Bringing plurilingualism into teaching practice: a quixotic quest?

Dooly, Melinda; Vallejo, Claudia

doi:10.1080/13670050.2019.1598933

Cited by 17 publications

(8 citation statements)

References 28 publications

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“…Despite these growingly documented plurilingual and multimodal communication practices, many educational spaces continue to be dominated by monolingual and monomodal ideologies and policies (Dooly &Vallejo, 2020;Lin, 2020;Piccardo, 2018;Willans, 2013). Languages have typically been taught in isolation as bounded entities, and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets (Lin 2020;Manan & Tul-Kubra, 2020;Valdés, 2020).…”

Section: Plurilingualism and Multimodality As Habits Of Mindmentioning

confidence: 99%

Plurilingualism and Multimodality: The Metanoia Within Reach

Werner¹,

Todeva²

2022

TESL Canada

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Drawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva & Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for dynamically aligning research on multimodality and plurilingualism with inquiry-based classroom practice. We argue that despite the existence of important research shedding light on the processes underlying our meaning-making and communicative abilities, languages continue to be taught as bounded entities and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets. Adopting a plurilingual, multimodal mindset provides a way for teachers, students, and researchers to bring their practices in line with the increasingly complex manner in which people construct, share, and access knowledge. How to achieve this metanoia— this shift of mind towards linguistic and modal plurality—is the main thrust of this paper. We provide concrete examples of classroom plurilingual explorations and an emic narrative of one teacher’s journey. Finally, we call for transformed research practices grounded in retrodiction (Larsen-Freeman, 2009) and for more nimble multimodal knowledge dissemination to support this realignment. En s’inspirant de l’évolution de notre réflexion sur l’apprentissage accéléré et des espaces de salle de classe plus égalitaires où on accorde aux apprenants plus d’autonomie et d’occasions de se servir de tout leur répertoire linguistique (Todeva & Morule, 2009; Todeva, 2016) et sur les aperçus de la théorie des systèmes dynamiques complexes, cet article propose un cadre de travail dans le but d’aligner de façon dynamique la recherche sur la multimodalité et le plurilinguisme sur la pratique en salle de classe fondée sur l’enquête. Nous avançons que malgré l’existence de recherche importante mettant en lumière les processus qui soustendent nos capacités à faire sens et de communication, on continue à enseigner les langues comme des entités limitées et de nombreuses pratiques d’enseignement et d’évaluation reflètent encore des idéologies monolingues et des mentalités de locuteurs de langue maternelle. L’adoption d’une mentalité plurilingue et multimodale fournit aux enseignants, aux étudiants et aux chercheurs une façon d’aligner leurs pratiques sur la manière de plus en plus complexe dont les gens construisent, partagent et accèdent à la connaissance. Comment réussir cette métanoia – cette réorientation de l’esprit vers la pluralité linguistique et modale – constitue l’idée directrice de cet article. Nous fournissons des exemples concrets d’exploration plurilingue dans la salle de classe ainsi qu’un récit émique du parcours d’un enseignant. En conclusion, nous appelons à des pratiques de recherche transformées, enracinées dans la rétrodiction (Larsen-Freeman, 2009), à une dissémination multimodale plus souple pour soutenir ce réalignement.

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Section: Plurilingualism and Multimodality As Habits Of Mindmentioning

confidence: 99%

Plurilingualism and Multimodality: The Metanoia Within Reach

Werner¹,

Todeva²

2022

TESL Canada

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“…It can be seen that teachers are broadly in line with practicing plurilingualism in the classroom (Nos. [11][12][13][14][15][16]; however, they simultaneously still support monolingualism (Nos. [14][15][16][17][18][19].…”

Section: Questionnairementioning

confidence: 99%

Plurilingualism and Monolingualism in Foreign Language Classrooms: The Perspective of EFL Teachers in Saudi Arabia

Alsaawi

2020

Preprint

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The idea of teaching a target language via a monolingual medium of instruction in the classroom has long predominated in the pedagogical context. In Saudi Arabia, excluding the students’ mother tongue (Arabic) in the foreign language classroom has been seen as a tool that accelerates the acquisition of the target language (English). This is widely viewed as the most practical and effective method of language learning, especially in the Gulf region, where English is a foreign language employed in the fields of economics and business. The recent academic argument that exploiting the students’ linguistic repertoire, including the mother tongue, in the target language classroom boosts and fosters the students’ learning cycle is still encountering huge resistance, especially among second/foreign language teachers. To explore this dispute from the perspective of English as a foreign language (EFL) teachers in intermediate and secondary schools, a case study was conducted with 34 teachers in the Qassim region, Saudi Arabia, through questionnaires and a focus group interview. The study found that most teachers believe that the policy of using the target language (English) only is the most effective method of language learning. They employed the students’ mother tongue (Arabic) on an ad hoc basis to ensure complete comprehension, organize classroom tasks or convey personal remarks. In addition, the study revealed that teachers’ understanding of plurilingualism was unclear and limited to the verbal use of two languages, and that EFL teachers need more clarification on its application in the classroom.

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“…Both a didactics of plurilingualism (cf. Duverger 2007;Gajo 2007;Masats, Nussbaum, and Unamuno 2007;Masats 2008;Noguerol 2009;Candelier 2012;Nussbaum 2013Nussbaum , 2014Nussbaum , 2017Moore 2014;Dooly 2016;Llompart and Nussbaum 2018;Moore 2018;Moore and Vallejo 2018;Llompart et al this volume;Dooly and Vallejo, forthcoming) and translanguaging pedagogies (cf. García 2009;Creese and Blackledge 2010;Canagarajah 2011aCanagarajah , 2011bGarcía and Li 2014;García and Kleyn 2016;García, Johnson, and Seltzer 2017;Moore, Bradley, and Simpson 2019) build on a Vygotskyan sociocultural perspective that asserts that knowledge is socially produced and acquired in interaction and collaboration.…”

Section: Pedagogical Application and Points Of Overlapmentioning

confidence: 99%

“…Adopting a plurilingual didactics /translanguaging approach inevitably puts into question a century-old general approach to language education, which suggests that teacher education and teacher support should emerge as key elements to overcome these resistances and promote educational transformation (Moore and Vallejo 2018;Dooly and Vallejo, forthcoming). This should be framed within the promotion of strong networks of critically engaged, action-research collaboration between researchers, pre-and in-service teachers and other educational and community agents (Vallejo et al 2018).…”

Section: Pedagogical Application and Points Of Overlapmentioning

confidence: 99%

Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue

Vallejo

Dooly

2019

International Journal of Bilingual Education and Bilingualism

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This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learning. The articles in this special issue illustrate the varied and exciting possibilities that can be afforded by these approaches that aim to locate speakers' fluent, hybrid, multimodal and creative communicative practices at the centre of research and practice. The texts also underscore key commonalities and divergences which demonstrate that these frameworks are best analysed, compared or applied after first acknowledging that they emerge from different research traditions and socio-political backgrounds. Perhaps most importantly, the articles demonstrate that as long as socioeducational inequalities persist there is need for reflection, expansion and complementary actions, especially since both approaches share an interest in social and educational transformation of current models of bi/ multilingual education around the globe.

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Bringing plurilingualism into teaching practice: a quixotic quest?

Cited by 17 publications

References 28 publications

Plurilingualism and Multimodality: The Metanoia Within Reach

Plurilingualism and Multimodality: The Metanoia Within Reach

Plurilingualism and Monolingualism in Foreign Language Classrooms: The Perspective of EFL Teachers in Saudi Arabia

Plurilingualism and translanguaging: emergent approaches and shared concerns. Introduction to the special issue

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