showing the linguistic and cultural backgrounds of the students in the school. Include English as one language among many represented in the school.
Provide information in community languages on the website. Community volunteers may be able to help with translating and uploading information about parent-teacher interviews and other important events.
Think about ways of including community languages in special events such as concerts or open houses. For example, include some songs in languages other than English in the concert; perhaps some parents can provide an English translation. Students and parents can help to create signs and printed programs for open houses and other events. Acknowledge festivals and other significant days, and draw on the expertise of students and parents to create multilingual display material.
Make connections with International and Heritage language classes. These classes often take place outside school hours, sometimes in another school building or in a community centre. You can bring students' linguistic worlds closer together by creating stronger links with these programs. Display work from heritage language classes, and collaborate on joint projects. In secondary schools, think about which languages should be taught in the Modern or International Languages department: perhaps it's time to offer community languages such as Mandarin or Urdu.

Using students' languages in the classroom

Drawing on students' languages in the classroom enables English language learners to make special contributions, enhances their participation and academic achievement, and broadens the linguistic awareness of all students.

Learn a little about your students' languages. For example, knowing something about the script system may help you to understand difficulties learners may have with learning to write in English. You don't need an in-depth knowledge of all the languages represented in your class. The students are the experts, and you can prompt discussion and comparison by using some generic questions such as, What is the direction of print? Is there a printed and cursive form?
Learn some expressions in your students' languages. The students will greatly appreciate your efforts even if you learn only a few simple greetings. Just learning to say "Hello," or "Good," in a few of your students' languages will enhance the multilingual climate of the classroom.
Encourage students to learn some words and phrases in each other's languages. For example, a group of Farsi-speaking students could teach the class some greetings and polite expressions that everyone will use for the rest of the week or month.
Encourage learners of English to develop ideas in their own language. Many students will produce better work in the end if they have opportunities to clarify concepts, discuss problems, plan group tasks, or write notes, outlines, and first drafts in their first languages before transferring to English. Beginning learners of English could write their first journal responses in their own languages, or they might insert words from their own languages when they don't know the English word. If another student or a colleague can help with translation, you may be surprised by the quality of the students' writing in First Language, compared with what they are able to produce in English.
Provide opportunities for students to work with same-language partners from time to time. This may enable students to be more successful on challenging tasks than they would if they were required to use English only. Provide extra time for them to switch to English before showing their work.
Develop some multilingual projects: for example, students can compare how different languages do things such as numbers, proverbs, and names. Students can also create dual-language books to share with each other or with younger children. English language learners and English-speaking students could work together to create dual-language posters in various subject areas; for example, citizenship-awareness posters for the Civics class, health and nutrition posters for the Physical Education class, or environmental awareness posters for the Science class. In Geography, groups of students could produce series of dual language brochures on various cities or regions of Canada. These and other multilingual projects have the added benefit of encouraging parental involvement.

Realizing the Potential of Multilingual Schools

Multilingual schools are rich in potential. All students can benefit from immersion in a multilingual environment. Monolingual English speakers may be encouraged to learn other languages, which will be a benefit to the individual, the community, and the nation. Celebrating linguistic and cultural diversity at school can foster more open attitudes among various cultural groups, and help to ensure that all members of the school community feel valued, welcomed, and included. Perhaps most importantly at a time when Ontario schools strive to help all students reach high levels of achievement, strong support for students' languages will enable English language learners to build on their first language skills as they develop literacy in English.

Peel District School Board
NEWS Release

Peel board welcomes new families in 26 languages

Welcome to school kit available at all elementary schools

Enrolling children for school just became easier for non-English speaking families who are new to Canada, thanks to a new initiative developed by the Peel District School Board. A Welcome to school kit that contains basic school information for newcomer families is now available in 26 languages that reflect the diversity within the Peel community. For more information, contact Priya Ramsingh, Communications Officer: 905-890-1010, ext. 2817

Sources and Resources

Ottawa-Carleton District School Board and First Words Preschool Speech and Language Program. n.d. Talk to Your Child in your First Language (Primary Language Literacy Project). For information on how to order the materials: First Words / Infant Hearing Program. Phone: 688-3979

Cummins, J., et al. (2005) Affirming Identity in Multilingual Classrooms. Educational Leadership Vol. 63 No. 1, September 2005: 38-43.

Education Quality and Accountability Office. (2005) The Grades 3, 6, and 9 Provincial Report, 2004-5: English-Language Schools. Toronto: The Queen's Printer for Ontario.

Edwards, V. (1996). The Other Languages: a Guide to Multilingual Classrooms. Reading, England: National Centre for Language and Literacy: www.ncll.org.uk

Edwards, V. (1998). The Power of Babel: Teaching and Learning in Multilingual Classrooms. Stoke-on Trent, England: Trentham Books.

Freeman, Y. and Freeman, D. (2002) Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann.

McWilliam, N. (1998) What's in a Word? vocabulary development in multilingual classrooms. Stoke-on Trent, England: Trentham Books.

Peel District School Board. Welcome poster. Order from Debra.Bray@peelsb.com

Schechter, S.R., and Cummins, J. (Eds.). (2003). Multilingual Education in Practice: Using Diversity as a Resource. Portsmouth, NH: Heinemann.Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children Caught in the Crossfire. Clevedon, England: Multilingual Matters.

Settlement Workers in Schools. Various materials for newcomers and people who work with them are available at www.settlement.org

Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence. www.crede.ucsc.edu/research/llaa/1.1_final.html

Toronto District School Board. Welcome Poster. Order from the Communications Department: communications@tdsb.on.ca

Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.

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Telephone Directory ServiceOntario Centres MPPs Features Research in Education Education Facts School Board Finder Premier's Awards for Teaching Excellence abc123 Energizing Ontario Education Building Blocks for Education	E-mail Print Accessibility Inspire Sharing Space with English and French: How to Create a Multilingual School Environment By Elizabeth Coelho Student Achievement Officer, Literacy and Numeracy Secretariat Posters Gallery News Clippings The World in Our Classrooms Ontario has some of the most multilingual schools in the world. Approximately 20% of the children in Ontario's English-language elementary schools are identified through EQAO information as having a first language other than English. Some of these students were born in Canada, into immigrant, francophone and Aboriginal communities, while others have arrived as newcomers from other countries. Linguistic and cultural diversity are expected to increase significantly in coming years: recent announcements by the federal government indicate that immigration targets will rise, and that many of the newcomer families will be settling outside the major urban areas. Yet the potential of linguistic diversity is seldom realized in schools. In most multilingual schools only the student population is multilingual: after the students have gone home there is little evidence of the many linguistic communities they come from. Of course, English and French have special status as official languages and languages of instruction, and all our students must become proficient in one of these languages, and gain some proficiency in the other, in order to succeed in school. But Ontario's linguistic heritage also includes several Aboriginal languages, many African, Asian, and European languages, and some varieties of English such as Jamaican Creole. These languages have a role to play in schooling, alongside English and French. Multilingual schools offer exciting opportunities to draw on the linguistic resources of the community, even if few of the teachers speak any of the community languages. This article, and the LNS webcast with Professor Jim Cummins (December 7, 2005), outline the benefits of incorporating students' languages into the school environment, and offer some practical ways to make linguistic diversity an asset in the school. The examples in this article and in the webcast show how to draw on linguistic diversity in English-language schools, but all of the ideas are adaptable to French-language schools attended by children from other language communities. Why Support Community Languages? In the past, many teachers working with students who are learning English as a second or additional language insisted on "English only" in the classroom, on the intuitive, common sense assumption that this was the best way to promote the learning of a second language. Teachers have sometimes gone to great lengths, even when they happen to speak the same language as some of their students, to discourage the use of languages other than English in the classroom and even at home. Some parents also support this idea, communicating with their children in less-than-perfect English at home rather than providing a sophisticated adult model of their own language. We now know that maintaining the first language is not a disadvantage in learning another. Quite the opposite, in fact: experts today identify important academic and social benefits associated with continued development of the first language while learning English. Over the last 20 years we have learned that it is important to encourage English language learners to maintain and continue to develop their own languages while they are learning English, because: a strong foundation in the first language accelerates second language acquisition and supports literacy development in English; students who are learning the language of instruction need access to their own language as a tool for learning, at least until their proficiency in English or French is adequate for academic tasks; students' languages support their sense of identity and help to maintain effective communication within the family and in the community; community languages are a resource that we can draw on to enrich the cultural experience of everyone in the school. Students' languages are a precious resource that schools can draw on as an asset to support their educational development and enrich the cultural fabric of the school. The rest of this article offers tools that will allow teachers and parents to support this endeavour. Making Space for Community Languages Schools can turn linguistic diversity into an asset by raising the profile of students' languages throughout the school environment, providing opportunities for students to use their own languages and learn about other languages in the classroom, and using community languages to enhance school communications. Raising the profile of students' languages throughout the school A multilingual school is an enriched linguistic and cultural environment, and this should be evident to all who walk through the hallways, visit the library, listen to the P.A. announcements, or attend special events. Here are some ways to draw on community languages to enrich the cultural fabric of the school: Consider proficiency in a community language when hiring new teachers and other staff. School staff who can speak with children and parents in their own languages can greatly enhance the school's ability to serve its various linguistic communities effectively. Bilingual staff members also serve as role models for all students. Create multilingual signs, notices, and announcements. Many schools display a multilingual "Welcome" poster in the front entrance. Then think about other signs and notices that could be displayed in more than one language. Encourage students to use their own languages when it is natural and appropriate to do so. For example, it would be unnatural for a group of Korean speakers having lunch together or working on a project to use English with each other. Work with students and parents to develop agreements on appropriate language choices. Provide multilingual library resources. Community newspapers are often readily available, and parents will be able to help you find some materials in community bookstores. Several publishers provide dual-language children's books. In secondary schools, provide reference dictionaries for the languages of the school. Train student ambassadors to assist in the welcoming and orientation of new students and their parents. It is especially helpful if you can pair a newcomer with an ambassador of the same linguistic background. Develop a dual language tutoring program. Many schools have peer and cross-grade tutoring programs already established. In a multilingual school it would be an extra benefit if tutors could work with students of the same language background, using their shared home language to explain concepts before transferring to English. Create display material that communicates positive attitudes toward linguistic diversity, such as a graph showing the linguistic and cultural backgrounds of the students in the school. Include English as one language among many represented in the school. Provide information in community languages on the website. Community volunteers may be able to help with translating and uploading information about parent-teacher interviews and other important events. Think about ways of including community languages in special events such as concerts or open houses. For example, include some songs in languages other than English in the concert; perhaps some parents can provide an English translation. Students and parents can help to create signs and printed programs for open houses and other events. Acknowledge festivals and other significant days, and draw on the expertise of students and parents to create multilingual display material. Make connections with International and Heritage language classes. These classes often take place outside school hours, sometimes in another school building or in a community centre. You can bring students' linguistic worlds closer together by creating stronger links with these programs. Display work from heritage language classes, and collaborate on joint projects. In secondary schools, think about which languages should be taught in the Modern or International Languages department: perhaps it's time to offer community languages such as Mandarin or Urdu. Using students' languages in the classroom Drawing on students' languages in the classroom enables English language learners to make special contributions, enhances their participation and academic achievement, and broadens the linguistic awareness of all students. Learn a little about your students' languages. For example, knowing something about the script system may help you to understand difficulties learners may have with learning to write in English. You don't need an in-depth knowledge of all the languages represented in your class. The students are the experts, and you can prompt discussion and comparison by using some generic questions such as, What is the direction of print? Is there a printed and cursive form? Learn some expressions in your students' languages. The students will greatly appreciate your efforts even if you learn only a few simple greetings. Just learning to say "Hello," or "Good," in a few of your students' languages will enhance the multilingual climate of the classroom. Encourage students to learn some words and phrases in each other's languages. For example, a group of Farsi-speaking students could teach the class some greetings and polite expressions that everyone will use for the rest of the week or month. Encourage learners of English to develop ideas in their own language. Many students will produce better work in the end if they have opportunities to clarify concepts, discuss problems, plan group tasks, or write notes, outlines, and first drafts in their first languages before transferring to English. Beginning learners of English could write their first journal responses in their own languages, or they might insert words from their own languages when they don't know the English word. If another student or a colleague can help with translation, you may be surprised by the quality of the students' writing in First Language, compared with what they are able to produce in English. Provide opportunities for students to work with same-language partners from time to time. This may enable students to be more successful on challenging tasks than they would if they were required to use English only. Provide extra time for them to switch to English before showing their work. Develop some multilingual projects: for example, students can compare how different languages do things such as numbers, proverbs, and names. Students can also create dual-language books to share with each other or with younger children. English language learners and English-speaking students could work together to create dual-language posters in various subject areas; for example, citizenship-awareness posters for the Civics class, health and nutrition posters for the Physical Education class, or environmental awareness posters for the Science class. In Geography, groups of students could produce series of dual language brochures on various cities or regions of Canada. These and other multilingual projects have the added benefit of encouraging parental involvement. Realizing the Potential of Multilingual Schools Multilingual schools are rich in potential. All students can benefit from immersion in a multilingual environment. Monolingual English speakers may be encouraged to learn other languages, which will be a benefit to the individual, the community, and the nation. Celebrating linguistic and cultural diversity at school can foster more open attitudes among various cultural groups, and help to ensure that all members of the school community feel valued, welcomed, and included. Perhaps most importantly at a time when Ontario schools strive to help all students reach high levels of achievement, strong support for students' languages will enable English language learners to build on their first language skills as they develop literacy in English. Peel District School Board NEWS Release Peel board welcomes new families in 26 languages Welcome to school kit available at all elementary schools Enrolling children for school just became easier for non-English speaking families who are new to Canada, thanks to a new initiative developed by the Peel District School Board. A Welcome to school kit that contains basic school information for newcomer families is now available in 26 languages that reflect the diversity within the Peel community. For more information, contact Priya Ramsingh, Communications Officer: 905-890-1010, ext. 2817 Sources and Resources Ottawa-Carleton District School Board and First Words Preschool Speech and Language Program. n.d. Talk to Your Child in your First Language (Primary Language Literacy Project). For information on how to order the materials: First Words / Infant Hearing Program. Phone: 688-3979 Cummins, J., et al. (2005) Affirming Identity in Multilingual Classrooms. Educational Leadership Vol. 63 No. 1, September 2005: 38-43. Education Quality and Accountability Office. (2005) The Grades 3, 6, and 9 Provincial Report, 2004-5: English-Language Schools. Toronto: The Queen's Printer for Ontario. Edwards, V. (1996). The Other Languages: a Guide to Multilingual Classrooms. Reading, England: National Centre for Language and Literacy: www.ncll.org.uk Edwards, V. (1998). The Power of Babel: Teaching and Learning in Multilingual Classrooms. Stoke-on Trent, England: Trentham Books. Freeman, Y. and Freeman, D. (2002) Closing the Achievement Gap: How to Reach Limited-Formal-Schooling and Long-Term English Learners. Portsmouth, NH: Heinemann. McWilliam, N. (1998) What's in a Word? vocabulary development in multilingual classrooms. Stoke-on Trent, England: Trentham Books. Peel District School Board. Welcome poster. Order from Debra.Bray@peelsb.com Schechter, S.R., and Cummins, J. (Eds.). (2003). Multilingual Education in Practice: Using Diversity as a Resource. Portsmouth, NH: Heinemann.Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children Caught in the Crossfire. Clevedon, England: Multilingual Matters. Settlement Workers in Schools. Various materials for newcomers and people who work with them are available at www.settlement.org Thomas, W., & Collier, V. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA and Washington, DC: Center for Research on Education, Diversity & Excellence. www.crede.ucsc.edu/research/llaa/1.1_final.html Toronto District School Board. Welcome Poster. Order from the Communications Department: communications@tdsb.on.ca Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346.
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