From "Promising Controversies" to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts

Autor/inn/en	Chen, Le; Karas, Michael; Shalizar, Mohammadreza; Piccardo, Enrica
Titel	From "Promising Controversies" to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts
Quelle	In: TESL Canada Journal, 38 (2022) 2, S.1-35 (35 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-435X
Schlagwörter	Multilingualism; Teaching Methods; Second Language Learning; Second Language Instruction; Native Language; Educational Policy; Literacy Education; Self Concept; Professional Identity; Intercultural Communication; Linguistic Theory; Research Reports; Language Attitudes; Personal Autonomy; Language Usage; Classroom Communication; Code Switching (Language); Language Proficiency; Geographic Location; Foreign Countries; Kindergarten; Elementary Secondary Education; Learning Motivation; Communicative Competence (Languages); Student Attitudes; Teacher Attitudes; Educational Benefits; Attitude Change; Barriers; Content and Language Integrated Learning + Suchen Sie Ihr Suchwort? Mehrsprachigkeit; Multilingualismus; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Politics of education; Bildungspolitik; Selbstkonzept; Interkulturelle Kommunikation; Linguistische Theorie; Research report; Forschungsbericht; Sprachverhalten; Individuelle Autonomie; Sprachgebrauch; Klassengespräch; Language skill; Language skills; Sprachkompetenz; Ausland; Motivation for studies; Lernmotivation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Schülerverhalten; Lehrerverhalten; Bildungsertrag; Attitudinal change; Einstellungsänderung; CLIL; Lernkonzept
Abstract	To better understand the factors facilitating or impeding the translation of "promising controversies" (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various global K-12 and postsecondary contexts. Informed by plurilingualism (Coste et al., 1997/2009; Council of Europe, 2020), this synthesis forefronts the key contributions of plurilingual pedagogy as it fosters: (a) students' development of plurilingual (and pluri-/intercultural) competence, (b) evolution of language beliefs towards a positive orientation to plurality and hybridity, (c) affirmation of student and teacher identity and promotion of agency, and (d) language and literacy development. The perceived challenges, however, are related to the nature and practical issues of designing and implementing plurilingual pedagogy in the classroom which are interconnected with institutional policies and ideological discourses. The results illuminate the up-to-date progress as well as hurdles of promoting plurilingual pedagogies across different contexts and provide important implications for multiple stakeholders involved in pre-service teacher education, in-service professional development, curriculum improvement, and language policy making in Canada and other multicultural and multilingual societies and communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01