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KANRAXËL


THE CONFLUENCE OF AGNACK

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KANRAXËL


THE CONFLUENCE OF AGNACK

A UNIQUE DOCUMENTARY ABOUT LINGUISTIC AND CULTURAL DIVERSITY IN A SETTING TOO OFTEN PORTRAYED AS TRIBAL, ISOLATED AND UNDERDEVELOPED.

Agnack is a place where both rivers and people converge in the most stunning of ways – a place where it is considered perfectly normal to speak a minimum of six languages. For the first time in history the people of Agnack allowed cameras to film as they prepare for an unforgettable event and capture the mystery surrounding their rituals. Their culture and languages are more threatened now than at any point in its long history due to abrupt changes brought by colonisation, conflict, globalisation and migration. It is the first ever documetary film with a Baïnouk narration uniquely capturing the beauty of the endangered language.

THE FILM

The film takes place in the beautiful and small village of Agnack Grand in Casamance, Senegal. Casamance, a region of meandering rivers and wetlands, also happens to possess like many places in Africa an extraordinary richness of cultural and linguistic diversity. Agnack is a place where both rivers and people converge in the most stunning of ways – a place where it is considered perfectly normal to speak a minimum of six languages.

With this extraordinary (for Westerners) linguistic and cultural diversity in mind, the film tells the story of the people of Agnack as they laboriously prepare for a once in a lifetime event – an event that gathers relatives from near and far for days of eating, drinking, dancing and sacrifice in celebration of the village’s late leader.

+ WHY IS THIS FILM IMPORTANT?

'KANRAXËL - THE CONFLUENCE OF AGNACK' is unique because it focuses not on yet another ‘problem story’ from Africa, but on one of the region's greatest resources. The film has huge potential to convey a wonderful and widely unknown aspect of many African societies: the successful management of linguistic and cultural diversity, despite the fact that this region of the world is known elsewhere largely for its deficiencies.

Multilingualism and diversity are concepts generally associated with modern urbanization and globalization. Centuries-old ways of managing cultural and linguistic diversity in so-called “traditional” and rural societies, on the other hand, hardly touch the public mind. This is especially true for African societies that are often depicted as backwards, underdeveloped, and uneducated - an incredibly ironic characterisation in the face of so-called “uneducated” villagers often speaking four, five, or even six languages fluently (something hardly any Western graduate could master).

There is almost no research, let alone outreach or creative material, on rural African multilingualism. This film therefore represents a unique cultural and creative resource, conveying aspects of diversity and multilingualism in Africa which do not generally figure in the mind of general audiences and researchers alike. In a setting too often portrayed as homogeneous or “tribal”, this film shows that cultural and linguistic diversity can act as a valuable resource, rather than as a source of tension or conflict.

The tolerance and diversity management shown in the film bears great relevance to a wider audience, especially in today’s era of globalization. By conveying this unique and stunning example, the film has great potential not only to entertain but to take these important topics to a wider audience, including the general public as a whole, but also minority community members, language endangerment researchers, teachers and policymakers specifically. It can also provide inspiring models to language management and teaching elsewhere, and help people more generally rethink the way they view multiculturalism, including for example the way bilingual schoolchildren are perceived and dealt with.

From an anthropological perspective the film will also be a priceless resource for preserving, documenting and providing insight into the richness of the rapidly changing Baïnounk culture. The ceremony shown in the film and the rituals associated with it are surrounded by such guarded mystery that even many locals are excluded from seeing what goes on 'behind the scenes', with only a select trusted few from the community chosen to protect it. What is equally striking is that this is the first time this type of event has been filmed, apart from the filming of a theatrical version performed in the 1980s for the ‘Day of Baïnounk Culture’ at a culture centre in the regional capital Ziguinchor. Yet, thanks to Dr Friederike Lüpke's trusted long term relationship with the community, our crew was lucky enough to have the privilege of being welcomed into the community to film the event in real life for the first time ever! This film not only can be of great interest to viewers around the world, but is therefore especially valuable to the Baïnounk people themselves, whose rich culture is in many ways more threatened now than at any point in its long history due to abrupt changes brought by globalisation, migration and conflict.
 
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KANRAXËL


THE PROJECT

KANRAXËL


THE PROJECT

BRINGING TOGETHER WORLDS APART: MULTILINGUALISM IN RURAL AFRICA IN CLASSROOMS AROUND THE UK

Small-scale multilingualism of the kind present in Agnack Grand, the tiny village in the Lower Casamance pictured in the film  KANRAXËL: The Confluence of Agnack, seems worlds away from the bustling, superdiverse cities of the United Kingdom.  But actually, a closer look reveals that proportionally, Agnack Grand has more linguistic diversity than London, one of the most cosmopolitan cities in the world. London has been reported to host between 80 and 300 languages for a population of 8 million.  Agnack Grand counts a dozen languages for a population of 60.  That makes for a stunning degree of diversity for a very small and rural place tucked away between palm groves and marsh lands. Like Western cities, Senegalese village of Agnack Grand is nominally associated with only one language:

Baïnounk Gujaher. But, unlike English, this language is not the official language of the country or province in which Agnack is located; nor is it the language taught in school or used in the media. Daily life in Agnack is very multilingual, and in a very different way from the way multilingualism works in the West. There, places are home to many people who speak one, two, three or more different languages, but not all of them speak the same two, three, or more languages, and they don't use these languages all the time and with everybody they encounter. In Agnack, everybody speaks at least six languages, and these languages are used all the time. Multilingualism in Agnack is a trait of individuals, and a deeply enshrined fact of social life.

Places like Agnack, of which there are many in rural Africa and worldwide, defy common conceptualisations of multilingualism (for instance, that it is widespread in urban areas and associated with growing mobility and migration in an era of globalization) and invite us to shed stereotypical expectations on what it means to speak several languages.  Places like Agnack also invite us to see multilingualism as a resource, not as a problem. It is a great opportunity for the team behind Kanraxël to be able to bring multilingualism à la Agnack into secondary school and university classrooms through the teaching materials we present on this website. The film depicts daily multilingual practices in Agnack, one of the field sites of the Crossroads project, where Friederike Lüpke, whose research inspired the film, conducts her fieldwork.

+ READ MORE

    Kanraxël won the 2015 AHRC research in film award in the category “Best film produced by a researcher or research team in the last year”. The jury’s verdict states: this is “a beautifully filmed and scripted film”, “a highly sophisticated film, beautifully shot, cut, and recorded, which conveys the nature of multilingual life in the village very effectively indeed.” For everybody involved in the film, it is also a very special achievement, because it is the outcome of a collaborative adventure that started out with sheer serendipity but required a tremendous amount of hard work and resilience from idea to final cut.

    It all started when Anna Sowa, the producer of the film, took part in a research project at Friederike Lüpke,’s fieldsite in Agnack as part of the AHRC-funded collaborative skills development scheme “Language research and teaching in a multilingual world.” in 2013 She brought along Remigiusz Sowa, the director of the film, so that they could shoot the footage for a film on multilingualism. Together, Anna and Remi run Chouette Films, an award-winning production company committed to using film as a tool for social change. Little did we know of the many challenges that were waiting for us along the road – obtaining funding was one of the practical hurdles, and many people ended up doing a lot of pro bono work – thank you to all of them. Making a meaningful selection of scenes in the light of the fact that they featured up to 8 languages of which we didn’t speak at most 2 was another trial. Without Alpha Naby Mané, Friederike’s main language consultant and technical genius from Agnack, it would simply have been impossible to make sense of the simplest interactions. Naby created all the subtitles and translated them into three languages, and also lent his beautiful voice to two of the voice-overs. In bringing together grounded research theory and method with a beautiful cinematic treatment of the anthropological film genre, the film struck the right mood and balance and inspired its audiences. Its extremely positive reception prompted us to ask ourselves, in line with Chouette’s mission statement and the growing concerns with social impact of humanities research, whether we could use this film as a tool for social change to make a tangible impact on how Westerners perceive multilingualism. Perhaps the people of Casamance could teach us a thing or two about tolerance and diversity…? These are especially timely questions now, amidst discussions on growing multiculturalism in times of political uncertainty.

    So, a few months ago, we sent an application to the SOAS Impact Fund to develop the set of online teaching resources to increase the impact of our film that you find on this website. Our goal is to draw attention to the multilingual and multicultural wealth of the African continent. We also want students from diverse backgrounds to discover connections to their own language practices – and embrace the different languages they might have grown up with. Above all, we want to highlight the many benefits associated with multilingualism and cultural and linguistic diversity.

    Although we are not claiming to be able to change the world, we believe that films like Kanraxël, along with the materials available the upcoming website, can equip audiences to rethink the ways in which multilingualism and diversity are conceptualised. As Samm Haillay, a senior film producer and presenter at the AHRC Commons event where the film was screened, said, “An artist’s job is not to try and answer the huge questions, but to pose them in a way that engages those who are watching. The key is to get the audience to consider these questions, to look at their life and attempt to find their own meanings.”

THE TEAM BEHIND KANRAXËL TEACHING RESOURCES

 
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UNIVERSITY


TEACHING RESOURCES

UNIVERSITY


TEACHING RESOURCES

INTRODUCTION AND BACKGROUND INFORMATION

The teaching materials presented here were created based around Kanraxël, an ‘ethnofiction’ documentary about multilingualism in a village in the Casamance. The Casamance is a highly multilingual area in the south of Senegal, West Africa. Using extracts from the film, the teaching materials explore various aspects of multilingualism, including education in multilingual settings, methods for multilingual research and linguistic repertoire, among others. They are aimed at university students of undergraduate and master level; they could of course be adapted to suit the students’ progression in their studies. The modules combine topics for discussion based around the clips, practical exercises, suggested readings and possible essay questions that encourage students to conduct their own research projects with their own data, drawing together various themes from across the modules.

The modules have been designed to not require viewing the whole film, which can be acquired through the Royal Anthropological Institute, although it is of course highly recommended. The following is a general introduction to the research setting and the context in which the documentary was made. It contains background information on Agnack Grand, the village depicted in the film, and various factors, which nurture multilingualism in the Casamance within the wider Senegalese context. It is therefore recommended reading by all instructors and students. We leave the decision when to provide the students with the following information to the instructors depending on the class, the exercise chosen and the level of the students.

The materials are divided up into different themes. Although scheduling a viewing time for the whole film for students is recommended, if this is not possible, then the materials have been designed to be used exclusively with the accompanying clips from the film. The clips either exemplify a theme, for example education in a multilingual setting or provide a springboard for critical examination as in the methods class. All of the materials follow a similar layout to aid the instructor and are called Instructor’s Manual. We also provide a Student’s Manual that follows the same layout and can be handed out in class. Each session contains: a brief introduction to the topic of the class and its broad aims; learning objectives; a list of suggested readings; suggested class exercises which may be topics for discussion, guided viewing exercises or practical exercises. Suggested assignment and essay questions can be found in a separate document below, but structured as per the modules.

+ The modules

  • Language Policies in Multilingual Education: explores issues surrounding education and policy in post colonial multilingual settings which is complemented with a clip from the film
  • Methods for Sociolinguistic (Video) Recordings: a basic introduction to fieldwork methods and the importance of video for researching multilingual situations including practical exercises
  • Linguistic Repertoires: students learn about the concept of repertoire and the advantage of exploring participants’ linguistic biographies for describing language use, also includes practical exercises
  • Language Use in Different Spheres: using clips and background information above, students will discuss official, patrimonial languages and languages of wider communication and critically consider the use of languages in different domains in multilingual settings
  • Context-Dependent Language Use and Language Attitudes: bringing together themes from the previous sessions, students are asked to reflect critically on their own assumptions investigating language attitudes and how these affect language use in familiar and highly multilingual settings
 

SUGGESTED ASSIGNMENT AND ESSAY QUESTIONS

View or download suggested assignment and essay questions

 

The Context

Senegal is a multilingual country in West Africa, which gained independence from France in 1960, where French, the colonial language is still retained as the only official language of the country and is used as the main language in educational and institutional settings. There are also a number of languages which have the status of national languages, among them Wolof, Sereer, Pulaar, Mandinka, Joola, and Soninke. The Ethnologue currently lists Senegal as having 38 individual, living languages spoken by varying numbers of the population (Lewis et al. 2016). Wolof is the most widely spoken of all the languages in Senegal and is used as a language of wider communication being understood by over 90% of the population of 15.3 million people (Cissé 2005).

Senegal has a stable democratic system and is a predominantly Muslim country, where over 90% of people claim to adhere to Islam. There are, however, Christians present too, particularly in the area of the Casamance, discussed in more detail below, in addition to people who follow various local religions, any of which may be practised in a syncretic way. The film Kanraxël explores the multilingualism of one village in the Casamance, Agnack Grand, through the preparation and celebration of a traditional ceremony to mark a year since the death of the late village chief.

+ READ MORE

    Agnack Grand is a village in the Casamance region of Senegal, which is located between the Gambia, a former British colony, and Guinea-Bissau a former Portuguese colony. The history of the area has contributed to its historical and present-day multilingualism where not only the official colonial languages of Senegal and the surrounding area have an impact on language use, but also the numerous languages of wider communication, local lingua francas and local languages, such as Baïnounk Gujaher, the patrimonial language of Agnack Grand. The patrimonial language being the language of identity of the founders of the village (see Lüpke 2016; the following information about Agnack Grand can be supplemented by reading Lüpke 2010; 2013a; 2013b among others). The village of 7 households is very diverse, and not only linguistically, it is not purely a “Baïnounk” village there is also a Joola family from Guinea-Bissau and the descendants of immigrants from Guinea. This, of course, has an impact on the linguistic diversity of Agnack Grand, where residents report on average between 6 and 8 languages in their repertoires, which are diverse according to a person’s life history.

    Over 20 named languages are reportedly spoken in Agnack Grand, from different language families, among them the patrimonial language of the village, Baïnounk Gujaher; Wolof, the most widely spoken national language of Senegal; French, the ex-colonial official language of Senegal; Joola Fogny, a Joola language used across the Lower Casamance region; Casamance Creole, a Portuguese-based creole traditionally spoken in Ziguinchor and various surrounding villages including Agnack Grand and which was once the dominant lingua franca in Ziguinchor, the regional capital; and Mandinka, one of the most important languages in the Casamance, which is associated with (conversion to) Islam. Today’s diversity and linguistic diversity is not a new phenomenon with the area having a rich and complex history which coupled with the following factors all serve to nurture multilingualism between individuals and in and among communities, all of which are exemplified throughout the film Kanraxël, and some of which will also form part of the teaching materials:

    • Exogynous marriage patterns, where women come from an outside group and marry into a community
    • Language acquisition in peer groups and age classes
    • Fostering
    • Joking relationships and patronymic equivalences beyond ethnolinguistic boundaries
    • Mobility and migration for ritual, religious, economic and educational purposes

    Many of the women in Agnack Grand come from a village in neighbouring Guinea-Bissau and speak Baïnounk Gugëcer, a related Baïnounk language to Gujaher, which adds to the complexity of language use and continues with exogynous marriage patterns. Children are often fostered to other family members in different villages or towns and thus when interacting with their peers in groups may bring a different linguistic repertoire and languages, which other children may learn in reciprocal language acquisition. Through the teaching materials we introduce some of these concepts such as linguistic repertoire, based on Agnack Grand and the film Kanraxël. They encourage a critical engagement and exploration of multilingualism, the implications of multilingual settings for education and methods for conducting research on multilingualism.
 

+ Bibliography


    Cissé, Mamadou.2005. Langues, état et société au Sénégal.Revue électronique internationale de sciences du langage, sudlangues, Dakar. Vol. n° 5.

    Cobbinah, Alexander. 2012. ‘Nominal Classification and Verbal Nouns in Baïnounk Gubëeher’. PhD, School of Oriental and African Studies, University of London.

    Cobbinah, Alexander. 2010. ‘The Casamance as an Area of Intense Language Contact: The Case of Baïnounk Gubaher’. Journal of Language Contact, THEMA, no. 3: 175–201.

    Cobbinah, Alexander, Abbie Hantgan, Friederike Lüpke, and Rachel Watson. 2016. ‘Carrefour Des Langues, Carrefour Des Paradigmes’. In Espaces, Mobilités et Éducation Plurilingues: Éclairages d’Arique Ou d’ailleurs, edited by Michelle Auzanneau, Margaret Bento, and Malory Leclère, 79–97. Paris: Éditions des archives contemporaines.

    Cobbinah, Alexander, Abbie Hantgan, Friederike Lüpke, and Rachel Watson. 2016. ‘Carrefour Des Langues, Carrefour Des Paradigmes’. In Espaces, Mobilités et Éducation Plurilingues: Éclairages d’Arique Ou d’ailleurs, edited by Michelle Auzanneau, Margaret Bento, and Malory Leclère, 79–97. Paris: Éditions des archives contemporaines.

    Diop, Amadou Hamady. 1989. Language contact, language planning and language policy: The study of two bilingual communities in Northern Senegal. Dissertation: ProQuest Thesis.

    Goodchild, Samantha. Submitted. ‘Multilingual people with monolingual perceptions: patterns of multilingualism in Essyl, Basse Casamance, Senegal’. In The Oxford Guide to the Atlantic Languages of West Africa, edited by Friederike Lüpke. Oxford: Oxford University Press.

    Goodchild, Samantha. 2016. ‘“Which Language(s) Are You for?” “I Am for All the Languages.” Reflections on Breaking through the Ancestral Code: Trials of Sociolinguistic Documentation’. Edited by Lu Lu and Sandy Ritchie. SOAS Working Papers in Linguistics 18: 75–91.

    Lüpke, Friederike. Forthcoming. ‘Multiple Choice: Language Use and Cultural Practice in Rural Casamance between Convergence and Divergence’. In Creole Languages and Postcolonial Diversity, edited by Jacqueline Knörr and Wilson Trajano Filho. Oxford: Berghahn.

    Lüpke, Friederike. 2016. Pure fiction - the interplay of indexical and essentialist language ideologies and heterogeneous practices. A view from Agnack. Language Documentation and Conservation Special publication: African language documentation: new data, methods and approaches, edited by Mandana Seyfeddinipur (10). 8–39.

    Lüpke, Friederike. 2013. Multilingualism on the ground. Repertoires and choices in African languages, 13–76. Boston; Berlin: de Gruyter.

    Lüpke, Friederike & Anne Storch. 2013. Repertoires and choices in African languages. Boston; Berlin: de Gruyter.

    Lüpke, Friederike. 2010a. Language and identity in flux: in search of Baïnounk. Journal of Language Contact. THEMA, no. 3: 155–174.

    Lüpke, Friederike. 2010b. Multilingualism and Language Contact in West Africa: Towards a Holistic Perspective. Journal of Language Contact, THEMA, no. 3: 1–14.

    Sall, Adjaratou Oumar. 2009. Multilinguism, linguistic policy, and endangered languages in Senegal. Journal of Multicultural Discourses 4(3): 313–330.

    Watson, Rachel. 2015. ‘Verbal Nouns in Joola Kujireray’. PhD, School of Oriental and African Studies, University of London.

    Weidl, Miriam. 2012. ‘Das Medium Sprache in Senegal: Spracheinstellungen Der Wolof Mit Dem Fokus Auf Den Bildungssektor - Probleme, Schwierigkeiten Und Ansätze Zu Lösungsversuchen’. Mag.phil, Universität Wien.
 
 

MODULE: LANGUAGE POLICIES IN MULTILINGUAL EDUCATION

MODULE SUMMARY:

In this module, students will learn about language policies and education in multilingual settings. Using suggested video clip from the documentary Kanraxël as a springboard for reflections, students will discuss the impact of language policies in postcolonial countries, particularly with regards to language use in institutional context. The students will consider the advantages and disadvantages of multilingual vs. monolingual education systems.

INSTRUCTOR'S MANUAL

View or Download the Instructor's manual.

STUDENT'S MANUAL

View or Download the Student's manual.

MODULE BUNDLE

Download All files: Instructor's Manual, Student's Manual and Video Clips for this Module

VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

MODULE: METHODS FOR SOCIOLINGUISTIC (VIDEO) RECORDINGS

MODULE SUMMARY:
In this module, students will critically reflect on the usefulness of video for sociolinguistic research. They will watch suggested video clips from the “ethnofiction” documentary Kanraxël and will analyse the effectiveness of the clips for research/dissemination purposes. Students will put into practice what they have learned through an interview exercise. Furthermore, students will be introduced to methodological issues of conducting research in a multilingual setting or through translation.

INSTRUCTOR'S MANUAL

View or Download the Instructor's manual.

STUDENT'S MANUAL

View or Download the Student's manual.

MODULE BUNDLE

Download All files: Instructor's Manual, Student's Manual and Video Clips for this Module

VIDEO CLIPS

Preview or download suggested video clips from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

MODULE: LINGUISTIC REPERTOIRES

MODULE SUMMARY:
This module introduces students to the concept of linguistic repertoire and the relation of repertoires to the social constructs of named languages, dialects, and linguistic varieties. Using suggested video clips and with the background information on the clips, students will discuss how repertoire is linked to life history and will conduct practical exercises on questionnaires and language portraits.

INSTRUCTOR'S MANUAL

View or Download the Instructor's manual.

STUDENT'S MANUAL

View or Download the Student's manual.

MODULE BUNDLE

Download All files: Instructor's Manual, Student's Manual and Video Clips for this Module

VIDEO CLIPS

Preview or download suggested video clips from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

MODULE: LANGUAGE USE IN DIFFERENT SPHERES

MODULE SUMMARY:
Students will be introduced to terms such as official languages, languages of wider communication and patrimonial languages. Using suggested video clips from Kanraxël, and drawing on their own experiences, students will discuss how repertoires associated with different named languages are used in different spheres, i.e. Baïnounk Gujaher in the village of Agnack Grand. The module uses readings, discussions and presentations to prepare for a debate on the importance of using certain languages for certain functions.

INSTRUCTOR'S MANUAL

View or Download the Instructor's manual.

STUDENT'S MANUAL

View or Download the Student's manual.

MODULE BUNDLE

Download All files: Instructor's Manual, Student's Manual and Video Clips for this Module

VIDEO CLIPS

Preview or download suggested video clips from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

MODULE: CONTEXT-DEPENDENT LANGUAGE USE AND LANGUAGE ATTITUDES

MODULE SUMMARY:
This module looks at context-dependent language use through the lens of language attitudes and how these can impact real-life multilingual settings. Through thought-provoking exercises and discussions, and using suggested video clips, students are encouraged to reflect critically on their own attitudes and those in wider society to see how these affect language use in social networks in multilingual settings.

INSTRUCTOR'S MANUAL

View or Download the Instructor's manual.

STUDENT'S MANUAL

View or Download the Student's manual.

MODULE BUNDLE

Download All files: Instructor's Manual, Student's Manual and Video Clips for this Module

VIDEO CLIPS

Preview or download suggested video clips from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 
 
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SECONDARY SCHOOL


TEACHING RESOURCES

SECONDARY SCHOOL


TEACHING RESOURCES

The documentary Kanraxël is a rich resource for use in the classroom across different subject areas. Teachers should feel free to use the documentary as a resource in lessons and for extra-curricular activities. The ready-made resources provided here fit into two categories: lesson plans based on short clips from the documentary and suggested essays titles based on the entire documentary. There are six 60-minute lessons plans that are recommended for groups of students in Key Stage 3 (ages 12-14), Key Stage 4 (ages 15-16) and Key Stage 5 (ages 17-18). The subject areas covered by these lessons are Geography, MFL, PSHE and Economics. These lesson plans include the relevant film clips and all required resources. Each lesson plan indicates a suggested subject area and Key Stage(s) for relevance. However, teachers should use their own discretion in terms of lesson content and how the lessons could fit into their schemes of work.

The suggested essay titles are targeted at Key Stage 5 students who might want to extend their thinking, research and writing beyond the curriculum. The essay questions have been designed to both support A-Level content whilst also stretching students toward university level discussion. The subject areas covered by these lessons are Languages/Linguistics, Geography, Sociology, RS and Philosophy, Economics, History and Media Studies. Resources have been provided in both PDF and Word/PowerPoint formats to support ease of download and the ability to modify respectively.

 

EXTENSION ESSAYS

View or download suggested extension essays

 

LESSON: CAUSES OF MULTILINGUALISM

LESSON SUMMARY:

Students use a clip from the documentary ‘Kanraxël’ to explore why some people speak two or more languages. ‘Kanraxël’ is set in a multilingual village in Senegal. Students identify the varied reasons for multilingualism and apply this analysis to other contemporary case-studies.
 

SUBJECT AND KEY STAGE:
MFL (upper KS3, or KS4)
Geography (KS4)

LESSON PLAN

View or Download the Lesson Plan, Student's Worksheet and PowerPoint Presentation

MODULE BUNDLE

Download All files: Lesson Plan, Student's Worksheet and Video Clip for this Lesson

VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

LESSON: BENEFITS OF MULTILINGUALISM

LESSON SUMMARY:

Students use a clip from the documentary ‘Kanraxël’ to explore the benefits of learning languages. ‘Kanraxël’ is set in a multilingual village in Senegal. Students identify how multilingualism plays a part in the lives of four people in the community, and how multilingualism is seen as ‘a resource’ that they can foster in their own lives.
 

SUBJECT AND KEY STAGE:
MFL (KS3 or KS4)
PSHE (KS3 or KS4)

LESSON PLAN

View or Download the Lesson Plan, Student's Worksheet and PowerPoint Presentation

MODULE BUNDLE

Download All files: Lesson Plan, Student's Worksheet and Video Clip for this Lesson

VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

LESSON: MULTILINGUALISM AND CODE-SWITCHING

LESSON SUMMARY:

Students use a clip from the documentary ‘Kanraxël’ to explore the concept of ‘code-switching’ between two or more languages in a conversation. ‘Kanraxël’ is set in a multilingual village in Senegal where people often code-switch between - and within - sentences. Students also identify examples of code-switching in fictional films, and practice their own examples of code-switching, both verbally and in written form.
 

SUBJECT AND KEY STAGE:
MFL (KS3 or KS4)

LESSON PLAN

View or Download the Lesson Plan, Student's Worksheet and PowerPoint Presentation

MODULE BUNDLE

Download All files: Lesson Plan, Student's Worksheet and Video Clip for this Lesson

VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

LESSON: ECONOMIC ANALYSIS: SUPPLY AND DEMAND

LESSON SUMMARY:

Students use a clip from the documentary ‘Kanraxël’ to analyse and evaluate the fishing market in a local economy. ‘Kanraxël’ is set in a multilingual village in Senegal called Agnack Grand. People in this village are heavily reliant on the fishing industry. Students are encouraged to consider solutions to the problems they identify through their demand and supply analysis. 
 

SUBJECT AND KEY STAGE:

Economics (KS4 or KS5)

LESSON PLAN

View or Download the Lesson Plan, Student's Worksheet and PowerPoint Presentation

MODULE BUNDLE

Download All files: Lesson Plan, Student's Worksheet and Video Clip for this Lesson

VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

LESSON: INFRASTRUCTURE AND DEVELOPMENT

LESSON SUMMARY:

Students use clips from the documentary ‘Kanraxël’ to evaluate the impact of an infrastructure project on a Senegalese village called Agnack Grand. People in the village once used the freshwater from a tributary river to grow rice. A dam constructed as part of a road project rerouted the water supply and limited the rice production. The impacts of this are explored.
 

SUBJECT AND KEY STAGE:

Economics (KS4 or KS5)
Geography (KS4)

LESSON PLAN

View or Download the Lesson Plan, Student's Worksheet and PowerPoint Presentation

MODULE BUNDLE

Download All files: Lesson Plan, Student's Worksheet and Video Clips for this Lesson

VIDEO CLIPS

Preview or download suggested video clips from KANRAXËL - The Confluence of Agnack
*Please note that due to the file size downloading to mobile devices is not permitted.

 

LESSON: MIGRATION

LESSON SUMMARY:

Students use clips from the documentary ‘Kanraxël’ to explore different types of migration, including internal, external and forced migration. Real life stories are used to help students identify and distinguish between the different factors that contribute to migration. Students end the lesson by applying the language of ‘forced’ versus ‘voluntary’ migration to discussions around the current refugee and migration crisis.
 

SUBJECT AND KEY STAGE:

Geography (KS4)
PSHE (KS3 or KS4)

LESSON PLAN

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MODULE BUNDLE

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VIDEO CLIP

Preview or download suggested video clip from KANRAXËL - The Confluence of Agnack
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