The ubiquitous “Keep Calm and Carry On” sign from the Second World War has been hijacked and repurposed for almost any occasion, being seen on everything from hoodies to placemats. It often gives us a smile when we see it, whether we are aware of the intentions of its original meaning. One place that it can still be seen is on the corridors and walls of international schools, as a way of promoting the language of instruction – “Keep Calm and Speak English”. For English, other languages could be substituted, according to the country or curricula being used in the school.
Let’s reflect on the message this is sending out to our multi-cultural, multi-lingual students. Their parents may have sent them to an international school for them to gain proficiency in a given language and/or culture. But if that is being promoted at the expense of students’ own languages, how truly international in nature is this school?
“Children in most parts of the world grow up with two or more languages available to them.”
English has become the lingua franca for education, trade, and employment, and is increasingly an essential skill for anyone wanting to succeed professionally or academically in the 21st century. But it is not enough. Bi- or multilingualism has always been the default context for human beings: children in most parts of the world grow up with two or more languages available to them, and increasingly students move to locations where languages other than their mother tongue are the norm. They must learn to be bilingual or polyglots through circumstance.
Over three-quarters of humans speak two or more languages. Research increasingly demonstrates that children who are cognisant in more than one language demonstrate increased neural connectivity. Why, then, would we deny this to students by focusing solely on one language, or keeping languages in neat compartments so that they are only used when it is “time for them to be spoken”?
All students have different levels of proficiency in a language of instruction, ranging from first language to beginner. For example, allowing a peer to translate and re-explain a new concept in a mutual first language deepens understanding rather than weakens it.
“Translanguaging is where the bilingualism of the students is used as a benefit, as a resource, in their learning of a new language.”
Multilingual speakers use a variety of strategies to communicate effectively in a multilinguistic context. Translanguaging and code-switching are two examples of this. Translanguaging is where the bilingualism of the students is used as a benefit, as a resource, in their learning of a new language, rather than being ignored (e.g. when only the target language is used in class).
An example is where one student supports a peer in understanding new concepts or vocabulary. In doing this, they use both languages together or separately, or elements of one in the other, to achieve the most effective form of communication for their context.
Code-switching, on the other hand, is alternating between the use of two languages, or two registers or dialects of the same language, usually in conversation rather than writing. This revolves around lexical gaps, where there may be no direct translation of a word into the second language. Technology is a common area (e.g., Internet, Google, smartboard). Similarly, some concepts or cultural differences do not translate – in Russian, the phrase “business lunch” is simply transliterated into Cyrillic – бизнес-ланщ: the same phrase, only spoken with a Russian accent!
“The more that a student is encouraged to use their own language in addition to the language of instruction, the greater the development of two key areas of the left hemisphere.”
Those from bicultural families frequently do this, both within the family setting and with friends who speak the same languages. Around our dining table, as well as when we get together with our British-Russian friends, a variety of what might be called “Runglish” is spoken – Russian with English words interjected, or English interspersed with Russian words.
It is fair to say we find it easier to express particular concepts, thoughts or feelings in one language rather than the other! An example is with the word нельзя! (nel’zya!) As a term of admonition, it means “do not, under any circumstances, do what you are about to do!” This thought is neatly condensed into a single word, carrying more impact than “no!” or “stop it!”.
The more that a student is encouraged to use their own language in addition to the language of instruction, the greater the development of two key areas of the left hemisphere. Wernicke’s area, in the temporal lobe, is associated with spoken and written language processing. Broca’s area, a little further forward, is associated with speech production and articulation.
Increased neural development in each area and interconnection between the two areas strengthens linguistic function now and develops protection for later on in life: there is a greater likelihood of recovery from cerebral insult amongst those who learn more than one language.
“Teachers who encourage code switching and translanguaging are actively promoting an atmosphere with wellbeing at the centre.”
The days of using the language of instruction in the classroom and corridor with anything else in the playground have gone –they were seen off by the pandemic, where they may have been clinging on.
Our students are too connected and tech-savvy for that. They can access translation apps on their mobile devices. In addition, international curricula including the IPC, IMYC and IB promote the use of multiple languages. Students may code switch or translanguage to support each other in their learning. Teachers who encourage this are actively promoting an atmosphere with wellbeing at the centre.
The world as it stands – and moving forward – requires that we can switch between languages or codes at will. We navigate this in face-to-face interaction and then exchange it for a different language and syntactic code when communicating through social media. To actively promote our wellbeing, each of these forms of communication needs to have its place and be recognised as being of value by those around us.
This article was originally published in the latest edition of Wellbeing in International Schools Magazine.