Bringing plurilingualism into teaching practice: a quixotic quest?

Melinda Dooly · Claudia Vallejo

34 citations0/0 files storedInternational Journal of Bilingual Education and Bilingualism

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

Abstract

In this article, we focus on the ‘transformative’ aspects that can be derived from a plurilingual pedagogy and how teachers might be provided with conceptual tools to leverage the various communicative resources brought to the learning environment by their students in the design and implementation of different teaching activities. Exploring the main concepts that emerged from discussions during a workshop on plurilingual practices in language education, this article reveals some of the perceptions – both positive and negative- that in-service teachers highlight regarding plurilingual education, including reasons for acceptance as well as tensions and challenges they face when transitioning into new pedagogical practices.

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References

1997Self-efficacy: the exercise of control 2009Common European Framework of Reference for Languages: learning, teaching, assessment 2017Translanguaging as a Practical Theory of Language 1991The New Meaning of Educational Change 2010Moment Analysis and translanguaging space: Discursive construction of identities by multilingual Chinese youth in Britain 2010Bilingual education in the 21st century: a global perspective 2013Literacy as Translingual Practice 2006HANDBOOK OF RESEARCH IN SECOND LANGUAGE TEACHING AND LEARNING

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