Virtual Exchanges as Authentic Scenarios for Integrating a Plurilingual Perspective into EFL Teaching and Learning

Autor/inn/en	Cutrim Schmid, Euline; Cvetkovic Kienle, Anita; Sahin, Hilal
Titel	Virtual Exchanges as Authentic Scenarios for Integrating a Plurilingual Perspective into EFL Teaching and Learning
Quelle	In: Language Learning Journal, 51 (2023) 4, S.544-558 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cutrim Schmid, Euline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2227854
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Teachers; Teacher Attitudes; Foreign Countries; Faculty Development; Multilingualism; Technological Literacy; Pedagogical Content Knowledge; Teaching Methods; Independent Study; Online Courses; Computer Mediated Communication; Computer Simulation; Case Studies; Reflective Teaching; Language Attitudes; Language Usage; Bilingual Education Programs; Language of Instruction; School Policy; Student Diversity; Classroom Communication; Elementary Secondary Education; Intercultural Communication; Exchange Programs; German; Italian; Technology Integration; International Cooperation; Educational Cooperation; Germany; Italy + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language teacher; Sprachunterricht; Lehrerverhalten; Ausland; Mehrsprachigkeit; Multilingualismus; Technisches Wissen; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Selbststudium; Online course; Online-Kurs; Computerkonferenz; Computergrafik; Computersimulation; Case study; Fallstudie; Case Study; Sprachverhalten; Sprachgebrauch; Teaching language; Unterrichtssprache; Schulpolitik; Klassengespräch; Interkulturelle Kommunikation; Exchange programme; Exchange program; Exchange programmes; Austauschprogramm; Deutscher; Italienisch; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Deutschland; Italien
Abstract	The article presents research findings on the professional growth of three in-service EFL teachers from Germany who took part in a teacher education programme centred on technology-mediated plurilingual education. The study investigated how the programme influenced the development of the teachers' pedagogical and digital skills in creating and executing plurilingual-inspired virtual exchanges. The programme took place over the course of an academic year (2021-2022) and was divided into three phases, including a four-week virtual exchange with other participants, self-study through an online course, and pedagogical assistance for executing virtual exchanges in teachers' schools. The research employed a case study approach, and data were collected through classroom observations and field notes, recordings of teacher reflective activities, as well as focus group and individual interviews with teachers. The findings indicate that the professional development programme prompted teachers to reconsider their language ideologies and question policies and approaches that emphasised monolingualism in their particular settings. These included practices like separating languages in bilingual programmes, prioritising the native-speaker model as the ultimate goal of second language acquisition, and school policies that ignored the educational requirements of students from diverse linguistic and cultural backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01