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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.

This contribution attempts to clarify the relationship between the practice of plurilingual education and STEAM (interdisciplinary pedagogy that incorporates science, technology, engineering, art, and mathematics) through the lens of peace learning at an elementary school in Japan. Japan has a rich history of peace education, although it has received limited focus in the international literature, whereas plurilingual education remains relatively unknown in the country. Within this context, the article examines a teacher-initiated plurilingual and intercultural project focused on a multidisciplinary approach to peace learning. Analyses of multimodal data, including video recordings, photographs, researchers' field notes, learners' journals, and semi-structured reflective interviews, will demonstrate how even within a highly homogenous context, practitioners can promote transferable skills and nurture a deeper awareness of language and openness to diversity, foster reflexivity, and encourage multidisciplinary engagement through plurilingual education, dialogue, and storying.