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Galante, Angelica. „“The moment I realized I am plurilingual”: Plurilingual tasks for creative representations in EAP at a Canadian university“. Applied Linguistics Review 11, Nr. 4 (26.11.2020): 551–80. http://dx.doi.org/10.1515/applirev-2018-0116.
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AbstractIn many urban settings across the globe, English for Academic Purposes (EAP) classes are inherently multilingual and provide unique possibilities to explore a wealth of languages and cultures as well as the interactions among them. Although the field of applied linguistics has historically followed monolingual ideologies, a plurilingual approach in EAP can provide insights into language practices that are situated, creative and contextualized. Raising students’ awareness of their own plurilingual and pluricultural repertoire is key to preparing them to make mindful decisions about culture and language use in real-life situations; plurilingual instruction incudes translanguaging, validating plurilingual identities, as well as understanding pluriculturalism, all of which can open up possibilities for creativity in culture and language use. While research shows plurilingual-inspired pedagogies can benefit language learning, little is known about the extent to which they can enhance creative representations of language and culture. This article reports results from a study on the effects of plurilingual instruction on creativity in an EAP program. Seven EAP instructors delivered plurilingual tasks to adult students at a Canadian university. Data from demographic questionnaires, Language Portraits, student diaries (N=28), and classroom observations (N=21) were qualitatively analyzed and triangulated. Results suggest that the use of plurilingual tasks afforded a heightened awareness of plurilingual/pluricultural identity and validated the creative use of linguistic and cultural resources, including translanguaging. Suggestions for the inclusion of creative data collection instruments and plurilingual instruction in applied linguistics classroom research are made.
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Kalliokoski, Jyrki. „Plurilingual competence, styles and variation“. Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, Nr. 2 (17.06.2011): 87–110. http://dx.doi.org/10.12697/jeful.2011.2.2.05.
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The paper explores plurilingual competence in respect to language proficiency, language education and pluri- and multilingualism. The notion of communicative competence was introduced by Hymes (1972) as a reaction to chomskyan view of language as an autonomous system. Hymes’ notion of communicative competence originally included plurilingualism. The concept of communicative competence was quickly adopted to applied linguistics but the idea of a linguistic repertoire consist-ing of the competencies of linguistic varieties was not imported to SLA or language testing. The Hymesian perspective to plurilingualism as an essential dimension of communicative competence was revived in the Common European Framework (CEFR). However, the practice of applying the CEFR has mostly neglected the dimension on plurilingualism and plurilingual competence. The focus in the use of the CEFR has been on the different areas of language skills within one single language at a time, while the application of plurilingual practices has gained very little attention. The Hymesian notion of communicative competence has lived on in the sociolinguistic research tradition, especially within interactional sociolinguistics. The present paper relates the notion of plurilingual competence to its hymesian origin, to recent trends in plurilingual and pluricultural education, and to the sociolinguistic study of style and linguistic variation in multilingual communities. The article uses Finnish L2 data to show how plurilingual competence is used as an interactional resource. From the perspective of language learning, plurilingual compe-tence enables speakers with different linguistic backgrounds to use their shared linguistic repertoire in order to ensure smooth interaction and achieve mutual understanding
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GUECHI, Lamia Ali, und Bouba SAADANI. „LANGUAGE PRACTICE AND DEVELOPMENT OF PLURILINGUAL COMPETENCE IN THE CLASSROOM OF FFL“. RIMAK International Journal of Humanities and Social Sciences 03, Nr. 02 (01.02.2021): 258–67. http://dx.doi.org/10.47832/2717-8293.2-3.20.
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In recent years, the field of didactics has been marked by the development of consensus in the intercultural field, which is of concern to many specialists in linguistic and cultural diversity. However, the objectives of the Council of Europe’s guidelines are the development of plurilingual and pluricultural competence, which is essential for teaching and learning languages. Thus, our reflection is part of a research framework that focuses on language practices as important teaching tools for the learning of a new foreign language allowing learners to broaden linguistic and cultural knowledge in situation of authentic communication. Emphasis is placed on developing plurilingual competence for an adult audience using the linguistic and cultural prerequisites of the first foreign language, how participants react in a socio-cultural context with the activation of languages other than English and mother tongue during verbal interaction. It is obvious that social representations remain anchored in the conversational exchange between subjects emphasizing this self-image, and a recognition of the other that reflects symbolic traits by appealing to culturally associated knowledge abroad. Thus, the reinvestment of knowledge underlines this capacity which is useful in a varied communication situation for the awareness of the assets of other linguistic repertoires and the tolerance of others in the improvement of the communicative competence of the learner. Our study focuses on an interactive analysis that involves taking into account the language repertoire of the participant when confronting cultural values of another language in an institutional setting
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Strasser, Margareta, und Christina Reissner. „Plurilingual and pluricultural competence“. AILA Review 35, Nr. 1 (27.09.2022): 38–59. http://dx.doi.org/10.1075/aila.22008.str.
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Abstract Since the late 1990s the notion of a plurilingual and pluricultural competence as elaborated by Coste, Moore and Zarate (1997) has had a strong impact on the didactics of languages. Several plural approaches have been developed which aim at developing competences in several languages and/or cultures (Melo-Pfeifer & Reimann, 2018; Reissner, 2010; Tost Planet, 2010), with intercomprehension didactics being one of them. However, existing frameworks (e.g. the Cadre de référence pour les approches plurielles des langues et des cultures (CARAP)/Framework of reference for pluralistic approaches to languages and cultures (FREPA) (Candelier et al., 2007, 2010), or the Companion volume of the Common European framework of reference for languages (Council of Europe, 2018)) do not adequately describe the specific competences that underly intercomprehensive activities. In our contribution, we will present the framework of reference for intercomprehension (= IC) developed within the European project EVAL-IC (Evaluation des compétences en intercompréhension, Erasmus+). The framework is based on a dynamic and complex competence model, comprising of six levels of competence which can be regrouped into three larger levels (basic, advanced, expert). It provides descriptors for the following intercomprehensive activities: written and oral receptive IC; written and oral interproduction; and written and oral interactive IC as well as a global description of each level. The work carried out might also help to apply or further develop plurilingual and pluricultural approaches in higher education.
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Rodriguez Blanco, Natalia. „Plurilingual Perspectives, Pluricultural Contexts“. Exchanges: The Interdisciplinary Research Journal 11, Nr. 2 (26.04.2024): 107–32. http://dx.doi.org/10.31273/eirj.v11i2.1137.
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The present article is concerned with the multilingual news coverage from Agence-France Presse (AFP) about the South American country of Bolivia. Firstly, the theoretical and methodological approaches are outlined in order to characterise the plurality of contexts giving rise to AFP’s coverage of the Bolivian 2020 general elections. Secondly, an analysis is proposed that contrasts these multilingual versions in terms of framing devices and translation shifts, aiming at exploring the ways in which media stakeholders represent the Bolivian reality. Thirdly, the findings of this analysis are contextualised with reference to a cross-linguistic comparison of newspaper corpora. When comparing the Spanish, French, and English versions, the first two are found to be more aligned at the level of discourse patterns. The ultimate purpose of this case-study is to observe the presence of translation in plurilingual news settings, where the role of translators often goes unacknowledged within
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Delgado Algarra, Emilio José, César Bernal Bravo und Makiko Ishida. „Citizenship and plurilingual social actors in Spain and Japan: methodological aspects and introduction to exploratory analysis regarding the plurilingual competition category“. IJERI: International Journal of Educational Research and Innovation, Nr. 12 (13.06.2019): 50–62. http://dx.doi.org/10.46661/ijeri.4166.
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Plurilingual and pluricultural competence refers to the ability to use languages for communicative purposes and to participate in an intercultural relationship in which a person, as a social agent, dominates -with different degrees- several languages and has experience of various cultures. From the theoretical framework and the review around the problem, a categories system is elaborated in three blocks: types of citizenship, plurilingual competence and pluricultural competence. This system is useful for the configuration of the questionnaire CYASPS® “citizenship and plurilingual social actor in Higher Education” and for the systematization of data analysis with the support of the statistical analysis program SPSS.
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Ikramova, Sh R., und V. I. Normuratova. „THE ROLE OF PLURILINGUAL AND PLURICULTURAL COMPETENCIES IN TEACHING FOREIGN LANGUAGES“. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES 03, Nr. 05 (01.05.2022): 42–45. http://dx.doi.org/10.37547/philological-crjps-03-05-10.
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The article discusses the notions of plurilingual and pluricultural competencies and the variations between plurilingualism and multilingualism. Although numerous researches have been done by western scientists in this field, it is a new field for Asian countries. It is also an essential issue for our modern multinational societies in which we live. Besides, this paper sets out to clarify the theoretical framework promoting the plurilingual and pluricultural competencies in educating FL and to reveal the significance of these capabilities in language education.
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Rokita-Jaśkow, Joanna, und Werona Król-Gierat. „Evaluating pluricultural and pluricultural awareness of pre-primary educators by means of language portraits“. Glottodidactica 51, Nr. 2 (30.12.2024): 77–102. https://doi.org/10.14746/gl.2024.51.2.4.
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Developing plurilingual and intercultural awareness is an essential aspect of Early Childhood Education and Care (ECEC) teacher training programmes in countries like Poland, with its population becoming more diverse linguistically. Plurilingual and pluricultural awareness can aid teachers in teaching early foreign languages efficiently and in working with children from diverse linguistic and cultural backgrounds. To achieve this goal, language portraits have been recognised as a useful tool in transformative and multilingual pedagogy (Coffey 2015; Hopp et.al. 2020; Lau 2016) as they help educators become more aware of their linguistic repertoires and how they can use them when working with young learners (Prasad 2020; Soares et al. 2021).This study analyses language repertoires of 75 pre-primary educators utilising the techniques of language portrait presented in the PEPELINO portfolio (Goullier et al. 2015). The content analysis of data indicates a vast repertoire of languages present in the teachers’ lives; however, they are significant only in the emotional dimension and less in the cognitive and communicative ones. This finding is interpreted as a result of a solid monolingual ideology rooted in the teachers, lack of plurilingual and pluricultural awareness and thus foreseeing difficulties in teaching a foreign language or in linguistically diverse classes. Guidelines for ECEC teacher education are provided.
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Sielanko-Byford, Elzbieta, und Janina Zielińska. „Teaching how to build bridges between languages“. Nordic Journal of Language Teaching and Learning 12, Nr. 2 (03.12.2024): XXXIV—XLV. https://doi.org/10.46364/njltl.v12i2.1331.
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The article presents examples of activities and tasks used during classes devoted to plurilingual education at the Centre for Foreign Language Teacher Training and European Education of the University of Warsaw. In the first part of the paper, the context in which future teachers of languages are educated at the Centre is described. The description focuses on the Plurilingual and Pluricultural Education course and the Integrated Language Didactics course, which enable students to become acquainted with the pluralistic approaches to languages and cultures and to further develop their plurilingual and pluricultural competence. These courses are an integral part of the programme of study at the Centre and it is assumed that the students will use the knowledge and skills acquired while attending them in their future work at school in order to facilitate the teaching and learning of languages. The second part of the paper is devoted to activities and tasks presented during the 10th International Conference of the EDiLiC Association. They include an awakening to languages activity, conducted as part of the Plurilingual and Pluricultural Education course at the Centre, and tasks used during the Integrated Language Didactics course for pre-service teachers of English and German or English and French.
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Polyakova, Oksana, und Ruzana Galstyan-Sargsyan. „Sustainable Higher Education via Telecollaboration: Improving Plurilingual and Pluricultural Competence“. Integration of Education 25, Nr. 4 (30.12.2021): 544–61. http://dx.doi.org/10.15507/1991-9468.105.025.202104.544-561.
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Introduction. Due to globalisation, the modern workforce is significantly diversified. Therefore, there is a need to modernise and embrace innovation in 21st-century education to prepare international professionals to work in cross-cultural teams via digital platforms. While research in the recent past has primarily focused on the refinement of future expert competences in tertiary education, only a handful of studies have been done to establish how plurilingual and pluricultural competence can be digitally developed at the inter-university level. In this light, this study sought to bridge this gap in the research on the sustainable cooperation model. Materials and Methods. The design for the methodological plan of integrating plurilingualism and pluriculturalism in university teaching was premised on the need to promote networking among students from different universities and countries. Its major stages based on the Collaborative Online International Learning approach included three stages: find a partner, prepare the project and carry out the project. A virtual exchange experiment across two institutions of higher learning in Spain and Finland helped analyse plurilingual and pluricultural competence achievement by means of questionnaires. Results. A special Collaborative Online International Learning approach used to explore plurilingual and pluricultural competence and the effectiveness of online-assisted language interaction, teamwork or intercultural cooperation. The study’s findings confirmed that plurilingual and pluricultural competence among students could also be developed using virtual cooperation, thus supporting cost-effective options of sustainable university training. Discussion and Conclusion. The project had a positive impact on reaching sustainable education goals by highlighting intercultural interaction prospects. Besides, it displays real challenges such as different schedules, grading systems, timing, motivation or virtual interaction among learners and ways of overcoming them. Regardless of the fundamental idea of formative exploration, our study presents some findings that lecturers, language training practitioners and policymakers willing to apply telecollaboration will be deserving of thought.
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Polyakova, O., I. N. Goryacheva und R. Galstyan-Sargsyan. „Collaborative Online Learning: Plurilingual and Pluricultural Development“. Vysshee Obrazovanie v Rossii = Higher Education in Russia 30, Nr. 10 (08.10.2021): 117–27. http://dx.doi.org/10.31992/0869-3617-2021-30-10-117-127.
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Background. The growing importance of international cooperation among universities have increased the number of joint training projects. Common Bologna principles followed by Russian and Spanish tertiary institutions helped perform a pilot study focused on telecollaboration and plurilingual and pluricultural competence implementation. The project aimed at forming plurilingual and pluricultural competence and communicative competence among students studying either English or Spanish or both through the integration of digital technologies into the learning process.Methods. This 7-month study took place in Moscow (Russian Federation) and Valencia (Spain) from November 2019 to June 2020. Participants were university students aged 20–23 from Teaching Training Faculties from Lomonosov Moscow State University and CEU Cardenal Herrera University. The undergraduates who volunteered to participate in the focus group took part in five telecollaboration sessions (March-May 2020). The participants were divided into two mixed (50% Russian and 50% Spanish learners) subgroups and discussed suggested topics during online studentled bilingual sessions. After each online interaction, researchers collected their opinions through questionnaires and discussion with a lecturer.Outcomes. All participants announced that the study gave them a chance to improve their language abilities, update their vocabulary and enhance their intercultural experience. None of the partakers reported having experienced any difficulty doing the project and only regretted that interaction time was too short. Additionally, lecturers were able to test new curricula implementation and assessment procedures.Conclusions. The pilot study was feasible to deliver and there was a clear, satisfactory result with the focus groups participants and teaching staff.
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Bailey, Angela, und Alice Gruber. „Challenges and other feedback: Integrating intercultural learning in the Digital Age“. EuroCALL Review 28, Nr. 1 (31.03.2020): 3. http://dx.doi.org/10.4995/eurocall.2020.11982.
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<p>This mixed method case study explored globalization and complex relationships through a virtual exchange project between students from Germany and Colombia in upper intermediate level English classes. We believed by providing a space for online conversation, written collaboration and discussion, students would enhance their plurilingual and pluricultural competence as well as their communicative competences through the medium of English as an international language (EIL). The aim was also to enable students to investigate cultural complexity and to develop cultural curiosity. Taking into account plurilingual and pluricultural competence (PPC) and the efficacy of virtual exchanges for language learning, we used a series of tasks for students to participate in a wide range of activities of varying complexity regarding German and Colombian culture for a six-week exchange. Students self-assessed their written and spoken online interactions as well as their perceived skills in mediating texts and communication based on the recently added descriptors in the Companion Volume to the CEFR. They also rated their plurilingual and pluricultural competences on a PPC scale at both the beginning and end of the project. Results demonstrate that there is value in implementing virtual exchange projects in which students reflect on and increase their awareness of these concepts also suggesting that pairing students with international students rather than L1 speakers of the language has a potentially positive effect on students’ anxiety level and communicative competences. </p>
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Jaskot, Maciej, Marta Wojakowska und Wojciech Sosnowski. „Culturally anchored lexical units in modern foreign language teaching“. XLinguae 15, Nr. 3 (Juni 2022): 114–25. http://dx.doi.org/10.18355/xl.2022.15.03.10.
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The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner’s ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).
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Dela Cruz, John Wayne. „Plurilingual or not plurilingual? Plurilingual competence and identity of Canadian EAL peers in a francophone post-secondary context“. OLBI Journal 12 (22.12.2022): 139–60. http://dx.doi.org/10.18192/olbij.v12i1.6075.
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Despite emergent research on Canadian additional language (AL) learners’ plurilingualism in post-secondary and officially monolingual school contexts, challenges persist in implementing plurilingual instruction: learners’ plurilingual identities (PI) and plurilingual and pluricultural competence (PPC) are often ignored in favour of the monolingual native speaker model. To help validate learners’ PPC and PI in AL classrooms, this article discusses parts of the results of a mixed-methods study pertaining to the self-perceived PPC and self-reported linguistic identities of adult English as AL student tutors and tutees (N = 20) in a francophone Montréal college. Data from a PI questionnaire, a PPC scale, and interviews reveal that: tutors tend to have higher PPC and identify as bi- or plurilingual; tutees tend to have lower PPC and identify as mono- or bilingual; a lower PPC level is directly related to identifying as monolingual; factors including AL competence level influence participants’ PI. Implications for AL education are discussed.
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Piccardo, Enrica. „MEDIATION AND THE PLURILINGUAL / PLURICULTURAL DIMENSION IN LANGUAGE EDUCATION“. Italiano LinguaDue 14, Nr. 2 (18.01.2023): 24–45. http://dx.doi.org/10.54103/2037-3597/19568.
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This article explains the integrated, complex, situated view of languages and language education that is gradually replacing the linear, ‘Cartesian’ view of languages as inert objects to be dissected, which has long dominated language education. It discusses the way mediation can act as a prism. Exactly as a prism decomposes white light into the spectrum of its constituting colours, mediation can help one grasp and handle the complexity of languages, itself augmented by the increasingly diverse nature of our classrooms. In discussing the plurilingual nature of mediation, the article introduces descriptors from the 2020 CEFR Companion Volume and explains the concepts of languaging and plurilanguaging (Piccardo, 2017, 2018), showing how mediation and the languaging involved in it can contribute to a new vision of an action-oriented, plurilingual language education. Finally, the article explains and illustrates the concept of action-oriented scenarios, giving a brief account of two implementation projects, one mainly in Canada and one in Lombardy, reporting the very positive effects on student motivation and engagement.
La mediazione e la dimensione plurilingue/pluriculturale nell’educazione linguistica
Questo contributo presenta la visione integrata, complessa e situata della lingua e del suo insegnamento che sta gradualmente sostituendo la visione lineare, ‘cartesiana’ delle lingue come oggetti inerti da sezionare, che per molto tempo ha dominato l’educazione linguistica. L’articolo propone una discussione sulla maniera in cui la mediazione agisca in modo simile ad un prisma ottico. Esattamente come un prisma scinde la luce bianca nei colori che la costituiscono, la mediazione può favorire la comprensione e la gestione della complessità delle lingue, essa stessa sempre più crescente per la natura via via più diversificata delle classi attuali. Nel discutere la natura plurilingue della mediazione l’articolo introduce i descrittori del Volume complementare del Quadro comune europeo di riferimento (QCER) e spiega i concetti di languaging e plurilanguaging (Piccardo, 2017, 2018), mostrando come la mediazione e il processo di languaging che essa comporta contribuisca ad una visione dell’insegnamento delle lingue orientata all’azione e plurilingue. Infine, l’articolo spiega ed illustra il concetto di scenario azionale, fornendo un breve resoconto di due progetti di utilizzo di tali scenari, uno in Canada e l’altro in Lombardia, riportandone gli effetti molto positivi sulla motivazione e sull’investimento personale degli allievi.
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Delgado-Algarra, Emilio José, Ignacio Aguaded, César Bernal-Bravo und Antonio Alejandro Lorca-Marín. „Citizenship and Pluriculturalism Approaches of Teachers in the Hispanic and Japanese Contexts: Higher Education Research“. Sustainability 12, Nr. 8 (13.04.2020): 3109. http://dx.doi.org/10.3390/su12083109.
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Current higher education policies include several challenges, such as the academic internationalization of universities, mobility, and cultural plurality. Beyond the official curriculum, university educators have conceptions of citizenship and pluricultural competence. To understand the conceptions of educators on both topics in the Hispanic and Japanese contexts of higher education, this article presents a quantitative study involving a collaboration between a sample of education and social sciences teaching staff from universities in Spain and Japan. The CYASPS® (Citizenship and Plurilingual Social Actors in Higher Education) instrument and a categories system were designed for data collection and analysis with the support of SPSS (Statistical Package for the Social Sciences) software. Using a comparative approach, this study investigated the teaching staffs’ conceptions about citizenship and pluricultural teaching–learning environments, which focused on their views regarding different kinds of citizenship, citizens’ participation, and sources for the development of pluricultural competences. Based on a descriptive and factorial analysis, there were significant correlations between citizenship and pluricultural competence, with relevant connections between key aspects of pluricultural competence, including awareness of the rights from the liberal citizenship model, civic commitment of the republican citizenship model, and several elements of cosmopolitan and radical citizenship.
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Marzà, Anna, Gloria Torralba und Rocío Baños-Piñero. „Audio description and plurilingual competence: new allies in language learning?“ Revista de Lenguas para Fines Específicos, Nr. 28.2 (12.12.2022): 165–80. http://dx.doi.org/10.20420/rlfe.2022.557.
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El MCER (Consejo de Europa, 2001) y sus volúmenes complementarios, Companion Volume with new descriptors (Consejo de Europa, 2018, 2020), destacan el desarrollo de la competencia plurilingüe y pluricultural (CPP) como uno de los principales objetivos de la enseñanza y el aprendizaje de lenguas. En este contexto, la presencia del enfoque plurilingüe en la educación ha situado a la traducción en una posición destacada. Así, autores como Cummins (2007) subrayan su papel no solo en la adquisición de lenguas extranjeras (LE) y la consolidación de las L1, sino también en el desarrollo de la biliteracidad y la afirmación de la identidad. Dentro del campo de la traducción, la traducción audiovisual (TAV) ha demostrado ser especialmente eficaz en la adquisición de lenguas (cf. Lertola, 2019). La naturaleza polisemiótica de los textos audiovisuales incorpora elementos que requieren la activación de formas específicas de mediación que no siempre se encuentran en la traducción general. En este artículo se reflexiona sobre la influencia que puede ejercer la transferencia lingüística y semiótica propia de la TAV sobre la CPP (Author, 2021), a partir de los resultados de una investigación cuasi-experimental llevada a cabo dentro del proyecto PluriTAV (cf. Martínez-Sierra, 2021). Este estudio específico tenía como objetivo evaluar el desarrollo de la CPP mediante la audiodescripción (AD) en estudiantes de filología inglesa divididos en un grupo experimental y otro de control, donde solo el primero utilizó la AD como herramienta didáctica. Aunque los resultados no revelan una mejora estadísticamente significativa en la adquisición de la CPP, permiten formular hipótesis a contrastar en futuras investigaciones. Además, el grupo experimental mostró ciertos progresos en el desarrollo de algunas habilidades plurilingües y pluriculturales específicas, lo que sugiere que el uso de la AD en el aula de LE puede enriquecer el repertorio plurilingüe y pluricultural del estudiantado.
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Stathopoulou, Maria, und Sílvia Melo-Pfeifer. „The use of cross-linguistic mediation tasks in developing learners’ transversal competences“. OLBI Journal 14 (08.04.2025): 229–49. https://doi.org/10.18192/olbij.v14i1.6927.
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Cross-linguistic mediation, a competence introduced by the Common European Framework of Reference for Languages (CEFR) in 2001, knows a new momentum after the recent publication of the CEFR Companion Volume (CEFR-CV), in 2020, which introduces new cando statements for the teaching and assessment of mediation. Situated within the framework of plurilingual and intercultural education, mediation is intended to directly contribute to the development not only of plurilingual and pluricultural competence but also of transversal competences which have recently come to the forefront in language education. This article discusses the role of cross-linguistic mediation tasks in developing learners’ transversal competences, including digital competences, intercultural understanding, organizational skills, global citizenship, social skills, media and information literacy, teamwork, and collaboration skills. This contribution aims at highlighting the link between mediation and transversal competences through the presentation and discussion of specific task examples, drawing upon the METLA project.
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Gruber, Alice, und Angela C. Bailey. „Examining EFL students’ pluricultural and plurilingual development during intercultural virtual exchanges between Colombia and Germany“. Global Journal of Foreign Language Teaching 11, Nr. 1 (24.02.2021): 14–29. http://dx.doi.org/10.18844/gjflt.v11i1.5148.
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This study examined intermediate students English as a foreign language (EFL) perception of their plurilingual and pluricultural competence, via online interaction and mediation through a virtual exchange project. Virtual exchanges are a means for inter- and intracultural development, language proficiency, and personal growth and transformation. Results of pre- and post-project questionnaires, as well as surveys, show shifts in cultural knowledge construction, adaptation to novel social co-participation situations, and recognition of the need for cultural awareness. Pedagogical implications for both the classroom and the implementation of virtual exchange projects are discussed.
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Asnidar, Yusi, M. Syarif Sumantri und Ninuk Lustyantie. „FORM AND MODULATION OF METAPHOR TRANSLATION TO INDONESIAN OF VINGT-MILLES LIEUES SOUS LES MERS OF JULES VERNE“. English Review: Journal of English Education 10, Nr. 2 (29.06.2022): 555–64. http://dx.doi.org/10.25134/erjee.v10i2.6255.
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This research aims to gain an in-depth understanding of the form and modulation of metaphor translation from French to Indonesian, its use in the communicative context of speech events. Furthermore, this study also looks at the relevance of the results of the translation of the form and modulation with mediation, plurilingual and pluricultural competences in the CEFR European standard language proficiency. The data sources used are the Novel Vingt-Milles Lieues Sous Les Mers by Jules Verne and its translated novel 20.000 Mil di bawah Laut by NH Dini. The data in this study is a metaphor in a broad sense. The most dominant form of metaphor translation used is reproduction. Next, there are substitutions and paraphrases. The combined form of reproduction+paraphrasing is found in the VLM metaphor translation. Equivalence of meaning is obtained by using explicit and implicit modulation, special and general meanings, and point of view. The context of speech events contributes to producing an equivalent and natural translation. The results of this translation indicate that translation activities are complex language activities and require precision and accuracy. Translating literary works requires cultural mastery and an advanced level of linguistic mastery. The competencies are described in the Petra Project terms of reference contained in the CEFR 2020 and CECRL 2018 terms of reference. Translating skills require guided practice acquired through a well-oriented education. The ability to understand metaphors and other cultures and be able to compare them by providing analogies in the local culture is a plurilingual and pluricultural competence.
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Natsiuk, Maryana, und Viktoriia Osidak. „MULTILINGUALISM IN SOCIETY AND EDUCATION: THE UKRAINIAN CONTEXT“. АRS LINGUODIDACTICAE, Nr. 11 (2023): 4–15. http://dx.doi.org/10.17721/2663-0303.2023.1.01.
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Due to migration and job-related mobility, the communicative effects of globalisation and multilingual societies have become the norm in Europe. Considering the need to respond to the diverse social groups on the educational level, the Council of Europe’s language policy goals are oriented toward plurilingual and pluricultural learner groups (Council of Europe, 2020). The purpose of this paper is to present a thematic literature analysis in order to establish the framework for the project titled «Insights from the CEFR: Multilingual Education and Assessment,» which received funding from the Volkswagen Foundation. The CEFR (Council of Europe 2001) and its Companion Volume (Council of Europe 2020) are cornerstones of this thematic literature analysis. This article aims to present our conceptual understanding of important terms, which will guide our future exploration. Additionally, it analyzes multilingualism in the Ukrainian context, taking into account its multilingual sociocultural realities and language education policy. The study examines the objectives of plurilingual education, with a specific focus on the Ukrainian context, and explores approaches that can be employed to incorporate plurilingual perspectives into language teaching. This progress report is intended to contribute to multilingual teacher education, making teachers aware of their learners’ linguistic resources and the approaches that promote (multi)plurilingualism.
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Marečková, Pavla. „Mediation im Lehramtsstudium Deutsch als Fremdsprache. Reflexion durch Fokusinterviews und Tagebücher“. Acta Facultatis Philosophicae Universitatis Ostraviensis Studia Germanistica 35 (März 2025): 141–57. https://doi.org/10.15452/studiagermanistica.2024.35.0010.
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In today’s pluricultural and plurilingual society, mediation is considered a useful or necessary competence that can be developed in foreign language teaching at all levels. This article focuses on the implementation o mediation courses in the teacher training programme German as a Foreign Language at the Faculty of Education of Masaryk University in Brno (Czech Republic), which are evaluated and developed on the basis of research. The didactic concept of two mediation courses and the research design are presented below, and the results from the current research phases, based on the method of focus groups and reflection diaries, are summarised and explained.
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Arva, V., und E. Trentinne Benko. „PATHS TO INCLUSION AND ACCEPTANCE – DEVELOPING A MULTIDIMENSIONAL TEACHER DEVELOPMENT MODULE IN THE WIN PROJECT“. Aesthetics and Ethics of Pedagogical Action, Nr. 25 (12.05.2022): 27–36. http://dx.doi.org/10.33989/2226-4051.2022.25.256646.
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This article is the presentation of a didactic module of the online learning platform created to support the use of a digital story writing application, which was developed by the Erasmus+ K2 project Writing for Inclusion (WIN). The paper explores the EU educational policy for a plurilingual and pluricultural Europe, where the ideas of care and inclusion play an important role. The focus is on how the authors designed the Module ’Didactics applied to Writing for Inclusion’ for the learning platform. In the course of the material development the authors applied a multidimensional approach to teaching story writing and sensitising for care and inclusion in the primary classroom.
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BIALES, Anne Laure. „La diversité des répertoires plurilingues et pluriculturels des élèves comme atout et levier pour les apprentissages“. Revue plurilingue : Études des Langues, Littératures et Cultures 4, Nr. 1 (19.11.2020): 51–62. http://dx.doi.org/10.46325/ellic.v4i1.50.
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Abstract
The diversity of students' plurilingual and pluricultural repertoires is not always identified by the School and, as such, can hinder the identity construction of students. Through activities such as the writing of multilingual poems, this diversity is solicited, valued, shared and becomes an asset as well as a lever for learning.
Résumé
La diversité des répertoires plurilingues et pluriculturels des élèves n'est pas toujours identifiée par l'École et de ce fait, peut nuire à la construction identitaire des élèves. Au travers d'activités comme la rédaction de poèmes plurilingues, cette diversité est sollicitée, valorisée, partagée et devient un atout ainsi qu'un levier pour les apprentissages.
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North, Brian. „Case Studies in Mediation, Online Interaction and Plurilingualism“. TEANGA, the Journal of the Irish Association for Applied Linguistics 29 (20.09.2022): 1–12. http://dx.doi.org/10.35903/teanga.v29i.3774.
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The publication Enriching 21st Century Language Education: The CEFR Companion Volume in practice (North et al., 2022) presents a series of case studies with contributions from 15 countries following the launch of the new edition of the Common European Framework of Reference for Languages – the CEFR Companion Volume (Council of Europe, 2020; henceforth CEFR CV) – at the event CEFR Companion Volume: Language Education for Dynamic and Inclusive Societies: Promoting plurilingual and pluricultural education held in Strasbourg in May, 2018, during which the participants (academics, teachers and experts in various fields) were invited to form networks and plan case studies. This short text seeks to place the resulting volume of case studies in context.
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Cremades, Elga. „Plurilingual classroom practices and participation“. Resercle. Revista de la Societat d'Ensenyament i Recerca del català com a llengua estrangera, Nr. 4 (03.12.2023): 108–10. http://dx.doi.org/10.31009/resercle.2023.11.
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Gouaïch, Karima, und Fatima Chnane-Davin. „Décrire les plurilinguismes en France. Les pratiques langagières familiales des élèves alloglottes et allophones“. Travaux neuchâtelois de linguistique 77 (01.07.2022): 67–82. http://dx.doi.org/10.26034/ne.tranel.2022.3785.
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Starting from the need to think about the didactics of French in a way that includes all plurilingual pupils in the ordinary classroom, the present contribution proposes to identify the family language practices of 169 plurilingual pupils, composed of alloglots born in France (Gouaïch 2018) and allophones. The results show that while the plurilingual practices of alloglots share several general characteristics with those of allophones, they differ in several more specific respects.
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Bangou, Francis, Cameron W. Smith, Cindy Savard, Heather Koziol, Stephanie Arnott, Douglas Fleming, Carole Fleuret und Joël Thibeault. „Using digital technologies with immigrant plurilingual language learners: A research synthesis“. OLBI Journal 14 (08.04.2025): 143–66. https://doi.org/10.18192/olbij.v14i1.6784.
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With massive migratory flows observed around the world, schools are experiencing an unprecedented increase in the enrolment of children who speak multiple languages. Educators are called upon to facilitate immigrant plurilingual students’ inclusion and development of functional competencies in the target language(s), often using digital technologies (DTs) to promote language learning and plurilingual teaching practices. This research synthesis explores the research trends, methods, and findings from studies focused on the use of DTs with immigrant plurilingual language learners. The results highlight that DTs are used in heterogeneous contexts to support the development of immigrant plurilingual students’ overall language proficiency, (multi)literacies, engagement, as well as identity development. However, teachers and learners may require additional support to use DTs and plurilingual practices to their full potential. These concerns point to the need for ongoing professional learning and contextualised supports for educators at the intersection of these areas.
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Savski, Kristof. „Putting the Plurilingual/Pluricultural back into CEFR : Reflecting on Policy Reform in Thailand and Malaysia“. Journal of AsiaTEFL 16, Nr. 2 (30.06.2019): 644–52. http://dx.doi.org/10.18823/asiatefl.2019.16.2.13.644.
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Boggio-López, Enzo, und Noelia Ruiz-Madrid. „Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project“. Research in Education and Learning Innovation Archives, Nr. 32 (22.01.2024): 1. http://dx.doi.org/10.7203/realia.32.26081.
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Plurilingual-inspired pedagogies show multiple potential benefits for teaching and learning languages and have therefore been strongly promoted by the European Union through various policies. Nonetheless, their implementation is not exempt from limitations and difficulties concerning teaching practices and availability of resources. Meanwhile, technology has long been seen as a chief factor in supporting and enhancing learning in the foreign language classroom, and it can now serve plurilingual-inspired pedagogies due to its flexibility and heterogeneity. The present study reports on the results obtained from a questionnaire completed by 306 teachers across Eu- rope, which explores their perspectives on the use of technology-mediated plurilingual practices. The survey has been designed ad hoc and then distributed among in- and pre-service teachers at primary and secondary levels in 10 European countries. Our final aim is to investigate the integration of technology and plurilingual-inspired pedagogies in terms of awareness, use and training needs. Results indicate that almost half of the participants have implemented a digital-based activity that involved the use of different languages in the past, but yet claim that there is a scarcity of available information and resources. Further results look into the nature and characteristics of these plurilingual practices, as well as the role played by technology in such activities. Finally, teacher training implications derived from the results are discussed.
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Zhang, Chang, und Karen Ruddock. „Bridging Gaps and Building Futures: Establishing initial teacher education for Asian languages in Ireland“. TEANGA, the Journal of the Irish Association for Applied Linguistics 31 (15.11.2024): 231–55. http://dx.doi.org/10.35903/teanga.v31i.7643.
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This paper explores challenges and approaches associated with establishing initial teacher education for Asian languages in Ireland. This study identifies educational needs in the context of initial teacher education pathways through a three-year research project. It highlights the diversity in student cohorts, the demand for plurilingual and pluricultural awareness, and the need for alignment of teaching methodologies that would be effective in the Irish school context. Furthermore, it addresses the critical shortage of qualified teachers and makes recommendations for developing sustainable teacher supply chains. By analysing feedback from pre-service and in-service teachers, educational institutions, and policy frameworks, the paper aims to contribute to a discussion that would enhance the quality of and accessibility to Asian language education in Irish schools, ensuring it meets evolving educational and societal needs.
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Liddicoat, Anthony J. „Plurilingual education: policies – practices – language development“. Journal of Multilingual and Multicultural Development 38, Nr. 10 (30.03.2017): 942–44. http://dx.doi.org/10.1080/01434632.2017.1307044.
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Latomaa, Sirkku, und Minna Suni. „Multilingualism in Finnish schools: policies and practices“. Eesti ja soome-ugri keeleteaduse ajakiri. Journal of Estonian and Finno-Ugric Linguistics 2, Nr. 2 (17.06.2011): 111–36. http://dx.doi.org/10.12697/jeful.2011.2.2.06.
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This article provides an overview of multilingualism in Finnish schools. The focus is on the experiences gathered from the teachers of plurilingual students, i.e. students from immigrant backgrounds. The data in our study were collected by administering a web questionnaire, and the topics covered, for example, the status of languages and the teaching arrangements tailored for plurilingual students. In addition to reacting to the questionnaire’s statements, the respondents could freely comment on any of the topics, which enriched the quantitative data by offering many useful perspectives. Several respondents reported that during their working careers, noticeable progress has been made accommodating plurilingual students. On the other hand, the results showed that several challenges still remain, such as assuring a more uniform provision of L1 and L2 instruction. In some regions of Finland, such programmes have been functioning well, but in others, administrators are only just awakening to the increasing multilingualism in their schools.
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Prizel-Kania, Adriana, und Beata Terka. „Developing plurilingual competence in the context of teaching Polish as a foreign language“. Studia Językoznawcze : synchroniczne i diachroniczne aspekty badań polszczyzny 23 (2024): 181–93. https://doi.org/10.18276/sj.2024.23-11.
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Pojęcie kompetencji różnojęzycznej oraz postulaty jej systemowego rozwijania obecne są na gruncie glottodydaktyki od ponad ćwierć wieku, niemniej jednak koncepcje ich realizowania pozostają wciąż na marginesie praktyki dydaktycznej. Z tego względu w artykule opisano zmiany w myśleniu o edukacji językowej – od koncepcji wielojęzyczności (multilingualism) do koncentracji na kształceniu kompetencji różnojęzycznej i różnokulturowej (plurilingual and pluricultural competence) oraz przybliżono kluczowe koncepcje dydaktyczne w zakresie jej rozwijania (np. technika siedmiu sit, model SMART). W części aplikacyjnej artykułu przedstawiono sposoby rozwijania strategii prowadzących do pełniejszego wykorzystywania potencjału językowego przez jednostkę oraz przykłady aktywności służących temu celowi. Prezentowane rozwiązania powstały z myślą o osobach rozpoczynających naukę języka polskiego jako obcego, a sposoby wykonania proponowanych zadań stanowią ilustrację dla przedstawianych w artykule tez i postulatów. W odniesieniu do przeprowadzonych badań omówiono także czynniki wpływające na efektywność wnioskowania międzyjęzykowego oraz umiejętności budowania wiedzy na temat systemu gramatycznego nowego języka w oparciu o dostarczone wskazówki. Kompetencja różnojęzyczna jest bowiem konstruktem wysoce zindywidualizowanym i zależnym od znajomości innych języków obcych, świadomości metakognitywnej oraz wcześniejszych doświadczeń edukacyjnych, co stanowi dodatkowy argument przemawiający za wprowadzaniem aktywności ją rozwijających w ramach kształcenia językowego – także na gruncie glottodydaktyki polonistycznej.
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Soler Ortínez, David, und Caterina Sugranyes Ernest. „Understanding the plurilingual research in context“. Fremdsprachen Lehren und Lernen 51, Nr. 2 (05.09.2022): 53–67. http://dx.doi.org/10.24053/flul-2022-0019.
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Despite the vast body of research on plurilingualism which has emerged over the past years, it seems that few studies analyse the role of the plurilingual researchers when working in collaborative projects. The main purpose of this article, therefore, is to examine how research on plurilingualism is developed in a context where researchers from different language backgrounds work together in plurilingual collaborative research teams. Framed by the European project ENROPE, which enables networking structures for researchers in the field of language education and plurilingualism, the study was conducted during a plurilingual intensive study week in Barcelona (June-July 2021). The participants of the study are researchers, professors and PhD candidates from different European Universities developing research on plurilingualism. Relevant factors, such as the role of the English language and the role of languages other than English in plurilingual contexts, specific collaborative strategies and practices or the plurilingual identity are analysed. Initial results regarding the benefits and drawbacks of collaborating in plurilingual teams are discussed.
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Mokhtari Mirabadi, Farya. „Investigating the role of teacher agency on adopting plurilingual methodologies in language teaching“. Working papers in Applied Linguistics and Linguistics at York 4 (18.11.2024): 12–22. http://dx.doi.org/10.25071/2564-2855.46.
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This research paper explores the critical role of teacher agency in the implementation and effectiveness of plurilingual strategies in educational contexts. It investigates how teachers’ beliefs, identities, and capabilities influence their adoption of plurilingual methods and assesses the impact of these factors on curriculum design. The discussion focuses on the dualistic nature of teacher agency, which can both enable and limit teachers as they deal with the complexities of plurilingual education. The paper reviews literature that illuminates the challenges and possibilities created by teacher agency, providing insights into how it shapes educational strategies and outcomes. It offers recommendations on how teacher education programs can leverage this agency to enhance plurilingual education effectively. This paper not only clarifies essential concepts but also critically examines the role of agency in advancing plurilingual educational practices, deepening the understanding of its application across educational settings.
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Rački, Željko, Željka Flegar und Mojca Juriševič. „Language-Related Expressions of Personality“. Center for Educational Policy Studies Journal 14, Nr. 3 (23.09.2024): 143–69. http://dx.doi.org/10.26529/cepsj.1893.
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The present research aims to bridge the gap between prospective multi/ plurilingual education and overarching personality psychology by examining how language constructs and basic personality traits are interrelated in pre-service teachers who are fundamental to language education. The first part of the study identifies items within the International Personality Item Pool that are indicative of language constructs, revealing intricate language-related expressions of personality involving listening, learning, speaking, reading and writing. The second part investigates the links between these language constructs and the Big Five personality traits based on a sample of 124 female pre-service primary school teachers aged 19 to 27. The results show significant multivariate relationships, indicating that individuals high in conscientiousness, openness and extraversion, and low in neuroticism, tend to exhibit preferences for listening, learning, speaking and reading. The findings suggest that there are personality-embedded nuanced language-related expressions of trait structures reflecting psychological needs for language competence, relatedness and autonomy in (co-)creation. The research underscores the importance of considering both language constructs and internationally validated personality traits in teachers and their students. It suggests that some teachers and students may naturally align with language-trait structures conducive to quality language teaching and, prospectively, to multi/plurilingual proficiency. Additionally, educational interventions can potentially influence the development of these identified conducive structures over time, offering insights into the stable psychological foundations for language development and consequent pluricultural competence.
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Gagne, Antoinette, Megan McIntosh, Sreemali Herath, Mary-Ann Fowler, Jade Kim, Victorina Baxan und Elena Danilina. „Let’s Talk About Writing Support for Plurilingual Graduate Students“. TESL Canada Journal 40, Nr. 1 (03.03.2024): 81–106. http://dx.doi.org/10.18806/tesl.v40i1/1386.
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Academic writing is an inseparable aspect of graduate school (Holmes et al., 2018) as students’ academic writing is the primary basis for assessment (Turner, 2011). The high-stakes nature of academic writing is magnified for plurilingual students, whose attendance at English medium universities is growing exponentially (Fenton-Smith & Humphreys, 2017). However, there is a scarcity of research that addresses how faculty support writing as an essential practice for plurilingual graduate students, particularly in English-medium universities where English is implicated in structures of power and privilege. Employing a critical analytic collaborative autoethnography (Anderson, 2006; Kempny, 2022) this research uses polyvocal conversations among seven researcher/practitioners to consider the question of how faculty members perceive and respond to the academic writing needs of plurilingual graduate students. Informed by intersectionality (Crenshaw, 2017; Hankivsky, 2014), these conversations illuminate the ways both educator identities and epistemological turns in education theory impact approaches to writing support for plurilingual graduate writers. Importantly, these discussions are implicated in the socio-political contexts of Canadian and Australian universities where systems of inequality act to marginalise plurilingual writers. These contextualised conversations then aim to problematise and revise existent, dominant deficit discourses and pedagogies of writing support for plurilingual students. Findings illuminate the capacity of educators, who are cognisant of their power and place, to generate alternative practices to support plurilingual graduate writers in service of more asset-orientated and inclusive spaces that take advantage of students’ plurilingual repertoires in English-dominant universities.
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Thibeault, Joël, Catherine Maynard und Florence Reid. „Embracing linguistic diversity“. L1-Educational Studies in Language and Literature 25, Nr. 1 (05.03.2025): 1–24. https://doi.org/10.21248/l1esll.2025.25.1.793.
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This paper examines the implementation of plurilingual approaches in the teaching of French vocabulary in Franco-Ontarian schools. Through a qualitative analysis of the practices of three experienced teachers, the study highlights innovative pedagogical practices that leverage linguistic diversity to enhance students’ learning of vocabulary and foster a deeper appreciation for plurilingualism in the classroom. The findings of this multiple case study, derived from a series of semi-structured interviews, demonstrate how teaching concepts like cognates, idiomatic expressions, prefixes, and suffixes within a plurilingual framework can cultivate engaging and inclusive learning environments. Furthermore, the role of plurilingual texts and parental involvement in enriching vocabulary instruction is emphasized, showcasing the collaborative efforts between teachers, students, and families in language education. This study highlights how linguistic diversity can form the basis for meaningful vocabulary instruction in French Ontario, ultimately contributing to the vitality and longevity of the French language in the province.
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Menezes de Souza, Lynn Mario. „<i>Kshetra</i> and the nurturing of a plurilingual ethos“. Journal of Multilingual Theories and Practices 4, Nr. 2 (22.01.2024): 223–43. http://dx.doi.org/10.1558/jmtp.26407.
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This article discusses a family’s plurilingualism from a southern and decolonial lens, looking at the role of language ideologies in its plurilingual practices. It focuses on the concept of space as kshetra and its accompanying plurilingual ethos, originating in the Asian origins of the family. The overarching claim is that by holding on to its legacy of a plurilingual ethos, the family has maintained its ever-changing plurilingualism over three generations by navigating a tension or duality between an out-group assimilation to the prevalent monolingualism that it encounters outside the home in its transcontinental migrations and an in-group maintenance of plurilingualism within the kshetra of the family. The article concludes that it appears to be the ethical attitude to linguistic and cultural heterogeneity, rather than the actual use or maintenance of a specific heritage language, that is of more value to transnational and transgenerational plurilingual families.
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Lapresta, Cecilio, und Ángel Huguet. „A model of relationship between collective identity and language in pluricultural and plurilingual settings: Influence on intercultural relations“. International Journal of Intercultural Relations 32, Nr. 3 (Mai 2008): 260–81. http://dx.doi.org/10.1016/j.ijintrel.2007.10.004.
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Stierwald, Mona. „Bi-plurilingual formulation practices in conversational writing interactions“. European Journal of Applied Linguistics 8, Nr. 2 (11.09.2020): 203–32. http://dx.doi.org/10.1515/eujal-2020-0006.
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AbstractThe present article approaches the subject of oral formulation practices in multilingual and conversational writing interactions. Within the framework of pluriliteracy in the context of foreign language practice at university, special emphasis is placed on the manifestations of linguistic repairs as a mechanism, integrated in sequences of interactive formulation. By analyzing extracts of an interaction between three students according to the method of conversation analysis (CA), linguistic and interactional particulars of these repairs are identified, allowing for a first typology of formulation procedures with embedded repair operation.A second aim is to demonstrate in what way different languages are being used during the formulation process. By doing so, the question of how students draw on their plurilingual resources is discussed. The overall issue is addressed through a theoretical framework of functional language distribution in conversational writing.
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Corcoran, James N. „Reflections on the perceived longer-term impact of an ERPP course“. Journal of English for Research Publication Purposes 3, Nr. 2 (01.12.2022): 169–97. http://dx.doi.org/10.1075/jerpp.21015.cor.
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Abstract Research-intensive universities in the global peripheries have begun to mount English for research publication purposes (ERPP) initiatives to increase plurilingual scholars’ publishing success. Though research into pedagogical initiatives is still limited, investigations of such programs can provide researchers with a greater understanding of the broader experiences and perspectives of scholars as well as the potential impact of interventions on course participants’ scholarly writing. Answering the call for more longitudinal work in ERPP, this article outlines a small-scale, qualitative investigation of the perceived impact of an intensive ERPP course at a Mexican university on two environmental scientists’ research writing five years following course completion. Data analysis included systematic review of participant CVs, as well as semi-structured interviews with two plurilingual EAL scientists and two ERPP practitioners connected to the ERPP course. Employing a critical plurilingual lens, this article discusses findings that not only outline the perceived impact of the intervention on these scientists’ research writing at different stages of their academic trajectories, but also highlight the plurilingual nature of their evolving scholarly practices. The article culminates with data-driven suggestions for plurilingual conceptualization and enactment of scholarly writing pedagogies, policies, and research agendas.
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Corcoran, James, Antoinette Gagné und Megan McIntosh. „A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing“. Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (29.01.2018): 1. http://dx.doi.org/10.31468/cjsdw/r.v28i0.589.
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Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.
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Corcoran, James, Antoinette Gagné und Megan McIntosh. „A Conversation about “Editing” Plurilingual Scholars’ Thesis Writing“. Canadian Journal for Studies in Discourse and Writing/Rédactologie 28 (29.01.2018): 1–25. http://dx.doi.org/10.31468/cjsdwr.589.
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Drawing on our combined experiences providing thesis writing support, we critically consider the tensions surrounding policies and practices aimed at plurilingual graduate students using English as an additional language (EAL). Our trioethnographic methodology allows us to unpack and explore the ethics framing our individual “editing” practices amid institutional norms, expectations and ideologies. Drawing on relevant literature in the field, our conversations or “trialogues” produce insights and raise questions surrounding the ethical imperative of providing effective thesis writing support for plurilingual EAL writers in an era of increasing internationalization. We conclude with suggestions for flexible, targeted writing support that challenges narrow epistemologies and stale ideologies regarding taboo editing practices of academic and language literacy brokers involved in the production and revision of thesis writing.
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Nghi, Tran Tin, und Luu Quy Khuong. „A Study on Communication Breakdowns between Native and Non-native Speakers in English Speaking Classes“. Journal of English Language Teaching and Applied Linguistics 3, Nr. 6 (08.06.2021): 01–06. http://dx.doi.org/10.32996/jeltal.2021.3.6.1.
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English majored students have a positive influence on intercultural awareness in learning a foreign language. In their classes, they are often asked to discuss some academic matters in British cultural beliefs. Although they have a high level of proficiency in English communication, there often encountered misunderstandings between them when they interpret things or present academic matters. As a result, students cannot achieve plurilingual and pluricultural competence in the course. This paper was conducted to investigate communication problems between Vietnamese learners of English and Native teachers at HUFI. The data were collected from 28 participants who are third-year students and four different lecturers from different countries. The findings revealed that sources were mainly clustered for the following reasons: perceptual and language differences, information overload, inattention time pressures, distraction/noise emotions, complexity in organizational structure, and poor retention. The perceptual and language differences, information overload, and emotions were mainly responsible for the quality of communication. This paper can help students engage in awareness-raising activities that promote understanding in some contacts and discussions.
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Presti, Maria Vittoria Lo. „Team Teaching and CLIL Methodology“. International Journal of Linguistics 16, Nr. 5 (22.10.2024): 116. http://dx.doi.org/10.5296/ijl.v16i5.22339.
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This paper investigates team teaching within the CLIL (Content and Language Integrated Learning) methodology in lower secondary education in Italy, focusing on the collaboration between language and content subject teachers in designing and implementing CLIL pathways.The discussion begins with an overview of the CLIL methodology’s emergence in the plurilingual and pluricultural European context, with particular attention to its application in Italian schools.Next, the paper focuses on the training of CLIL teachers in Italy and on the collaboration between language teacher and subject teacher, forming the so-called team teaching CLIL.An illustrative example of a CLIL module, co-developed by English, Art, and History teachers, from an Italian lower secondary school, is provided, and the opinions of the teachers involved, gathered through interviews, are briefly presented regarding the educational pathway undertaken. These reflections offer insights into the educational process and the challenges encountered.The paper concludes by deriving methodological recommendations for CLIL teacher training, emphasizing the importance of effective collaboration between content and language teachers for the successful implementation of CLIL methodology.
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Chyzhykova, Olha, Oksana Romanenko, Iryna Bazarenko, Larysa Dzevytska und Ainur Jgiyatker Baitelessova. „Plurilingual Approach to Improving Lexical Competence of Non-Linguistic Majoring Students“. SHS Web of Conferences 100 (2021): 02014. http://dx.doi.org/10.1051/shsconf/202110002014.
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This paper presents innovative approaches to improving lexical competence of non-linguistic students. The authors analyze the concept of terminological vocabulary in professional discourse, paying special attention to peculiarities of teaching vocational-oriented vocabulary to non-linguistic majoring students. Pedagogical technologies based on plurilingual approach in teaching professionally oriented vocabulary are offered in this article. The authors disclose the main features of acquiring professionally oriented vocabulary in distance learning and its effect on the learning process. Furthermore, the best practices for the English-German-French combination are explored in teaching non-linguistic students professionnally oriented vocabulary from a plurilingual and communicative perspective. The findings also show that these activities not only motivate learners to be engaged in meaningful language learning experience, but also encourage them to improve their plurilingual communicative competence, therefore enrich their professionnally oriented vocabulary. The focus lies on exploring the use of plurilingual approach as an effective means for improving professional linguistic competence. Recommendations for teachers and non-linguistic students on mastering their professionnally oriented vocabulary are presented in this paper.
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Lotherington, Heather, Kurt Thumlert, Taylor Boreland und Brittany Tomin. „Redesigning for mobile plurilingual futures“. OLBI Journal 11 (15.03.2022): 141–72. http://dx.doi.org/10.18192/olbij.v11i1.6179.
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The New London Group’s 1996 manifesto was a clarion call to educational researchers to fundamentally redesign language and literacy education for the needs of global learners communicating in evolving digital media environments. In this conceptual overview, the “how”, “what” and “why” of multiliteracies are critically re examined from the perspective of mobile digital language learning in posthumanist media ecologies, with attention drawn to paradigm shifts in language, technology, multimodality and context. We argue that Web 3.0 environments, AI and rapidly emerging algorithmic cultures have outpaced earlier critical theorizations of multiliteracies and digitally mediated learning practices as well as meaningful implementation of multiliteracies pedagogies in schools. We then reconsider the affordances and constraints of Web 3.0 tools for multilingual/plurilingual language learning, and sketch pathways for critical and productive engagements with mobile devices and multiliteracies pedagogies that reframe and advance the important critical work of the New London Group.
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Potts, Diane, und Euline Cutrim Schmid. „Plurilingual practice in language teacher education“. AILA Review 35, Nr. 1 (27.09.2022): 60–88. http://dx.doi.org/10.1075/aila.22007.pot.
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Abstract Despite decades of research supporting the pedagogic value of learners’ plurilingual resources to their linguistic and academic development, pre-service teachers frequently arrive at university inculcated in ‘target language only’ practices underpinned by monoglossic ideologies. The challenge for teacher education is to productively disrupt quotidian beliefs about language beliefs and prompt reconsideration of future classroom practices. Drawing on the work of the Douglas Fir Group (2016), this paper explores the identities, beliefs and values of two student-teachers as they emerged over the length of an innovative English-German pedagogic project on plurilingualism. The project involved German student-teachers developing a language portrait project for Grade 6 students; student-teachers using project data for undergraduate assignments; and English MA students interviewing young learners about their language portraits via videoconference. The videoconference provided young learners further opportunities to use their plurilingual resources and MA students with data for assignments on identity and investment. Working with DFG’s framework (2016), we examine the interplay of the meso- and macro-dimensions of the larger project’s design and the sometimes contradictory indexing of values and identities within and across activities. Analysis reveals that design choices sometimes unintentionally reinforced linguistic ideologies inconsistent with the project’s objectives, though these conflicts also led student-teachers to unexpected insights. We close with personal reflections on the implications of the first iteration of this design-based research project for the advancement of plurilingual pedagogies in teacher education.