Multilingual & Multicultural Learning in English Language Education

Participants are expected to do some preliminary reading before the training begins,
including: Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33,
3-18.
Lee, T.K. and Li, W. (2020). Translanguaging and Momentarity in Social Interaction. In A. De
Fina and A. Georgakopoulou.(eds.) The Cambridge Handbook of Discourse Studies.
Cambridge: Cambridge University Press, 394-416.
There will also be pre-training reflective tasks on the participants’ multilingual/multicultural
experiences in their local contexts.

The course is designed following the Philosophy- Principle- Practice
framework of addressing the issues of Multilingual and Multicultural Learning and Teaching. Therefore, it offers a professional development platform for English language education which supports inclusion and diversity through pedagogical action focusing on the multi/pluri-lingual and multi/pluri-cultural repertoires of students. Based on the knowledge of their local circumstances and geared towards building capacity to address linguistic and cultural diversity in the English language classroom, the course aims and encourages teachers to explore and plan ways of designing and connecting valued classroom activities with students’ actual language practices in real and virtual environments. Thereby, it enables initiatives for research and projects on multilingual and multicultural learning not only in multilingual but also in seemingly monolingual settings.

The course offers opportunities for discussions, co-constructive work on
creating and developing plans and instructional road maps underpinned by multilingual and multicultural education. Towards this end, the teachers will find the opportunity to design their own multilingual education plans by identifying the main objectives, addressing them with related tasks, activities and materials through supportive methodologies and by developing possible assessment tools for the achievement of their plans. There will also be collaborative reflective tasks on the analysis, description and the evaluation of lessons which involve linguistically sensitive classroom practices through a range of different media.

-to provide intensive discussion opportunities on issues concerned with the integration of multilingual and multicultural practices in English language classrooms
– to plan for multilingual and multicultural learning at curricular and instructional levels
– to provide opportunities for collaborative work on designing tasks which are responsive to learners’ multi/pluri lingua-cultural repertoires
– to integrate e-learning tools (i.e gamification) for raising multilingual and multicultural awareness
– to help teachers take learning experiences beyond the walls of the classrooms by integrating diversity-sensitive multiliteracy practices in their pedagogical agendas
– to create resources for multilingual and multicultural pedagogical practices
– to adapt practices and learning environments towards diversity and inclusivity
– to consider assessment in English language learning through the lens of multilingual and multicultural learning

Teachers are encouraged to share their collaborative work on multilingual and multicultural practices with their colleagues in their own educational environments through a resource pack that they feel is suitable for their own teaching context.

The training will address English language teachers dealing with issues of multilingual and multicultural learning in their teaching settings. There will be a set program offered to participants but it will adopt a flexible approach to be responsive to the specific needs of the group.

Istanbul University – Cerrahpaşa Continuing Education Center

Date	Course Times	Course Content
Day1		Defining key concepts and considerations in multi/plurilingual education Collaborative planning for taking action in designing diversity-sensitive language educational plans (goal setting-instructional design-assessment)
Day2		Identifying and implementing strategies and tasks for crosslanguage and cross-cultural connections in a linguistically rich learning environment Translanguaging practices in multilingual settings
Day3		Re-visiting social interaction in language classroom and beyond Resourcing and scaffolding in multi-plurilingual education Leverage Multilingual learning by Multiliteracies approach
Day4		Critical-collaborative reflection on previously created projects & best practices in integrating multi/plurilingual education to English learning processes Creating a shared platform for the exchange of ideas and resources produced in the duration of the training

Program Coordinator 

Instructors 

5 – 15 participants

Digital certificate.

Face to Face or Distance Education

You can choose one of the following payment methods EFT and Credit Card.

P.S:***The course fees are to be made to the Halk Bank IBAN number or Account Number above with the following information: Recipient name: Istanbul University - Cerrahpasa Surekli Egitim Merkezi In the Explanation Section: Be sure to write your Name-Surname and Course Name. You should send the Payment Receipt to sem@iuc.edu.tr.