Sammendrag
Societies in the 21st century have experienced an unprecedented influx of peoples from diverse cultural and linguistic backgrounds as a result of transnational mobilities. In view of these developments, policy makers, educational professionals, and university researchers are obliged to re-examine the monolingual view of education and create language and identity-safe equitable learning spaces. Looking at multilingualism from a more holistic perspective compels us to re-examine the monolingual ideological premise of education. In this session, I will present and discuss the Eight-D’s model for demonolingualizing education, which comprises eight principles starting with a ‘D,’ Divulge and Disseminate, Discover and Develop, Deconstruct and De-dichotomize, Decolonize, and Duplicate, grouped into four couplets. This concrete framework provides a prism through which to engage in a process of deconstructing monolingual perspectives and reconceptualizing the way we perceive language education. It encourages a deeper understanding of the phenomenon of multilingualism in education by taking into account the qualitative or ‘trans’ characteristics of communication. This framework aims to guide schools and teachers in developing a multilingual mindset as it builds bridges between linguistically isolated approaches and creates language and identity-safe equitable learning spaces in which children can thrive.
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