We see ‘languages for learning’ as better able to describe the complex learning affordances of multilingual classrooms because it combines an emphasis on multilingual inclusivity (‘languages’ rather than ‘medium’) with a focus on ‘learning’ (as in learning-centred education) rather than ‘instruction’. Perhaps most importantly, the ‘for’ in LFL enables us to frame languages as facilitative (resources), rather than restrictive (impedances), of learning.
Tag: multilingualism
Translingual practices in English language classrooms in India
My latest research paper, co-authored with Amy Lightfoot of British Council S. Asia, explores the complexity of language use practices in English language classrooms across India. It reports on a survey (quantitative and qualitative) that we conducted with 169 Indian teachers last year, and sought to find out about what have traditionally been called ‘L1-use … Continue reading Translingual practices in English language classrooms in India