Page 65 - Languages Victoria December 2019

Languages Victoria
Korean
Fig. 4 – Use of home language in a meaning-making task (my own classroom work)
Starting from these two simple ideas, it is possible to build a set of strategies that include other languages in the additional languages class, supporting our EAL students, offering exposure to different languages to our monolingual English students and overall reinforcing the valuable resource of learning and speaking more than one language.
Elena Pirovano
Elena is pursuing her doctoral studies at the University of Melbourne with a research on the potentials of plurilingual pedagogies in the languages classroom for EAL students, with a focus on Italian language programs in primary school settings.
If you are interested in knowing more about her research or would like to share a comment or a plurilingual practice, feel free to get in touch: epirovano@student.unimelb.edu.au.
References:
Busch, B. (2012). The linguistic repertoire revisited. Applied Linguistics, 33(5), 503–523. https://doi.org/10.1093/applin/ams056
Carr, W. (2009). Intensive French in British Columbia: student and parent perspectives and English as Additional Language (EAL) student performance. The Canadian Modern Language Review/La revue canadienne des langues vivantes, 65(5), 787-815.
Russian
Volume 23 Number 1 Page 65