Reshaping pedagogies for a plurilingual agenda

Jim Anderson

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Multilingual Education and Policy EFL/ESL Teaching and Learning Second Language Learning and Teaching

Abstract

The realisation of plurilingualism requires a more open and inclusive approach to language teaching and one which takes account of various factors involved in working with learners who have a background in the target language and culture. This article seeks to identify these factors within the context of a set of broader principles for second language teaching and thereby to provide a basis for the development of flexible, personalised pedagogies. The theoretical model presented emerges from interviews carried out with former student teachers of Arabic, Mandarin, Panjabi and Urdu currently working in London schools, as well as from the development of an innovative initial teacher education course at Goldsmiths, University of London, introduced to cater for the needs of teachers of these languages.

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1962Thought and language 2009Common European Framework of Reference for Languages: learning, teaching, assessment 1983Principles and Practice in Second Language Acquisition 1983Principles and Practice in Second Language Acquisition 2005Funds of Knowledge: Theorizing practices in households, communities, and classrooms.2020Teaching and Assessing Intercultural Communicative Competence 2000Language, Power and Pedagogy 2021Teaching and Assessing Intercultural Communicative Competence

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2015Memorisation strategies and the adolescent learner of Mandarin Chinese as a foreign language 2020Experiencing critical language awareness as a collective struggle: methodological innovations in language awareness workshops 2017Professional Development of Heritage Language Instructors: Profiles, Needs, and Course Evaluation 2020“Walking in Two Worlds” in the Plurilingual Classroom: Learning from the Case of an Intergenerational Project

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