Critical multilingual language awareness: the role of teachers as language activists and knowledge generators

Abstract

My commentary initially sketches the evolution of academic discourse in the field of ‘language awareness’ (LA) from a dominant focus on knowledge about language to a focus on ‘critical language awareness’ (CLA) that highlighted the intersections of language and power. This evolution has more recently progressed to an inclusion of ‘multilingualism’ within the realm of CLA which is reflected in the label ‘critical multilingual language awareness’ (CMLA). On the basis of a review of the papers in this special issue, I highlight some of the major findings and claims. Then, I suggest some additional directions that teacher educators and educational leaders might pursue to build a focus on CMLA into the overall pedagogical practice of the school.

ABSTRACT (FRENCH)

Mon commentaire esquisse d’abord l’évolution du discours académique dans le domaine de la « conscience du langage » (CL), d’une focalisation dominante sur la connaissance du langage, à une focalisation sur la « conscience critique du langage » (CCL) qui met en évidence les intersections du langage et du pouvoir. Cette évolution a récemment progressé vers une inclusion du « multilinguisme » dans le domaine de la CCL, qui se reflète dans l‘appellation « conscience critique du langage multilingue » (CCLM). Basé sur une revue des articles de ce numéro spécial, je souligne certaines des principales conclusions et affirmations. Ensuite, je suggère quelques orientations supplémentaires que les formateurs d’enseignants et les leaders pédagogiques pourraient suivre pour mettre l’accent sur le CCLM dans la pratique pédagogique globale de l’école.

ABSTRACT (PLAIN ENGLISH)

Initially, my commentary outlines how the concept of ‘language awareness’ has evolved from a focus on the structure of language itself, to consideration of how language use intersects with societal power relations (critical language awareness), and finally to exploration of how the existence and use of multiple languages by minoritized students and communities is positioned within societal power structures (critical multilingual language awareness). I highlight some of the major findings and claims regarding critical multilingual language awareness (CMLA) articulated in the preceding papers in this special issue, and suggest some additional ways in which a focus on CMLA might be pursued in schools.

Keywords:

• Critical language awareness
• critical multilingual language awareness
• language awareness
• language friendly schools
• power relations
• teacher education
• translanguaging

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1 Hélot et al. (2018a) note recent changes in language policy and related curriculum requirements in Finland and Luxembourg that acknowledge language awareness and multilingualism as significant dimensions of curriculum and instruction. In the United States, there has been a major increase in two-way dual language programs in recent years in states such as California (Darriet & Santibanez, 2023). These programs include both English-dominant and English learner student populations, and concern has been expressed that the learning needs of minoritized students in these programs are often subordinated to those of English-dominant students (e.g. Valdés, 1997). Despite these positive examples, educational policies in the vast majority of countries have yet to include CMLA and/or related multilingual education initiatives within their (vertical) institutional mandates.

Additional information

Notes on contributors

Jim Cummins

Jim Cummins is a Professor Emeritus at the Ontario Institute for Studies in Education, University of Toronto. His research explores literacy development in multilingual contexts with particular emphasis on teacher-student identity negotiations and their intersections with societal power relations.