Philosophy, Principle and Practice – ‘3Ps’ to Implement Plurilingual Pedagogies

Viegen, Saskia Van; Lau, Sunny Man Chu

doi:10.1007/978-3-030-36983-5_15

Cited by 4 publications

(2 citation statements)

References 24 publications

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“…Such standardized language practices tend to privilege White middle-class cultural and linguistic norms (e.g., Dyson, 2016;Flores & Rosa, 2015). Together, systemic monolingual ideologies and ideologies of standard have contributed to classroom practices that marginalize linguistically diverse learners of colour, leading to troubling educational inequities and limiting learning opportunities for everyone (Kubota & Bale, 2020;Lau & Van Viegen, 2020;Sterzuk & Shin, 2021).…”

Section: Canadienne Chinoise Et Une Canadienne Blanche Les Résultats ...mentioning

confidence: 99%

“…This agenda calls for teacher education coursework that-with explicit equity aims-develops pre-service teachers' knowledge and beliefs regarding the resources represented by students' full communicative repertoires (Coady et al, 2016;Villegas et al, 2018;Wernicke et al, 2021). Within this agenda, scholars recommend plurilingual pedagogies to disrupt monolingual ideologies and to support learning, language development, positive identity construction, and critical engagement with different kinds of texts (e.g., Galante et al, 2020;Lau & Van Viegen, 2020;Moore, 2021;Prasad, 2014).…”

Section: Canadienne Chinoise Et Une Canadienne Blanche Les Résultats ...mentioning

confidence: 99%

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Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Lauwo¹,

Accurso²,

Rajagopal³

2022

TESL Canada

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Plurilingual approaches to pre-service teacher education hold promise for critical engagement with linguistic, cultural, and racial diversity in equity-supportive ways. Employing critical action research, we as teacher educators implemented an equity-oriented plurilingual approach across three literacy methods courses for pre-service elementary teachers at one Canadian university. Using case study methods and a poststructuralist theory of identity, this paper examines implications of the equity-oriented plurilingual approach for the evolving teacher identities and beliefs about plurilingual pedagogical possibilities of two preservice teachers: one Chinese Canadian and one White Canadian. Findings from an analysis of field notes, teacher education artefacts, and interview transcripts demonstrate that pre-service teachers’ linguistic and racial backgrounds shaped their learning and identity trajectories vis-à-vis plurilingualism, and that critical personal reflection and practicum experiences were key mediators of participants’ orientations towards plurilingual pedagogies. Plurilingualism, in concert with multiliteracies, supported a Chinese Canadian pre-service teacher to develop a resource orientation to her own plurilingualism and racialized identity, while challenging a White English-dominant pre-service teacher to confront power inequities and her English-speaker privilege. Implications centre on the importance of greater critical engagement with systemic issues of race and Anglonormativity and the need for more systematic integration of equity-oriented plurilingual approaches throughout teacher education programs. Les approches plurilingues des formations initiales des enseignants promettent l’engagement critique vis-à-vis de la diversité linguistique, culturelle et raciale de manière égalitaire. En se servant de la recherche en action critique, en tant qu’enseignantes, nous avons mis en place une approche plurilingue orientée vers l’égalité dans trois cours méthodologiques de littératie de formation initiale pour enseignants du primaire dans une université canadienne. En utilisant des méthodes d’études de cas ainsi qu’une théorie poststructuraliste de l’identité, cet article examine les implications d’une approche plurilingue orientée vers l’égalité pour les identités et les croyances changeantes des enseignants à propos des possibilités pédagogiques plurilingues de deux enseignantes en formation : une Canadienne chinoise et une Canadienne blanche. Les résultats tirés d’une analyse de notes d’observation, d’artéfacts de formation d’enseignant, et de transcriptions d’entrevues montrent que les origines linguistiques et culturelles des enseignants en formation informaient leur apprentissage et leur trajectoires identitaires par rapport au plurilinguisme et que la réflexion critique personnelle et les expériences de stage se sont révélées être de médiateurs clés eu égard à l’orientation des participants envers les pédagogies plurilingues. Le plurilinguisme, de concert avec les multilittératies, ont encouragé une candidate enseignante canadienne chinoise à élaborer une orientation de ressources vers son propre plurilinguisme et son identité racialisée, tout en défiant une candidate blanche anglaise de faire face aux inégalités de pouvoir et à son privilège d’anglophone. Les implications se centrent sur l’importance d’un plus grand engagement critique eu égard aux problèmes systémiques de race et d’anglonormativité, ainsi que le besoin d’une intégration plus systématique des approches plurilingues orientées vers l’égalité dans tous les programmes de formation des enseignants.

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Section: Canadienne Chinoise Et Une Canadienne Blanche Les Résultats ...mentioning

confidence: 99%

Section: Canadienne Chinoise Et Une Canadienne Blanche Les Résultats ...mentioning

confidence: 99%

Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Lauwo¹,

Accurso²,

Rajagopal³

2022

TESL Canada

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Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

Li,

Pan,

Seargeant

et al. 2024

TESOL Quarterly

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This study explores how preservice English teachers in China perceive and leverage their Chinese and English linguistic repertoires in ELT methodology training, and how a reflective understanding of their use of these repertoires can contribute to their development as teachers. To understand how their practices and conceptualizations of language and teaching are in accord with an orientation toward or away from principles of Global Englishes Language Teaching (GELT), we drew on theories of translanguaging space and stance (García, Ibarra Johnson, & Seltzer, 2017; Li, 2011) and the GELT framework (Rose & Galloway, 2019) to examine preservice teachers' experiences in teacher training. Through multimodal conversational analysis of lesson recordings, we found that preservice teachers created translanguaging spaces to utilize different languages in the critical negotiation of pedagogies. In addition, they displayed traslanguaging stance by strategically incorporating multimodal and multicultural resources in microteachings. We also carried out semistructured interviews in which the preservice teachers, influenced by factors such as language ideologies and curriculum design, displayed mixed views toward translanguaging practices in teacher training, and the ELT classroom. By investigating the feasibility of GELT in TESOL teacher training in China, this study emphasizes the need to empower preservice teachers as critical agents in terms of assessment design and curriculum delivery for sustainable Global Englishes‐oriented innovations to occur.

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Des textes identitaires plurilingues pour stimuler l’engagement dans l’écriture d’élèves immigrants allophones en situation de grand retard scolaire au secondaire

Maynard

Armand

2022

The Canadian Modern Language Review

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Learning to write in a second language is an enormous challenge, particularly for undereducated allophone immigrant students. In this context, interventions fostering students’ engagement in writing appear to be a promising way to contribute to their learning process ( Cummins, 2009 ). Engagement in writing would be promoted by taking into account students’ multiliterate repertoires and by implementing meaningful learning contexts ( Armand, Lê et al., 2011 ). In this study, which was carried out in 12 secondary school classes for newcomers in Quebec (Canada), we assessed the effects of an intervention based on these foundations and aimed at the production of plurilingual identity texts ( Cummins et Early, 2011 ), supported by plurilingual drama workshops ( Équipes ÉRIT et ÉLODiL, 2013 ). The effects of this intervention on students’ engagement in writing were documented through participant observations and individual interviews with a sub-sample of 48 students. Results show that the production of plurilingual identity texts, especially when supported by plurilingual drama workshops, contributes more to students’ engagement in writing than traditional teaching practices used in a control group, both on an affective and cognitive level.

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Philosophy, Principle and Practice – ‘3Ps’ to Implement Plurilingual Pedagogies

Cited by 4 publications

References 24 publications

Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Plurilingualism, Equity, and Pre-service Teacher Identity: Centring [Linguistic] Diversity in Teacher Education

Exploring Preservice Teachers' Translanguaging Practices and Perceptions in Teacher Training: A Global Englishes Perspective

Des textes identitaires plurilingues pour stimuler l’engagement dans l’écriture d’élèves immigrants allophones en situation de grand retard scolaire au secondaire

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