Language portrait (age range: 4+)
I only have three languages on my portrait. I started with making a Canadian flag for English. I was born and raised here [in Canada] but in my heart I’m Romanian. So, I put Rumanian in my heart. On my hands, I put French because at school when I write or anything. (source: Prasad, 2014 - see also Case 1 - Children drawing their multilingual self)
Aims:
The aim of the activity is to sharpen the language consciousness among multi- and monolingual children, and to foster children’s reflection on their linguistic identity.
Links to curriculum:
Literacy in the language(s) of instruction; other language competencies (languages of origin, minority languages, dialects...); art.
Procedure:
Each child is asked to think of all the languages/dialects he/she knows and in which part of his/her body each of these languages ‘are at home’.
Then, each child draws his/her silhouette, and colour in the figure with his/her languages, choosing a different colour for each language.
After completing his/her linguistic portrait, children are invited to explain why they have decided to represent their language(s) in this way. In fact, via extent, position, choice of colour, the portrait can provide a symbolic expression of linguistic identity.
Children can be invited to reflect on questions like: When do I use which language? What do my languages mean to me? What emotions are related to each language?
Alternatives :
The portrait is just one of the possible ways of representing children's linguistic repertoires, but many other creative solutions can be found. For example (source: SMS Project):
- The tree of languages (Age range 3-7):
Youngest children can create a colourful "tree of languages" (digital or analogic) poster to trace their own language biographies, using leaves of different colours to represent the languages (first languages, second languages, foreign languages, regional languages, different varieties and dialects…) that they can understand, speak, read or write, their linguistic roots and the language they wish to learn.
Parents can be involved in helping children realizing their tree of languages. Trees can be enriched exploring what languages are featured in their parents’ and grandparents’ linguistic repertoires.
Each child creates his/her own tree of languages. Then, those trees can be merged into creating a tree of the class (and eventually of the school).
- Individual language story (Age range 3-12):
Pupils are asked to creatively visualize repertoire of languages they speak through drawings, paintings, collage or other creative methods. They are asked to identify languages and dialects they speak or know. They are asked to imagine these languages and dialects as for example animals.
Then they are asked to associate them with a particular concrete or abstract objects, animals, plants, etc.
When they are done with drawing/ creating these zoos/ botanical gardens of languages, the discussion starts. Pictures can serve as an exhibition and pupils may present and describe their images. They can explain particular parts.
Then children can share what they have learned during the activity.
Materials and digital tools
Drawings, descriptions and recordings could be added to a Forum.
Ultima modificare: Tuesday, 29 January 2019, 16:22