This workshop is a practical exploration of how Visual Thinking Strategies (VTS), used as an inclusivestrategy, can be used as an effective tool to support Universal Design for Learning (UDL) in providingmultiple means of engagement, representation and action and expression for every student in multiplelearning environments including the virtual. The workshop will give participants a brief overview of VTSbefore signposting how, as an inclusion strategy, it aligns with the vision of UDL. Participants will have theopportunity to engage with the VTS process and reflect on how this strategy can support inclusion.

A considerable amount of research has analysed the sociolinguistic situation in Brittany, most of it concentrating on Breton, the Celtic language of western Brittany which is strongly associated with a Breton ‘national’ or ‘regional’ identity (Hoare 2000; Le Coadic 1998; Broudic 1995; McDonald 1989). This paper will discuss the results of fieldwork in Upper Brittany, the eastern part of the region where Gallo is spoken. Gallo, the historical language of Upper Brittany, continues to be replaced by French, and is even under threat from the Breton language revival which provides a more obvious vehicle for regional identity (Blanchet and Walter 1999). From both a language revival and shift perspective, Gallo has both the advantages and disadvantages of being a langue d'oïl, with a consequently close linguistic relationship to standard French. There is wide confusion in public opinion as to whether it should be termed a patois, a dialect or even a deformed variant of French, or as a language in its own right. Unique amongst the langues d'oïl, however, Gallo is recognised as a regional language by the French Ministry of Education and is taught in many secondary schools in Upper Brittany. This paper draws essentially on research on the ambiguous presence of Gallo in the school system and its effect on the life of the language in the community.

Calls from international organizations such as Organization for Economic Cooperation andDevelopment (OECD) and mandates from ministries of education in the Nordic-Baltic region highlight the importance of supporting research literacy and research skills in teacher educationand encouraging pre- and in-service teachers to concretize these skills via active research tosupport continued professional development. Research-based teacher education requires parallel processes and careful consideration of different perspectives of stakeholders in different sectors of education to enmesh research engagement into teachers’ professional identity. This paper reports on the initial work conducted within a collaborative NordPlus project "Teacher ResearchLiteracy: Comparative Trajectories in the Nordic-Baltic Region" (TREL) that engages several universities and schools in Norway, Sweden, Finland, Latvia, Estonia and Lithuania. The project seeks to strengthen teacher education programs in the Nordic and Baltic region by collecting and sharing experiences from pedagogical activities related to research literacy development in pre and in-service teachers. With its focus on documenting and discussing best practice and analysing national needs, policies, and research literacy training activities at the partner universities and schools, TREL aims to contribute to the establishment of a coherent Nordic strategy in teacher research literacy training. We will share preliminary results of the project based on the data created in collaborative workshops and observations of the English classrooms at the partner organisations and share our experiences of drafting a handbook of good practice for building research literacy in TREL’s professional learning network.

La France promeut le plurilinguisme en Europe et dans le monde face à la langue anglaise qui est perçue comme une menace dans le contexte actuel de la «mondialisation». Cependant, la France a depuis plusieurs siècles mis en œuvre une politique monoculturelle et monolingue à l’intérieur de ses propres frontières. La pression européenne pour la protection de la diversité linguistique et culturelle exercée à travers la Charte européenne des langues régionales ou minoritaires, a fait s’embraser un débat interne surtout intense pendant les années 1990 sur le droit des langues autochtones françaises à coexister à titre officiel avec la langue nationale française, et sur leur statut au sein du système de l’éducation nationale. La charte, signée par la France le 7 mai 1999, n’a pas encore été ratifiée à cause du verdict rendu le 15 juin 1999 par le Conseil constitutionnel, saisi par le Président Jacques Chirac, déclarant que la charte était contraire à la Constitution de la République. Dans l’optique de ces exigences internes et externes visant surtout à introduire dans le curriculum scolaire les langues régionales à pied d’égalité avec les langues étrangères et même avec le français, cette communication propose une présentation détaillée de la situation sociolinguistique du «gallo». Le gallo est la variété linguistique autochtone de la Haute-Bretagne, la partie orientale de la Bretagne. Suite à un exposé initial du phénomène linguistique qui est le gallo, l’auteur montrera comment le gallo continue à maintenir une présence dans la vie de la communauté haute-bretonne et commence même à faire ressentir sa présence au niveau politique dans la région. Ensuite, il analysera la situation du gallo au sein du système éducatif et les conséquences de sa présence dans l’école en s’appuyant sur les résultats d’une étude de cas récemment réalisée en Haute-Bretagne. Finalement, et en prenant compte des analyses précédentes et en visant à répondre à la question posée dans le titre de cette présentation, l’auteur présentera ses conclusions sur les conséquences de l’introduction du gallo dans le système scolaire de la région et comment cette enseignement pourrait influer sur la situation du gallo dans l’avenir.

This paper discusses the applicability of language emancipation to the regional languages of France and shows that, from a historical and contemporary perspective, it is very relevant for these languages. In particular, Gallo, Eastern Brittany’s Oïl language variety, provides a pertinent grass roots illustration of many of the issues addressed through the concept of language emancipation. However, the historical and contemporary entrenchment of a monolingual and centralist language ideology which is vehemently opposed to pluralist language ideology in France means that, if language emancipation is to be sociopolitically acceptable, some degree of care has to be exercised in the manner in which it is presented and what facets are emphasized in the French context. Indeed, through their long established activism in favor of regional languages in the education system, regional language movements and not least the Gallo movement are already well-positioned to promote one of the main and most compelling arguments for contemporary language emancipation: this is that an active knowledge of two or more languages, including a regional language, is beneficial to the individual and to society in general. Only a “language attitudes shift” can create the conditions for genuine language emancipation in France.

This paper examines the transmission patterns of Eastern Brittany’s Romance language variety, Gallo, based on quantitative data showing learning patterns of school pupils of the language and their parents in 2003 and 2004. Results confirm the sharp decline in Gallo transmission between generations. Nevertheless, Gallo transmission has not completely ceased. This study shows that for the pupil category, grandparents play a critical role in their acquisition of Gallo. As well as showing how many respondents in this study’s parent category are not transmitting Gallo to their children, their reported learning patterns of Gallo also demonstrate how they may be representative of a rupture with a greater and more stable use of Gallo in the past. Data also indicate that of those parents who do play a transmission role, there are fewer females than in previous generations. The school system has become a vital player in Gallo’s revitalisation and it is, to some degree, brought out of its rural familial environment. However, Gallo is but an optional subject and in the context of issues raised by RLS theory, the decreasing trigenerational transmission pattern means that current revitalisation activity in Upper Brittany may not provide a sufficient basis upon which Gallo can be maintained.

Based on original data on the synthesis between language policy, language attitudes and identity strategies in a highly minorised sociolinguistic situation, this paper will analyse the affects of introducing Gallo in the education system in Upper-Brittany (eastern Brittany), and how this may influence the future vitality of this language variety. Gallo is the Oïl linguistic variety of Upper-Brittany which has had credibility problems in popular opinion as a result of its close linguistic relationship to French. This has not stopped its promotion within Upper-Breton society, as it benefits from a well-organised and determined activist network which has proved itself most effective particularly in the education system since the early 1980s. Following an initial presentation of Gallo, the author will show how activist groups’ strategies in favour of Gallo in the education system has helped it maintain a presence in the life of the Upper-Breton community, and helped it even start making its impact felt at a political level in the region. The consequences of this education strategy will be examined based on the quantitative and qualitative results of a study recently carried out in Upper-Brittany.

This paper sheds light on the attitudes that eastern or Upper Breton school pupils have toward their heritage language, Gallo, in the context of recent favourable changes to its socio-political status. Gallo is Brittany's Romance language and, more precisely, its Oïl language variety. Situated in the application of language emancipation and in considerations regarding attitudes and ideology and their importance to language policy, this is an analysis which provides an example of how the Gallo sociolinguistic situation is a case of ‘nascent’ language emancipation. This is done through a study of how the status and the future of Gallo are perceived in the context of its inclusion in Brittany’s language education policy. This comparative attitudinal study suggests that although there continues to be negative language attitudes towards Gallo, there are clear indications of a favourable generational alteration in respondent attitudes with regard to it. This is indicative of a certain limited success enjoyed by Gallo promotional organisations, and is testimony to their role in the language policy environment as a bottom-up force of some tangible worth with potential in the future.

Whilst recent studies have provided pivotal insights into the relationship between Bretons and the principle languages of Brittany, Breton and French, this paper aims to shed light on the relationship between Brittany’s northern French near language (Oïl) variety, Gallo, and the identity of the inhabitants of the territory with which it is historically associated, Upper-Brittany. This is done through questionnaires of both a quantitative and qualitative nature and follow-up interviews with school pupils of Gallo and their parents in 2003 and 2004. Results suggest that although Gallo has been historically subject to a highly negative linguistic culture in both the French and Breton language contexts, for many respondents Gallo is perceived as continuing to play a role in their identity. This role, whilst it is restricted to the Upper-Breton region, tradition, the countryside and the family is of a positive nature for many respondents, but particularly for the younger generation. However, this identity role does not necessarily require it to be spoken and Gallo, which has up to recent years been socially marginalised in favour of Breton and French, may find a place for itself in Brittany’s identity consciousness as an ‘associated language’ to Upper-Breton identity.

Visual Thinking Strategies (VTS) is a teaching method that offers an easy way to get students to interact in their second language. By using visual stimuli, students practice visual literacy, critical thinking skills, evidence-based argumentation, communication, and language skills. VTS initiates an active process of discovery and provides students with opportunities to build on prior knowledge and progress in their learning. This workshop will give you the chance to try the VTS process and reflect on how you can use it to support your own teaching.

Visual Thinking Strategies (VTS) is an inquiry-based pedagogical technique grounded in teacher-pupil discussions which principally uses images as a resource. Based on Abigail Housen’s original work in cognitive psychology (Housen, 1980, 1983), it was initially created for Art studies to improve a participant’s ability to interpret, describe, and analyse imagery and do this through active observation and collective discussion (Yenawine, 2018, 2013; XX, 2022). Whilst VTS can be used with participants of all ages, it has shown itself to be particularly impactful with young children both in developing their analysis skills, but also their language and communication skills (Hailey et al. 2015; Yenawine, 2018, 2013; XX, under review). As a result, VTS can be described as a "meta-visual-lingual" activity because it is the act of talking out loud about the thinking inspired by a visual object such as an image. In addition to providing educators with the opportunity to use any visual stimuli related to their teaching, VTS also provides an in-practice opportunity for teachers to assess their pupils’ learning. In this presentation, I will explore how VTS goes beyond the Art studies experience and is a highly adaptable technique for teachers of English in their work with pupils developing their language skills, critical literacy, and in-depth learning for a fuller engagement in language classrooms.

References

Hailey, D., Miller, A., Yenawine, P. (2015). Understanding Visual Literacy: The Visual ThinkingStrategies Approach. In: Baylen, D., D’Alba, A. (eds) Essentials of Teaching and IntegratingVisual and Media Literacy. Springer, Cham. https://doi.org/10.1007/978-3-319-05837-5_3

Housen, A. (1983). The eye of the beholder: Measuring aesthetic development. Dissertation,Harvard University.Housen, A. (1980). What Is beyond, or before, the Lecture Tour? A Study of Aesthetic Modesof Understanding. Art Education, 33(1), 16–18. https://doi.org/10.2307/3192394

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Yenawine, P. (2018) Visual Thinking Strategies for preschool: Using art to enhance literacyand social Skills. Cambridge, MA: Harvard Education Press.Yenawine, P. (2013) Visual Thinking Strategies: Using art to deepen learning across school disciplines. Cambridge, MA: Harvard Education Press.

Visual Thinking Strategies (VTS) is an inquiry-based pedagogical tool grounded in teacher-pupil discussions. It was created originally to improve a participant’s ability to interpret, describe, and analyze imagery and do this through active observation and collective discussion (Yenawine, 2013, 2018; Nolan, 2022). In this presentation, I will explore how VTS goes beyond the art museum experience and is a highly adaptable technique for developing critical literacy and in-depth learning for a fuller engagement with a text. VTS could be described as a “meta-visual-lingual” activity as it is the act of talking out load about the thinking inspired by a visual object such as a text, immersing student participants in the text and supporting them in their critical exploration of the focus text and thus explicitly developing a "multi-modal critical literacy". The impact of adopting VTS with students and pupils of all ages but particularly those in primary school could be significant. It has proven very effective in nurturing participants’ abilities and skills in critical and creative thinking, critical awareness and intercultural sensitivity, and in developing an openness to new cultural contexts, new perspectives, and unfamiliar ideologies (Hailey et al., 2015; Yenawine, 2013, 2018).

This paper examines the introduction of Visual Thinking Strategies (VTS) in Denmark and its potential as a pedagogical tool used throughout Danish education culture and particularly in Danish primary schools. The first active Danish users of and trainers in VTS in the country provide purposive qualitative interview data through structured e-mail interviews focused on their experiences with VTS and their impressions of this pedagogical tool in the Danish education culture context. The analysis of this qualitative data indicates that VTS is highly and widely adaptable to Danish education culture which, like other Scandinavian education systems, is based on bildung didactic principles. In their contemporary manifestation, these principles value the emancipation of the individual and the promotion of democratic learning processes. The introduction of VTS is still a work in progress in the Danish context and is not yet formally used in the school system. However, it is precisely there that a rich vein of opportunities exists for VTS in Denmark.

Visual Thinking Strategies (VTS) is an inquiry-based pedagogical tool grounded in teacherstudent discussions. It was created originally to improve a participant's ability to interpret, describe, and analyze imagery and do this through active observation and collective discussion. In this presentation, I explore how VTS goes beyond visual literacy and is a highly adaptable elicitation and communication technique for language learning and in developing reciprocally respectful communication skills, which are very relevant for English language teaching in Sweden. VTS could be described as a “meta-visual-lingual” activity as it is the act of talking out load about the thinking inspired by a visual object. And this, especially when part of the activity’s focus is language development. The impact of VTS could be significant in the Swedish education system. It has proven very effective in nurturing the abilities and skills which are valued in Sweden such as those explicated in the compulsory school curriculum. VTS has also proven to be a very efficient technique in language teaching and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus.

The position in this paper is that Visual Thinking Strategies (VTS) are very relevant for children's education in Sweden, and that their practice makes them highly adaptable to English language teaching. The rationale for this position is that this elicitation and communication technique has proven very effective in nurturing the abilities and skills which are identified in the Swedish curriculum for compulsory schooling. The impact of VTS in the Swedish education system could be significant. First, once known and understood by teachers, VTS can be a very efficient technique in the English language classroom and can directly help to fulfil several of the ambitions of the curriculum and the English language syllabus. Second, abilities and sensitivities developed by VTS correspond to the core values of Swedish society in its promotion of democratic values, which are espoused in the compulsory school curriculum. Third, VTS lends itself to being actively used across school subjects and therefore supports an interdisciplinary sensitivity in students. VTS can help student performance and confidence across subject areas, thus again fulfilling the wider ambitions of the compulsory school curriculum and encourage these students in their growing independence as individuals and as active members of society.

This presentation and workshop are a practical exploration of how Visual Thinking Strategies (VTS), used as an inclusive strategy, can be used as an effective tool to support Universal Design for Learning (UDL) in providing multiple means of engagement, representation, action and expression for every student in our learning environment. Originally developed for Art education, VTS uses art to teach visual literacy, thinking skills and communication skills to young people. VTS is an invitational space where unique perspectives are valued and explored. It uses safe and accessible questions to initiate an active process of discovery and provides opportunities to build on prior knowledge, develop critical thinking, and progress learning. More recently, researchers and educators have explored VTS in the inclusion space and the interconnection between VTS and UDL across curriculum areas. This presentation and workshop will give participants a brief overview of VTS before signposting how, as an inclusion strategy, it aligns with the vision of UDL and can be used as a practical tool in our learning environments. Participants will have the opportunity to engage with the VTS process and reflect on how this strategy can support inclusion in their subject area. This will be of interest to early childhood, primary and post-primary (secondary) teachers of all subjects. It will also be of interest to those with an interest in Arts Education.

The levels of pleasure of reading amongst children in countries such as Sweden, Denmark and Norway have been subject to concern. Initiatives to improve these levels and projects to understand the conditions for how best to do this have been carried out (Støle, Hanse Wagner & Schwippert, 2020; Hansen et al., 2017). This is done because these societies recognize the negative impact this situation could have for child literacy in the future. One such initiative that has been proposed in Denmark to counter a decline in levels of pleasure of reading amongst children is based on Visual Thinking Strategies (VTS). With its origins in art studies, VTS fits well with the multimodal nature of picturebooks and the current metacognitive approach to multimodal reading (Sundmark, 2018). The recent Covid-19 pandemic and the dawn of emergency remote teaching unlocked new opportunities and has provided the seeds for new ways to facilitate reading for both teachers and their students. Through its anchoring in visual literacy, VTS has great potential in an online learning environment. This presentation argues for how VTS can scaffold and support children’s literacy through picturebooks and foster their enthusiasm for literature in the online environment.

Visual Thinking Strategies (VTS) were originally conceived to be applied in Art Museums, and indeed in education, VTS is traditionally linked with teaching activities through Art studies. There is, however, a growing interest in directly applying this method in other areas and language teaching is foremost among them. This is further facilitated by the shifts in the concept of reading during the last several decades where images are included alongside written text. At the time of writing, the global CoVid-19 emergency has pushed teaching at all levels into the virtual classroom and there is a growing urgency to embrace less verbal communication and more visual facilitation in this online teaching environment. But this emergency teaching is opening up new opportunities in the context of blended learning in the post-CoVid-19 crisis world and providing the seeds for future teaching methods and flexibility for both students and teachers. VTS which has shown proven efficiency in in-person teaching has also, through its anchoring in visual literacy, great potential in an online learning environment. This presentation will argue how VTS can scaffold language learning in the online environment. 

The indigenous Sámi languages of the Nordic countries and North-West Russia have gained official recognition after a long period of neglect and assimilation policies. In the context of positive changes in state or macro level indigenous policy and especially that regarding language policy, this paper investigates what subsequently happens at the grassroots or micro level. This investigation shows that despite more positive policies, there is a strong sentiment of defeatism with regard to Sámi. Sámi speakers face problems because of the lack of implementation of nationally decided laws at the local level, they encounter prejudice and neglect from other people, even in their families, and as a result they often experience difficulty in transmitting Sámi to their children. Nevertheless, they also express belief in Sámi and feel a need for this transmission, not only for affective reasons and for the sake of cultural maintenance, but also for instrumental reasons, i.e. to give their children better opportunities in the labor market where knowledge of Sámi is necessary.

The current issue consists of 7 articles and a position paper covering diverse questions in educational research: how teachers in school-age educare perceive their work situation, what significance fiction reading carries in the Swedish school, how teachers describe teaching in preschool, what upper secondary school pupils find interesting when learning literary history, how teachers scaffold newly arrived pupils’ digital text production, what teachers say about teaching newly arrived pupils at a vocational upper secondary school, how gender is represented in Swedish English as a Foreign Language (EFL) textbooks and why it is essential to publish research on Swedish higher education (also) in Swedish.