Learning to Teach English in the Multilingual Classroom Utilizing the Framework of Reference for Pluralistic Approaches to Languages and Cultures

Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following...

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Bibliographic Details
Published in:Languages (Basel) 2022-09, Vol.7 (3), p.168
Main Authors: Kopečková, Romana, Poarch, Gregory J.
Format: Article
Language:English
Subjects:
Attitudes
Classrooms
Core curriculum
Cultural differences
Cultural heritage
Cultural instruction
Educational activities
Educational aspects
Educational objectives
English as a second language
English education
English teachers
Foreign language learning
FREPA
Knowledge
Language
Language culture relationship
Language teachers
Linguistics
Medium of instruction
metalinguistic awareness
Methods
Motivation
Multiculturalism & pluralism
Multilingualism
pluralistic teaching approaches
plurilingual competence
Second languages
Secondary schools
Seminars
Student teachers
Study and teaching
Teacher education
teacher training
Teaching
third language acquisition
Third language instruction
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Summary:Positioned in a specific curriculum context, yet universal in its rationale, this paper illustrates how over the course of one term, student teachers experiment with designing and teaching language learning activities that foster plurilingual competence of young learners of English, while following the Framework of Reference for Pluralistic Approaches to Languages and Cultures. It presents two practical teaching examples (one for primary and one for secondary school level) not only to showcase the great learning and motivational potential of pluralistic tasks employed in L3 English classrooms but also to bear testimony to the creativity and plentiful resources today’s pre-service language teachers themselves bring into their multilingual classrooms if encouraged and opened up to such a practice. Based on the FREPA descriptors, the paper evaluates the developed teaching material to discuss implications for pre- and in-service training of teachers working with young learners of diverse linguistic and cultural backgrounds.
ISSN:2226-471X
2226-471X
DOI:10.3390/languages7030168