Empirical studies on teachers' beliefs about plurilingualism tend to focus on how they view societal multilingualism or multilingualism at school or plurilingual pedagogies and, in rarer cases, how these perspectives are combined. Thus, studies have been consistent in showing that teachers have positive beliefs about multilingualism in society, but less positive ones about multilingualism at...
This paper presents language teachers’ beliefs and perceptions regarding the role of multi-/plurilingualism in language learning and teaching. Previous studies have shown teachers’ progressive positive beliefs towards multilingualism which are nevertheless not often translated into plurilingual practices within their classrooms (Araújo e Sá & Melo-Pfeifer 2015; Calafato, 2020; Haukas, 2016;...
Multiliteracies and multilingual assessment as concepts in educational settings highlight the need for educational practices that are inclusive of diverse linguistic and communicative repertoires, therefore recognizing that literacy and learning extend beyond traditional, monolingual and monoglossic, and text-based forms. Such an understanding of literacy and learning hence calls for new...
Die Europäische Union und der Europarat verfolgen eine Bildungspolitik, die die Entwicklung mehrsprachiger Kompetenzen fördert, wie sie als Ziele im GERS (Europarat, 2001) verankert sind. Die Aufnahme von Deskriptoren für diese Kompetenzen in den Begleitband zum GERS (Europarat, 2021) unterstreicht deren Bedeutung. Neben diesen wegweisenden Texten wurden in den letzten Jahren verschiedene...
Dans le cadre du thème du congrès Les littératies plurilingues en éducation: Approches plurielles dans et au-dehors de la salle de classe, cet atelier présente une proposition qui associe le plurilinguisme et les livres-objet, afin de promouvoir la littératie plurilingue.
Les livres-objet intègrent des éléments tactiles et visuels qui captivent l’attention des apprenants de manière ludique...
In the United States, beliefs about language have undergone major paradigm shifts throughout the 20th century. Many researchers have departed from the monolithic vision of languages as discrete entities to put forward an understanding of language as historically-culturally, politically and socially situated practices (Heller 2007). Yet, in this nation of multilingual immigrants, monolingual...
In French departments in the United States, many postsecondary institutions still adopt a largely monolingual, franco-normative model, where the mythical notion of the native idealized speaker dominates. Although commercial textbooks promote francophonie and frame French as a world language, they do so without ever questioning language ideologies or power dynamics. Plurilingual, pluricultural...
This presentation will describe two pedagogical projects implemented in special topics courses.
The first course is an introductory linguistics class in which students explore the vast linguistic diversity of the Americas, paying particular attention to language policies, Indigenous views of language, language reclamation, and colonization's effects on current language ideologies. The course...
The presence of over 40 million Spanish speakers in the U.S. and the deep historical roots of this language (Lozano, 2018) challenge the notion of Spanish as merely a "foreign language" within U.S. higher education. Yet, Spanish curricula have often overlooked the voices of local language communities (Martinez and Schwartz, 2012), focusing instead on the dialects, literatures, and cultures of...
Symposium outline:
- Introduction to the symposium (15 min)
- Promoting language development and literary understanding in linguistically and culturally diverse grade 6 classrooms (20 min)
- Exploring teachers’ plurilingual practices in Arabic mother tongue classrooms in Finland (20 min)
- Migrant teachers´ plurilingual approaches in subject teaching in Iceland (20 min)
- Discussion...
The discussion on multilingual pedagogy has reached the Finnish educational system as language-aware practices have been embedded into school curricula (Finnish National Agency for Education, 2014) and routines. The importance of a student’s first language is also recognized, even though mother tongue instruction currently exists somewhat on the fringes of the school system (see Emilsson...
Plurilingualism in Icelandic schools is becoming a norm, and this trend is similar in all Nordic countries (Emilsson Peskova et al., 2023). About 15% of students in Icelandic compulsory schools have other mother tongues than Icelandic (Statistics Iceland, 2024). The aim of the overall research was to explore plurilingual pedagogies used by Icelandic and migrant teachers that enable them to...
In Sweden, there are two Language Arts subjects – Swedish (SWE) and Swedish as a Second Language (SSL). Although SSL has been a separate subject in the Swedish school system since 1995, there is surprisingly little research on the teaching practices in this subject, especially in the early school years. This study aims to provide insight into the conditions teachers establish for promoting...
Cet atelier propose une immersion pratique dans les modules éducatifs développés dans le cadre du projet Erasmus+ « Modules pour la promotion du plurilinguisme en cours de français débutant » (2022-2025). Destiné aux enseignant·e·s de français débutant désireux· d’intégrer des approches plurilingues et interculturelles dans leur enseignement, cet atelier se concentre sur l’utilisation directe...
Cette communication présente un atelier d’écriture plurilingue, mobilisant la diversité linguistique et culturelle dans l’éducation et formation, suivant les approches plurielles (Candelier, 2008), invitant à écrire « dans / avec ses langues » (Godard & alii, 2018).
L’atelier d’écriture plurilingue présenté a rassemblé des étudiant.es de différents parcours d’universités partenaires, dans la...
