Language Biographies and CLIL, When All Roads Lead to… Plurilingualism, even in Japan!

Moore, Danièle; Oyama, Mayo; Pearce, Daniel Roy; Baba, Hideo; Irisawa, Kana

doi:10.4000/ced.2051

Cited by 4 publications

(4 citation statements)

References 8 publications

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“…This could create quality issues with the synthesis if we are not interpreting studies properly due our own linguistic limitations. We acknowledge the valuable research on plurilingual pedagogy in other languages (e.g., Arismendi, 2011;Carinhas et al, 2020;Degache et al, 2007;Garbarino, 2015;Maynard & Armand, 2016;Moore et al, 2020), and that the restriction of the synthesis to papers in English is a limitation of our study which we will return to later.…”

Section: Inclusion/exclusion Criteriamentioning

confidence: 99%

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

Chen¹,

Karas²,

Shalizar³

et al. 2022

TESL Canada

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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. Afin de mieux comprendre les facteurs facilitant ou entravant la traduction de « controverses prometteuses » (Taylor & Snoddon, 2013, p. 439) de la théorie du plurilinguisme en pratiques significatives, cet article présente une synthèse de 30 études empiriques sur la pédagogie plurilingue telle qu’adoptée et vécue par des éducateurs chevronnés et des apprenants dans divers contextes mondiaux de la maternelle à la 12e année et postsecondaires. Informée par le plurilinguisme (Coste et al., 1997/2009; Conseil de l’Europe, 2020), cette synthèse met en avant les contributions clés de la pédagogie plurilingue puisqu’elle favorise: (a) le développement des compétences plurilingues (et inter-/pluriculturelles) des étudiants, (b) l’évolution des croyances langagières vers une orientation positive envers la pluralité et l’hybridité, (c) l’affirmation de l’identité de l’étudiant et de l’enseignant ainsi que la promotion de l’autonomie et (d) le développement de la langue et de la littératie. Cependant, les défis perçus sont liés à la nature et aux problèmes pratiques de concevoir et de mettre en place une pédagogie plurilingue dans la salle de classe, ce qui rejoignent les politiques institutionnelles et les discours idéologiques. Les résultats mettent en lumière les progrès actualisés ainsi que les obstacles liés à la promotion du plurilinguisme dans différents contextes et fournissent des implications importantes pour les multiples parties prenantes impliquées dans le pré-service de la formation initiale des enseignants, ainsi que l’élaboration des politiques linguistiques au Canada et dans d’autres sociétés et communautés multilingues et multiculturelles.

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Section: Inclusion/exclusion Criteriamentioning

confidence: 99%

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

Chen¹,

Karas²,

Shalizar³

et al. 2022

TESL Canada

View full text Add to dashboard Cite

show abstract

“…Foreign language education globally has been undergoing a shift away from the native-speakerism paradigm of the 20 th century towards more inclusive, wholistic pedagogies influenced by theories such as plurilingualism (Marshall & Moore, 2018) and trans/plurilanguaging (Moore, Oyama, Pearce, Irisawa, & Kitano, 2020;Cenoz & Gorter, 2017), a rejection of target-language only pedagogy (Galante, et al, 2020), and increasing awareness of the value of experiencing a variety of languages and cultures. A commonality of such approaches is that they represent a movement away from more conventional language teaching, toward developing more reflexive understandings of language, in which all linguistic resources, inclusive of languages other than the target language, are seen as beneficial to constructing knowledge.…”

Section: Theoretical Background: Foreign Language Education Folkoriza...mentioning

confidence: 99%

“…This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the social actor may draw. (Coste, Moore & Zarate, 2009[1997 While plurilingualism is gaining increasing attention in Japan, few studies have yet specifically focused on the interconnectivity between plurilingual/pluricultural approaches and other subject learning (although see Moore, Oyama, Pearce, Irisawa, & Kitano, 2020;.…”

Section: Plurilingual Steam Education: Promoting Collaboration Betwee...mentioning

confidence: 99%

Plurilingual STEAM and School Lunches for Learning?

Pearce

Oyama

Moore

et al. 2021

International Journal of Bias, Identity and Diversities in Education

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In Japan, where there is a bias toward English-only in foreign language education, there are also grassroots efforts to introduce greater plurality in the classroom. However, introducing diverse languages and cultures into the classroom can lead to folklorization, the delivering of essentialized information in pre-packaged formats, which can potentially delegitimize other languages and cultures. This contribution examines a collaborative integrative plurilingual STEAM practice at an elementary school in Western Japan. In the ‘school lunches project,' the children experience various international cuisine, leading up to which they would engage with related languages and cultures through collaboratively produced plurilingual videos and museum-like exhibits of cultural artifacts. The interdisciplinary, hands-on, experiential learning within this project helped the children to develop an investigative stance toward linguistic and cultural artifacts, nurture a deeper awareness of languages and openness to diversity, foster reflexivity, and encourage interdisciplinary engagement.

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“…Oyama (2019) and Oyama and Pearce (2019) analyse the impact of plurilingual pedagogies and how language awareness activities enhance learners' experience and can contribute to transforming their perceptions of plurilingualism and language learning. Nevertheless, these authors consistently point to the fact that teachers in the Japanese context are usually unprepared to implement such practice, and that teacher training is insufficiently geared towards plurilingualism in the country (Ishikawa, 2020;Moore et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan

Moore

Oyama

Pearce

et al. 2020

JMTP

Self Cite

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In this article, we examine a plurilingual practice in Japan – a country traditionally described as being extremely monolingual. The contribution explores innovative teaching that disrupts monolingual ideologies and how we view TESOL practice. The context of the study is a public elementary school situated in western Japan. We follow the classes of one teacher to discuss her use of pedagogical plurilanguaging as intentional instructional strategies that integrate several languages and cultural viewpoints to support the development of language and content learning, plurilingual awareness and multiperspectivity. We explain how we think it echoes with, and differs from, the concept of translanguaging. Data sources include audio and video recordings of classroom interactions, visual documentation, researchers’ field-notes, teachers’ and learners’ reflective journaling, as well as learners’ productions. The study has implications for teacher training and curriculum design and resituates the teaching of English as a world language in a more complex and multifaceted way.

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Language Biographies and CLIL, When All Roads Lead to… Plurilingualism, even in Japan!

Cited by 4 publications

References 8 publications

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

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

Plurilingual STEAM and School Lunches for Learning?

Plurilingual education and pedagogical plurilanguaging in an elementary school in Japan

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