The Routledge Handbook of Plurilingual Language Education

Piccardo, Enrica; Germain-Rutherford, Aline; Lawrence, Geoff

doi:10.4324/9781351002783

Cited by 49 publications

(32 citation statements)

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“…Our study suggests that (free) multilingual digital books that can help promote literacy engagement for linguistically diverse students would be welcome in both schools and homes. Further, as language learning pedagogy changes, plurilingualism is being recognized increasingly as a rich teaching and learning tool (Piccardo et al, 2022). Researchers are approaching this method of language learning with more confidence as they understand how students can use more than one language to communicate a given message at any one time.…”

Section: Discussionmentioning

confidence: 99%

Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes

Zaidi

Metcalfe

Norton

2022

CJAL

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In response to Canada’s growing ethnic, cultural, and linguistic diversity, educators in French immersion classrooms are increasingly responding with enhanced cross-linguistic initiatives, and dual language books are promising resources in the promotion of multilingualism (Zaidi, 2020; Zaidi & Dooley, 2021). This paper details a research project we completed in a 2019 classroom-based qualitative case study in a French immersion school experiencing an increasing enrollment of linguistically diverse students. The researchers sought to determine if Storybooks Canada, a free digital platform with 40 dual language books in multiple languages, could help promote literacy engagement and strengthen home-school connections. Five teacher participants identified a range of features that make the platform a useful resource for promoting literacy engagement, text comprehension, learner autonomy, meaning-making, and instructional differentiation. These included (i) the multilingual features, (ii) the ability to project stories on a large screen, (iii) the audio component, (iv) the illustrations, and (v) the different levels of text difficulty. While teachers made almost exclusive use of the French language features of the site, for classroom purposes, they supported cross-linguistic uses of the platform in the home context, with a view of strengthening home-school connections.

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Section: Discussionmentioning

confidence: 99%

Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes

Zaidi

Metcalfe

Norton

2022

CJAL

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“…In doing so, we reframe the learning process around creativity and reflective analysis of possibilities and choices, and we reposition teachers as co-explorers rather than knowledge transmitters. While others have called for the integration of plurilingualism and multimodality into language pedagogy with teachers and students as coexplorers (Canagarajah, 2014;Li, 2018;Magnusson & Godhe, 2019;Piccardo et al, 2021;Prada, 2021;Tian et al, 2020), we see the process of incorporating a fluid, emergent co-exploration not just as a set of practices to be adopted, but as a metanoia, a personal mindset shift that anyone-teachers, students, researchers-can be part of. This reconceptualization is informed by the work of researchers and practitioners from the vibrant fields of plurilingual and translanguaging studies (e.g., Choi & Ollerhead, 2018;Lau & Van Viegen, 2020;Tian et al, 2020); importantly, it also stems from our own experiences as language teachers and teacher educators with experience from kindergarten to graduate programs on five continents.…”

Section: Communication On Continue à Enseigner Les Langues Comme Des ...mentioning

confidence: 93%

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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“…In the case of the multilingual turn, the work with LLs is particularly suitable to develop students' critical language awareness, namely the ability to reflect on languages and their relationships, as well as to challenge notions of language, linguistic boundaries and norms, and even multilingualism as permanencies. By doing so, LLs foster students' plurilingual competence (Piccardo et al, 2021). In terms of the spatial turn, working with LLs emphasizes "the importance of students' critical examination of texts and other semiotic resources within and across different spaces (e.g., classroom, home, school, communities, online) that are embodied, interactive, multimodal/multisensory, and that evolve over time" (Lozano et al, 2020, p. 19).…”

Section: Lls To Promote Plurilingual Education For Allmentioning

confidence: 99%

Promoting Plurilingualism Through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands

Brinkmann¹,

Duarte²,

Melo‐Pfeifer³

2022

TESL Canada

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This article investigates how linguistic landscapes (LLs) can foster critical thinking about linguistic power relations and tensions in multilingual areas by acting as stimuli to reflect on the ethnolinguistic vitality of languages in a given region. We examine the pedagogical use of LLs as resources for the implementation of plurilingual pedagogies in mainstream secondary school classrooms in two distinct sites: Germany and the Netherlands. Data was collected through classroom observations, interviews with teachers, and students’ assignments and questionnaires. Analysis included an examination of how students validate their linguistic and semiotic practices and those of the Other through different approaches to LL in the classroom. Results show that in the Netherlands, students and teachers co-constructed the research on LL by critically reflecting on visibility issues in their LL research; in Germany, students and teachers engaged in collaborative sequences of meaning-making based on preselected examples of the LL of their surroundings. In both sites, teachers’ attitudes were central in fostering classroom interaction to enhance students’ reflexivity and criticality. This study is significant as it confirms the added value of using LLs as resources for developing critical language awareness through challenging “banal monolingualism” in highly linguistic diverse classrooms and as a path towards empowerment. Cet article examine la façon dont les paysages linguistiques peuvent favoriser la pensée critique quant aux relations de pouvoirs linguistiques et aux tensions dans les zones multilingues en servant de stimuli pour réfléchir à la vitalité ethnolinguistique des langues dans une région donnée. Nous examinons l’utilisation pédagogique des paysages linguistiques comme ressources pour la mise en place de pédagogies plurilingues dans les salles de classe traditionnelles de secondaire dans deux sites distincts : l’Allemagne et les Pays-Bas. Les données ont été recueillies par le biais d’observations en salle de classe, d’entrevues avec les enseignants et les tâches et des questionnaires remplis par des élèves. L’analyse incluait un examen de la façon dont les élèves valident leur pratique linguistique et sémiotique et celles de l’Autre par différentes approches du paysage linguistique dans la salle de classe. Les résultats ont montré qu’aux PaysBas, les élèves et les enseignants co-construisaient la recherche sur le paysage linguistique en réfléchissant aux problèmes de visibilité; en Allemagne, les élèves et les enseignants s’engageaient dans des séquences collaboratives de recherche de signification fondées sur les exemples présélectionnés du paysage linguistique de leur contexte. Dans les deux sites, l’attitude des enseignants était essentielle pour favoriser l’interaction en salle de classe afin de mettre en valeur l’esprit critique et de réflexion des élèves. Cette étude est significative puisqu’elle confirme la valeur ajoutée de l’utilisation des paysages linguistiques comme ressources pour développer la conscience linguistique critique par la remise en question du « monolinguisme banal » dans des salles de classe très diverses linguistiquement et comme chemin vers la valorisation.

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The Routledge Handbook of Plurilingual Language Education

Cited by 49 publications

References 0 publications

Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes

Dual Language Books Go Digital: Storybooks Canada in French Immersion Schools and Homes

Plurilingualism and Multimodality: The Metanoia Within Reach

Promoting Plurilingualism Through Linguistic Landscapes: A Multi-Method and Multisite Study in Germany and the Netherlands

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