Twenty years ago, the New London Group (1996) argued for a Pedagogy of Multiliteracies (Cope & Kalantzis 2000) fostering a range of literacies by including multiple media channels, modes and languages. While the current research strands of multimodality and social semiotics (Kress & Van Leeuwen 1996) versus multilingualism and pluriliteracies tend to drift apart, pedagogical practice requires...
Familiรคre Leseaktivitรคten stellen eine wesentliche Basis fรผr die Entwicklung der Lesekompetenz von Kindern dar (Rosebrock/Nix 2020). Allerdings zeigen Studien, dass Kinder aus mehrsprachigen Familien wenig Gelegenheit zu Home-Literacy-Aktivitรคten haben (Ilic 2016), z.B. weil keine Bรผcher in der Familiensprache vorhanden sind. Hier setzt das Bรผcherkoffer-Programm an: Durch die schulisch...
Les bandes dessinรฉes et romans graphiques jouent un rรดle pรฉdagogique croissant en contexte scolaire et acadรฉmique (Rouviรจre 2012 ; Raux 2023; Baroni & Turin 2021). Ces ลuvres offrent un fort potentiel pour la littรฉratie plurilingue, non seulement grรขce ร leurs caractรฉristiques multimodales (Lacelle et al. 2012), mais รฉgalement aux thรฉmatiques ainsi quโaux formes linguistiques que certaines...
As contemporary language education increasingly recognises the value of cultivating learnersโ full linguistic repertoires, understanding how children navigate and make meaning across multiple languages and modalities is fundamental (Block, 2014; Klimanova, 2022). In this presentation, we look at a nested case study (Thomas, 2021) of two 10-year-old students who participated in a virtual...
Cette proposition de communication sโinscrit dans la continuitรฉ des recherches sur les approches plurielles en รฉducation, qui mettent en ลuvre la diversitรฉ linguistique et culturelle dans lโactivitรฉ langagiรจre (Candelier, 2014). L'utilisation du kamishibai plurilingue se prรฉsente comme un outil innovant favorisant l'interaction entre diffรฉrentes langues et cultures (McGowan, 2015), contribuant...
La diversitรฉ linguistique caractรฉrise les salles de classe ontariennes, tant dans les รฉcoles anglophones que francophones. Depuis deux dรฉcennies, les chercheurs encouragent ces รฉcoles ร adopter une vision dynamique du plurilinguisme pour crรฉer des environnements inclusifs qui soutiennent tous les รฉlรจves. Des politiques linguistiques inclusives (ministรจre de lโรducation, 2015, 2017) et des...
The growing linguistic and cultural diversity in todayโs classrooms underscores the need for a multilingual turn in teacher professionalisation (Putjata et al., 2022). Research has explored the effects of training in multilingual education on teachersโ beliefs and practices (e.g. Gorter & Arocena, 2020; Lorenz, Krulatz & Torgersen, 2021), but limited attention has been given to the teaching of...
The transitional phase between the teacher education program at university and the actual work as a teacher in Germany has received limited scholarly attention (cf. Gerlach, 2020, p. 88). During this period (a traineeship of 18 month, named Referendariat) trainee teachers are not only required to design, teach, and assess, but they are simultaneously subjected to instruction, evaluation, and...
Our classrooms are becoming increasingly multilingual (OECD, 2023), but our teachers are struggling to keep up with this evolution, with many teachers admitting to lacking in knowledge and training when it comes to meeting the needs of their plurilingual/cultural pupils (OECD, 2019).
The ACTIN European project (https://www.actintegration.eu) is attempting to bridge the existing gap between...
Children who develop their โpluriliteraciesโ (Garcรญa, Kleifgen & Barlett 2006) due to migrational multilingualism are often affected by โsilenced multilingualismโ (Pelemann 2023), which is based on the tension between Germanyโs diverse linguistic landscape, shaped by migration, and the prevailing โmonolingual habitusโ (Gogolin 1994) in schools which undervalues and underutilizes migrant...
Ausgangspunkt dieser Studie ist die Frage, wie Sprachunterricht aus einer kritischen Perspektive gestaltet werden kann, in der Sprache und Machtverhรคltnisse nicht getrennt voneinander betrachtet werden und in der der kreative, 'selbstermรคchtigende' Spracherwerb und die mehrsprachlichen Kompetenzen der Lernenden im Vordergrund stehen.
Um dieser Frage nachzugehen, greife ich auf das Konzept des...
Depuis plus de vingt ans ยซ L'inclusion dans les classes ordinaires constitue la modalitรฉ principale de scolarisation ยป des รฉlรจves arrivants de lโรฉtranger dans lโรฉcole franรงaise (Circulaire nยฐ 2012-141 du ministรจre de lโรฉducation nationale). Les รฉlรจves allophones nouvellement arrivรฉs en France apprennent donc LA langue et EN langue dans la mรชme temporalitรฉ (Goรฏ, 2018).
Leurs biographies...
La notion de multiliteracies, telle quโelle est conceptualisรฉe dans le cadre de la pรฉdagogie des multiliteracies (Cazden & al, 1996) interroge, ร travers notamment la thรฉorie de la multimodalitรฉ (Kress, 2010), la relation entre les langues et les cultures.
Lors de nos doctorats respectifs en didactique des langues et des cultures, nous lโavons questionnรฉe ร travers des dรฉmarches diffรฉrentes....
Considering the steadily increasing number of multilingual students (Global Education Monitoring Report Team, 2018), it is essential for teachers to consider their studentsโ multilingualism in school. While there is increasing research done regarding how teachers incorporate multilingualism in class (e.g., Burner & Carlsen, 2023), little is known what aspects predict teachersโ multilingual...
Dans un contexte รฉducatif marocain caractรฉrisรฉ par une diversitรฉ linguistique croissante, la question de lโintรฉgration des littรฉraties plurilingues dans lโenseignement supรฉrieur devient cruciale. Comment les universitรฉs marocaines intรจgrent-elles les littรฉraties plurilingues dans la formation des รฉtudiants et des enseignants ? Cette problรฉmatique soulรจve des enjeux importants concernant...
Smart Knowledge Garden (SKG) is a transversal project by CIDTFF*, a research unit at the University of Aveiro (Portugal) focused on education. SKG constitutes an open and plural environment to articulate research, educator/teacher training and education outreach programmes. It fosters synergies between the university and society and promotes a holistic, non-compartmentalised approach to...
Die meisten Schreibenden im Fremdsprachenunterricht sind insofern plurilingual, als sie bereits รผber Schreiberfahrungen in einer Erst- oder Zweitsprache verfรผgen. Da das Schreiben v.a. eine kognitive Fรคhigkeit ist, ist davon auszugehen, dass grundlegende Schreibfรคhigkeiten nicht an eine Einzelsprache gebunden sind (Berthele & Lambelet, 2018), sondern transversal (Marx, 2020) in verschiedenen...
Smart Knowledge Garden (SKG) is a project of the Research Centre for Didactics and Technology in Teacher Education at the University of Aveiro (CIDTFF). This project aims to create an integrated and open learning environment that fosters connections among different subjects, stakeholders, and educational contexts, while articulating research, teacher education, and community engagement.
Based...
