Multiliteracies and multimedia technology as a support to multicultural and multilingual balanced development : « Multilittéracies et multimédias au service du multiculturel et du multilinguisme » jean-paul.narcy-combes@wanadoo.fr Université Sorbonne nouvelle-Paris 3 DILTEC-EA2288 1 Bibliography (please ask for complete list: jean-paul.narcy-combes@wanadoo.fr) • • • • • • • Coste, Daniel (2002). Quelle(s) acquisition(s) dans quelle(s) classe (s) ? AILE 16, 3-22. Genesee, Fred (2007), “The suitability of french immersion for students who are at risk: a review of research evidence, Canadian Modern Language Review, v63 5, 655-687. Jordan, Geoff (2004), Theory Construction in Second Language Acquisition. Amsterdam, John Benjamins. Véronique, Daniel (2005), « Les interrelations entre la recherche sur l’acquisition du français langue étrangère et la didactique du français langue étrangère », Acquisition et Interactions en langues étrangères. Troadec, B. (2007). Psychologie culturelle. Le développement cognitif est-il culturel ? . Paris : Belin Sup. Troadec, B. (1999). Le développement de la pensée chez l’enfant. Catégorisation et culture. Toulouse : Presses universitaires du Mirail. Saint Martin, C. (2013). La construction de l’espace didactique du français, langue de l’école, en Polynésie française : dynamiques et perspectives. Une réflexion sur l’intégration de la problématique sociolinguistique en vue de l’amélioration de la qualité du système éducatif en contexte plurilingue. Thèse de l’Université Européenne de Bretagne (Rennes 2). 2 Present-day episteme • • • • • • Situated science Uncertainty (Foucault, Derrida, Morin) Complexity (Varela, Morin) Problem-solving (Popper) vs. Progress (improvement) Deconstruction (Derrida, Bachelard, Morin) Doxa (Bourdieu) and difficulty of accepting uncertainty (Gigerenzer ) • Difference between collective representations (Dürkheim) and scientific theories? • Perhaps methodological approaches and publications/discussions of results: complementarity 3 Who the researcher is • • • • • • Continental French senior researcher (situated) Bi-cultural education “didactique de l’intervention” and epistemology Action research Epistemology Another researcher in another context would have expressed everything differently and have different references. 4 Problematic issues in the Indian Ocean (1) • Contextual parameters are numerous and variable, it is difficult to cope with them all and to convince decision makers of the need to pay attention to previous research results and careful assessment of the situation : possible “obscurantisme” and top-down decision-making. • Need for teachers to « accommodate » children from traditionally « uneducated » backgrounds (loss of original « oral literacies » • Attitudes to languages (dominant or non-dominant) • Pragmatic motivation: to « improve » « effectiveness » of teaching systems (mastery of the language of education vs. home languages) 5 Problematic issues in the Indian Ocean (2) • Representations of the culture ideology produced by local, dominant classes and the intelligentsia • Identity constructions mirror effect due to the colonial period. • In some areas pre-colonial written sources are inexistent, in other they were temporarily left aside by the colonisers. • Identity construction - quest means going beyond colonial stereotypes. • Present phenomenon of +/- permanent (economic or educational) migration => concept of network of residences (Taylor, 1996). • Concept of interculturation (Demorgon) : cultural modifications do not result from acculturation by borrowing from another culture but also from resistances and oppositions (cf. Tunisian election) • Devereux and interculturation: cultures will not become alike but both homogeneous and heterogeneous according to an antagonistic process 6 Problematic issues in the Indian Ocean (3) A cohesive force: community links vs. risk factors similar to Europe : • Lethal dynamics of poverty social isolation, relational deficit • Victimization (women, children, teenagers) • Number of children below poverty line • Absence of degrees and cultural isolation • Low incomes increase social isolation,=> no reciprocity in social intercourse • Urbanisation and social isolation • Reification and sacralisation of culture as a state ideology and role of religions 7 Epistemological Consequences • More than one scientific research domains are involved (some quantitative, others qualitative) • Study of variations and how regular and predictable it can be? • Accept predictability of variation instead of condemning variation. 8 A central postulate (this paper) • Human behaviour and mental processes are the results of neuro-physiological events taking place in the human brain (Ledoux 2003) and shared as discourse and behaviour outside the human brain (cf. Bruner and Vygotski, and going farther in terms of cognition: no knowledge in the brain but cognitive neuronal structures). 9 Nomothetic vs. idiographic answers • Some fields are essentially nomothetic (LeDoux 2003) even if their research is situated (neurolinguistics, psycholinguistics, acquisition, for ex.). We need them. • In « intervention » research an initial question is to determine what is predictable (nomothetic) and what is contex-specific. • In such research, the researcher(s) will take contextual data into consideration in order construct an adequate theoretical and methodological framework and will ensure that it is validated by the data. • Institutional projects should be subjected to such validation. 10 Some domains that could not be overlooked (contextual) • Individual psychology and neurophysiology (emotions and cognition) • Emergentism and DST • Sociocultural theory • Multilingualism • Multiliteracies 11 (1) Neurophysiology and humanistic psychology • • • • • • • • Two dimensions in education: cognitive/intellectual and affective/emotional For some (Damasio 1999) and (Varela 1993) only one dimension cf. concept of whole person of humanistic psychology. Education seen as a process of self-realization => institutional education should set up learning environments that facilitate the development of the leaners’ potential. Maslow (1967) and needs. Frustration leads to aggressiveness or resignation and to relationships based on need for power or for security => this helps to understand sociological phenomena at individual level “Resistance” is in fact the sign that something is not OK, threatening => to be investigated and taken into account instead of being overlooked or despised. Innovation and new (counterintuitive) scientific knowledge (Seliger et Shohamy) => destabilizing => refusal as a protection. => empathy, communication, implication and empowerment in order to transform the resistance or to overcome it, => locate cultural phenomena likely to foster resistance 12 (2)Emergentism • Processual approach of cognitive phenomena. Language production results from parallel interplay of processes that facilitate communication among individuals (O.. Emergence of language is non-linear, not totally predictable, regression is likely, training can facilitate development. • Cognition stabilization of neuronal connections (functional) and not symbolic that becomes apparent in discourse and behaviour (role of previous connections, adjustment problems, pararallel processing and diverging signals) • => language development is connected to doing not to learning and connected with biological variables and neuronal activity and not symbols to be learnt (Varela 1993) • Connection with task-based approaches (social tasks and training tasks). • Role of discourse production reflection (Varela 1993). • Emergentism => intrapsychic work (Vygotsky), unpredictability of effect of tasks, need for interaction and training • No key to affective, emotional and psychosocial components of development (idiogaphy). 13 (3)Sociocultural perspective • Socio cultural perspective • Cognitive and language development are related to social practices => development cannot be reduced to the learning of a system nor of rules of communication, it is a result of developing the capacity of interacting socially in the expected context. • Two questions: (1) What about assimilation/nativization ? Some research results point to the need for more than interaction. (2) No problem with variation, but what is regular and irregular in variation and why variation? • This field of research helps us to understand interpsychic phenomena and motivation for interaction but not the conditions for that motivation. • All learning is situated understanding of code switching 14 (4)Multilingualism • • • • • • • • • • • Multilingualism => qualitative change of psycholinguistic system, monitoring, specific management of available codes, contrastive sensitiveness, intentionality and code switching> Code switching as the rule of language production> Strong link with emergentisme (Herdina et Jessner 2006). Vygotski (1934-1997) =>formal and informal learning (Basic intercommunmication skills) and CALP (Cognitive academic language proficiency) (Cummins 1994). Language of education and CALP. L1 and L2 developments are not disconnected and L2 can contribute to L1 literacy and development of writing Connection with humanistic psychology as far as motivation, self-confidence, and anxiety are concerned in language development Missing answers : Links with content BICS to CALP Social and psychological issue Emic stance will help (Van Lier 2004). Multilingualism and social status 15 (5) Multiliteracies and social resistance to academic education • Ideological and political stance opposing academic and less formal and elite-oriented forms of literacy. • How can leaning initially from forms of literacies closer to learners’envrironment facilitate access to CALP capacities and academic disciplinary contents. • Less resistance, easier gradual accommodation to academic standards. • Code switching and alternation may help (contrary to doxa) • Multiliteracy tasks more legitimate than academic tasks for larners. • Literacy seen as social interaction emergentism and sociocultural theory • Humanistic psychology as a complement to multiliteracy studies • Other connection with emergentism (training and support from ICT tools, including word processing, or Google translate 16 Dealing with social resistance • Individual characteristics vs. societal expectations (Marquilló Larruy 2012). • Parents refused creole-based classes in the West Indies but accepted them in France (different situations). • When parents are associated in decision making such resistance changes, Colette Noyau (2014), Saura (2007) • Balanced co-existence of original forms of literacy and academic literacy cannot be ruled from above. 17 Sharing the construction of action • Group analysis (méthode d’analyse en groupe, MAG, Van Campenhoudt, Franssen & Cantelli) action research (Lewin) • cf. LASCOLAF project and C. Noyau • + action research itself 18 Some evidence (LASCOLAF/IFADEM) • Collaborative approaches including parents, teachers, etc. are more appropriate. • Top down organization are rarely successful (resistance). • Small local projects, validated and adapted to new contexts prove successful. • Generalizing new environments to whole population remains problematic. • Additive bilingualism has more satisfactory results when explained to parents. • Initial access to CALP in home language or partial use of home language facilitate development of disciplinary knowledge. • Teacher training: discourse is modified before practices… 19 What remains to be researched • Better understanding of link between language/discourse/norms in a plurilingual academic setting (undermining the influence of the code – undermining the dominance of centrality) • Learning vs. teaching in such contexts to understand link between development and mediation in specific cultural situations (process > product) • Study connection between professional structures, ideology and beliefs and problems of face in order to better understand resistance. 20 Some answers • Reflection on learning environments and technology (individual/small group/large group work, flipped schooling, telecollaboration, mobile technology, etc.) • Closer study of influence of psycho-sociological factors on individual development • Bottom up participative projects (action research or more fundamental research) and not top down projects with identical actions in every school • Try and describe “variation” in order to cope with it; problem solving at individual level. • Complementarity vs. superiority • From complexity to simplexity (to cope with individual variation). • Simplexity is not reductionism • Dissemination of results and partial duplication when applicable 21 Merssi Thank you Merci 22