Making Room for Diversity in School

• Author: Eurydice (European Education and Culture Executive Agency)
• Pages: 131-145

131

II.2: MAKING ROOM FOR DIVERSITY IN SCHOOL

This chapter looks at the ways in which schools embrace diversity. It focusses on three main areas of

the curriculum: the language of instruction, home languages and intercultural education (see

Figure II.2.1). The discussion draws on research and evidence, and looks at whether the ten top-level

education authorities promote policy measures allowing students from different language and cultural

backgrounds to feel at home in schools.

As competences in the language of instruction are essential to study in the school environment, this

objective has traditionally always been a focus of the school's tasks. The academic literature

presented in this section, however, shows that there are ways in which this task can be more

effectively undertaken. In particular, providing teaching in a broader multilingual and multicultural

learning framework – where migrant students' language(s) and culture(s) are valued – has two

significant educational benefits: firstly it helps migrant students learn the language of instruction more

easily; and secondly it also gives them a chance to recompose their self-identity in a positive way, as

their own language(s) and culture(s) are valued alongside those of the host country (see sections on

'Teaching the language of instruction' and 'Home language teaching').

Intercultural education can create the space and conditions necessary for all students from different

linguistic and cultural backgrounds – native-born and migrant alike – to communicate, learn together,

and develop as individuals aware of their own cultural identity and respectful of others' (see section on

'Intercultural education'). This fosters a more inclusive school.

Figure II.2.1: How curricula make room for diversity in schools

Source: Eurydice.

II.2.1. Teaching the language of instruction

Mastering the language of instruction is essential for any student to perform well at school. However, it

is now widely acknowledged that in order to learn successfully, students need language skills that 'go

beyond the spontaneous and generally informal language used in everyday social life' (Council of

Europe, 2015, p. 10). They must be able to use confidently the specific language used in educational

settings, which is often referred to as 'academic language'. This differs lexically and grammatically

from everyday language, often featuring specialised vocabulary, clause connectors and independent

clauses, to cite only a few of its linguistic characteristics (Bailey et al., 2007). Schools therefore have a

duty to teach this language register to their students so that they can fully benefit from all learning

opportunities.

Although this issue affects all learners, it is critical for those from disadvantaged backgrounds (Heppt,

2014). Success in education is important for an individual’s life chances as it brings more and better

personal, social and work opportunities. Therefore, ensuring that all children are given the chance to

fulfil their potential at school should be a prime objective for any democratic society trying to achieve a

more equitable system.

Making room for diversity

Teaching

the language of instruction

Home language

teaching

Intercultural

education