Awakening to languages

Plurilingual education portal

Subject classification: this is an education resource.

Type classification: this resource is a course.

Starting activity

Context:

You are preparing an activity on sounds and words in different languages around the world. While discussing with your students, you discover that several of them speak languages at home that you do not know at all (e.g., Tigrinya, Albanian, Dari, etc.). You are not quite sure whether or how to integrate them into your activity, nor, if you do want to, where to start.

Instructions:

Take a few minutes to reflect on the following points:

1. What would be your initial reactions or questions as a teacher?  (For example: Should I be interested in this? Is it feasible? Is it beneficial for learning?)
2. What simple activity ideas could you imagine based on the presence of these languages in your classroom? (Even if you are unfamiliar with them!) How might you connect them to a corpus that includes several widely taught international languages (English, Spanish, German, etc.)?
3. In what ways could you involve the students concerned, as well as their families, in acknowledging and valuing their heritage languages?"

Objectives

By the end of this section, you should be able to...

• Become aware of the importance of linguistic diversity at school;
• Understand what awakening to languages is and what its purpose is;
• Understand the foundations and objectives of awakening to languages;
• Discover the benefits of such an approach for students;
• Understand the importance of metalinguistic reflection in learning;
• Find ideas to involve students and families, seeing them as resources for implementing such an approach.

Key words

pluralistic approaches; teaching plurilingualism; metalinguistic reflection; language awareness; plurilingual and intercultural competence.

Prerequisites

• Basic knowledge of linguistics and language acquisition (optional).
• Basic knowledge of language families

Table of contents

1. Introduction
2. History
3. Definitions
4. Take home messages
5. Self-assessment

Introduction

Awakening to languages is one of the four pluralistic approaches, and represents an innovative pedagogical approach. It is a form of problem-based learning that involves specific objectives and the use of various strategies and cognitive processes (Charitonidou & Ioannitou, 2012).

Specifically, it is an innovative approach used in primary schools, where children discover the diversity of languages and their functions (Candelier, 2003; Dabène, 2003). This approach includes the development of attitudes, skills and knowledge about languages, and is based on several objectives:

• linguistic (discovery of languages and their specific features),
• cognitive (mobilization of mental processes that support learning, but also promote connections between languages),
• sociolinguistic (understanding the roles and social representations of languages),
• psychological (ability to take a detached view of linguistic diversity).

By promoting a better understanding of language, this approach encourages curiosity, metalinguistic reflection, and openness to linguistic and cultural diversity.

History

Awakening to languages became widely recognized in 2003 thanks to the European EvLang program, but it was inspired by earlier initiatives.

In the 1970s in Australia, faced with high levels of immigration, a language awareness approach was introduced in schools, even though English remained dominant (Dompmartin-Normand, 2011).

In the 1980s in the United Kingdom, Eric Hawkins developed the Language Awareness movement because students were struggling with English and lacked motivation to learn other languages (Bullock, 1975; Fidler, 2006). He suggested a bridge course between languages to encourage reflection on language and understanding of how it works (Hawkins, 1984; Bernaus et al., 2008).

In France, the idea was taken up in the late 1980s, especially in primary schools, in order to promote the languages of origin of migrant children and stimulate interest in all languages, even those not taught (Little & Kirwan, 2018; Candelier, 2005).

Gradually, concepts such as metalinguistic reflection and cross-curricular skills were developed (Hawkins, 1999), while pilot projects were carried out in multicultural schools (Billiez, 1992; Dabène, 1991). Other countries followed suit, such as Italy (educazione linguistica) and Switzerland (EOLE program) (Bernaus et al., 2007). This work led to the EvLang and Ja-Ling programs, which disseminated the approach on a large scale (Kervran, 2006).

Definitions

Awakening to languages is a linguistic approach through which students discover the world of languages by exploring their diversity and their functions. To understand this approach, we can refer to the definition given by Michel Candelier, coordinator of the EvLang project:

Awakening to languages is fostered when some activities focus on languages that the school does not aim to teach, whether or not they are spoken at home by certain pupils. This does not mean that only such activities are part of the approach, since it is above all a comprehensive, often comparative process involving these languages, the language of schooling, and the foreign languages taught. (Candelier, 2003, translated by the lesson’s authors)

What makes this approach unique is that no language is excluded. It allows for the full recognition of students' languages, even if they are not the main language of the school, and can also help with language learning throughout schooling.

When students engage in awakening to languages activities, they explore new sounds, observe different writing systems, compare languages reflecting on their similarities and differences, and become aware of the value of their own linguistic repertoire. In this way, they develop their ability to analyze human language (Armand, 2000; 2005).

The purpose of this approach is also to highlight the languages students bring from home (Candelier et al., 2012). Thus, awakening to languages can serve as preparation for language learning, which Zarate (1995) calls propédeutique, laying solid foundations in the early years. It develops skills such as linguistic observation, reflection, positive attitudes towards languages, and openness to intercultural encounters (Dabène, 2003; Bernaus et al., 2008).

In short, it is preparation for language learning, which seeks to arouse students' curiosity, interest, and confidence in languages and cultures, and to strengthen their ability to observe, analyze, and make connections between different languages.

In order to implement this approach, it is useful to refer to the tools/resources offered by the EvLang program. The approach presented below:

1. Setting the scene or anchoring. This first step serves to introduce the topic. It links the new material to the students' existing knowledge and their everyday life in the classroom. The aim is to create a “learning contract” with the students and ask an interesting and open-ended question (e.g., “Why don't we speak just one language in the world?”) that motivates the students to participate. This is also when the students' representations of languages emerge. They exchange their points of view, ask questions that interest them, and this encourages their engagement. Students also share their personal experiences, their linguistic histories, and their intuitive knowledge about languages, their form, and their role in everyday life.
2. The research situation. During this stage, students become a kind of detectives. They have to solve a problem presented by the teacher. A “linguistic tension” arises, which pushes them to discover new knowledge on their own. They develop strategies: observing, comparing, analyzing, hypothesizing, organizing, and discussing their ideas. They work in groups, negotiate, make tentative generalizations, and question what they knew about the language before.
3. Synthesis. This is the final stage, where the students' personal and collective discoveries take shape. They express what they have observed and understood by working together to create a concrete or conceptual solution or tool. This is the moment when everything they have discovered becomes clear and new knowledge is constructed.

An example of an awakening to languages activity

“The sounds of my classroom”

1. Setting the scene: Discovering languages in the classroom

Objective: To make students aware of the linguistic diversity of their group.

Procedure:

• The teacher asks each student to think of a word, a short expression, or a special sound in the language they speak at home.
• Each student shares their word or sound aloud with the rest of the class.
• The teacher writes these words or sounds on the board, specifying the language if possible.
• Simple questions are asked to spark curiosity:
  • “Who knows this language?”
  • “What do you find interesting or surprising about these words?”
  • “Have you heard these sounds anywhere else?”

2. Research situation: Observe and compare sounds

Objective: To encourage students to listen carefully and think about the differences and similarities between languages.

Procedure:

• The teacher reads the words or repeats the sounds one by one, slowly.
• The students listen and repeat if possible, trying to imitate the sounds.
• Then, in small groups (3–4 students), they discuss the following questions:
  • Which sounds seem similar to you?
  • Which sounds seem different to you?
  • Are there any sounds you don't know?
• Each group writes or draws their observations on a sheet of paper (for example, a table with columns labeled “similar” and “different”).

3. Synthesis: Share and create a collective tool

Objective: To develop a collective understanding and highlight the students' discoveries.

Procedure:

• Each group presents its observations to the whole class.
• The teacher writes down the important ideas on a large poster or board entitled “The sounds of our class.”
• Together, the students create a small booklet or poster with:
  • The words or sounds collected,
  • The similarities and differences observed,
  • A few drawings or symbols to illustrate the sounds.
• Students are encouraged to use this booklet or poster in future language activities.
• The activity ends with a discussion about what these discoveries have taught us:
  • “Why is it important to know the languages spoken in the classroom?”
  • “What does this teach us about languages in general?”

Teaching comments

• This activity develops linguistic curiosity and metalinguistic reflection from the very beginning of learning.
• It values all of the students' languages, even those that are unfamiliar to the teacher.
• Group work promotes cooperation and dialogue.
• The booklet or poster creates a concrete tool that reminds students of the linguistic richness present in the classroom.
• The teacher can adapt the difficulty of the questions according to the age of the students.
• Families can also be invited to participate by sending words or sounds from home, which strengthens the school-family bond.

Take home messages

• Awakening to languages stands out for its openness to all languages, without exception, including those spoken at home.
• The activities encourage language discovery through comparative work and reflection.
• The approach develops observation skills, curiosity, and interest in languages and cultures, as well as a positive attitude toward diversity.
• It is not a language teaching method, but rather an active preparation for learning.

Self-assessment

1

What is language awareness?

	a) A method for teaching foreign languages.
	b) An activity for learning a language at home.
	c) An approach to discovering the diversity of languages without teaching them.
	d) A course for becoming a language teacher.

2

What is the main objective of language awareness?

	a) To correct students' mistakes in all languages.
	b) To develop curiosity and reflection about languages.
	c) To teach English earlier in school.
	d) To learn to read and write in all the languages spoken in the class.

3

What do students do during a language awareness activity?

	a) They learn to speak a new language in a month.
	b) They have to translate all the words into their own language.
	c) They observe, compare languages, listen, and discuss.
	d) They prepare a dictation in a foreign language.

4

Why is it useful to involve students and their families in these activities?

	a) To have more homework to do at home.
	b) To check if families speak French well.
	c) To value the languages spoken at home and create a link with the school.
	d) To do translations during class.

Resources to go further

• https://elodil.umontreal.ca/
• https://dulala.fr/
• https://bilem.ac-besancon.fr/faire-classe/leveil-aux-langues/

Bibliography

Bernaus, M., Andrade, A.I., Kervran, M., Murkowska, A. & Saez, F. T. (2007) Plurilingual and Pluricultural awareness in language teacher education. Strasbourg: ECML, Council of Europe Publishing.

Bernaus, M., Andrade, A-I., Kervran, M., Murkowska, A. & Trujilli Saez, F. (2008). Plurilingual and pluricultural awareness in language teacher education : a training kit. Strasbourg: Council of Europe.

Billiez, J. (1992). L’enseignement précoce des langues vivantes dans un environnement scolaire multilingue: vers une solution alternative. In Bouchard, R. (éd.) Acquisition et enseignement/apprentissage des langues, (pp.257-269). Lidilem.

Candelier, M. (2003). Evlang – l’éveil aux langues à l’école primaire – Bilan d’une innovation européenne. De Boeck – Duclot.

Candelier, M. (2005). « L'éveil aux langues : une approche plurielle des langues et des cultures au service de l'extension des compétences linguistiques », Prudent, L-.F., Tupin, F. et Wharton S. (rédacteurs), Du plurilinguisme à l'école – Vers une gestion coordonnée des langues en contextes éducatifs sensibles, (pp. 417-436). Peter Lang.

Charitonidou, A. & Ioannitou, G. (2012). « L’autonomie des enseignants : quels éléments caractérisent l’enseignant autonome et comment ils influent sur la décision de la mise en œuvre d’une innovation pédagogique ? ». Synergies France, nº 9, p. 51-59.

Dabène, L. (2003). Préface. In M. Candelier (coord), L’Éveil au langues à l’école primaire: EvLang: bilan d’une innovation européenne,  13-17, Bruxelles: de Boeck.

Dabène, L. (1991). L’éveil au langage: compte-rendu d’une expérience en cours. In Les langues vivantes à l’école élémentaire, Actes du colloque de juin 1990, (pp. 105-108). INRP.

Dompmartin-Normand, C. (2011). Éveil aux langues et aux cultures à l'école : une démarche intégrée avec un triple objectif cognitif, affectif et social. L’ Autre, 12(2), 162-168.

Fidler, S. (2006). Awakening to languages in primary school. ELT Journal, 60(4), 346–354.

Hawkins, E. (1984). Awareness of language: An introduction. Cambridge: Cambridge University Press.

Hawkins, E. (1999). Foreign Language Study and Language Awareness, 8 (3-4), 124-142.

Kervran, M. (2006). Pourquoi et comment faire appel à la diversité des langues du monde à l'école primaire? Spirale- Revue de recherches en éducation, 38, 27-35.

Little, D., & Kirwan, D. (2018). From plurilingual repertoires to language awareness: Developing primary pupils’ proficiency in the language of schooling. In C. Hélot, C. Frijns, K. Gorp & S. Sierens (Eds.), Language Awareness in Multilingual Classrooms in Europe: From Theory to Practice, (pp.169-206). Walter de Gruyter GmbH & Co KG.

Zarate, G., (1995). Questions autour des pratiques interculturelles associées à l'éveil au langage. In D. Moore (coord) L'éveil au langage. Notions en questions. Rencontres en didactique des langues, 129-134, CREDIF- LIDILEM.

Credits

This resource has been created by Projet PEP (discuss • contribs) (Erasmus+ project, co-financed by the European Commission) :

• Eftychia Damaskou (University of Thessaly)
• Lisa Brinkmann (Universität Hamburg).

Portal: Plurilingual education