Plurilingual pedagogies at the post-secondary level: possibilities for intentional engagement with students’ diverse linguistic repertoires

Viegen, Saskia Van; Zappa‐Hollman, Sandra

doi:10.1080/07908318.2019.1686512

Cited by 28 publications

(9 citation statements)

References 36 publications

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“…Karakas (2016) conducted a study in three Turkish universities and found that lecturers supported the use of the L1 in EMI classes. Flexible language policies have been reported to be useful in order to reduce foreign students' comprehension problems and difficulties to interact in the classroom in English-medium higher education in Canada (Marshall, 2020;Van Viegen & Zappa-Hollman, 2020). Another example is provided by Jang (2017), who reflects on the use of L1 in a Korean university.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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English medium education at university level is widely used in different contexts and it poses a challenge for students who are not used to studying through the medium of English. This study was carried out in a university in the Basque Country in Spain and it focuses on a course where students who are mostly Basque-Spanish bilinguals are taught through the medium of English. The course teacher applies a flexible language policy allowing for the use of three languages in the class. The aim of this study is to analyse the languages used by the teacher and the students and the students' reactions towards the use of three languages. The instruments used were a background questionnaire, classroom observations, focus group discussions and students' journals. The results indicate that there are important differences between the language used by the teacher and the students and also that most students responded positively to the flexible language use.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Implementing translanguaging pedagogies in an English medium instruction course

Muguruza

Cenoz

Gorter

2020

International Journal of Multilingualism

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“…Research has shown that how learners are agentively and discursively positioned in the classroom and the wider educational community significantly impacts their identities (Kai‐Aydar & Miller, 2018). More specifically, studies have revealed that the prevalent discourse around EMLs is one of deficit and need for remediation, characterized by neglect of how their rich linguistic and cultural repertoires can contribute not only to personal growth but also to the learners’ educational communities’ enrichment (Marshall, 2019; Van Viegen & Zappa‐Hollman, 2020). As academic leaders‐scholars committed to promoting diversity, equity, and inclusion, we have set up certain structures and procedures in our program that, in conjunction with our curricular and pedagogical approaches, aim to generate culturally and linguistically responsive contexts for teaching and learning.…”

Section: Key Program‐level Features and Practices To Support Emergent...mentioning

confidence: 99%

Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners

Zappa‐Hollman

Fox

2021

TESOL Quarterly

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“…Multilingual teaching is an educational approach that teachers can use to raise their students' awareness and understanding of linguistic diversity and encourage them to use their knowledge of other languages and language experience when learning a new language [33,35,42]. Through this type of learning, teachers increase the motivation of students by helping them realize that they are not entirely novices, and that they already have a set of tools that they can use to learn new languages more effectively.…”

Section: Multilingualismmentioning

confidence: 99%

Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

et al. 2021

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(1) Background: based on the constantly increasing requirements for modern university graduates, we have developed an educational model that allows us to introduce content and language integrated learning into classes with a multilingual approach, which will allow students to use several foreign languages in the process of professional communication. The purpose of the paper is to evaluate the efficiency of a newly introduced integrated learning model from the perspective of students, to identify the impact of such a model on students’ professional discipline learning outcomes and to determine if the learning model contributes to an improvement in foreign language proficiency. (2) Methods: for our research we used qualitative and quantitative data from students’ records of professional discipline and Spanish testing, as well as surveys and interviews on proposed learning model efficiency. Two groups of students took part in the experiment (N = 23 and N = 24). (3) Results: results on students’ Spanish proficiency showed that the proposed learning model had a positive influence. Students from the experimental group got higher results on Listening, Reading and Speaking. According to results on professional discipline, both groups achieved approximately equal scores. Moreover, students described such a proposed learning model as efficient and progressive, giving a lot of advantages. (4) Conclusions: the experiment conducted confirmed the efficiency of the proposed learning model. In conclusion, it can be recommended for the realization of a multilingual approach, as well as the learning of a professional discipline.

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Plurilingual pedagogies at the post-secondary level: possibilities for intentional engagement with students’ diverse linguistic repertoires

Cited by 28 publications

References 36 publications

Implementing translanguaging pedagogies in an English medium instruction course

Implementing translanguaging pedagogies in an English medium instruction course

Engaging in Linguistically Responsive Instruction: Insights from a First‐Year University Program for Emergent Multilingual Learners

Assessment of the Application of Content and Language Integrated Learning in a Multilingual Classroom

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