Plurilingualism in Teaching and Learning: Complexities Across Contexts

Sah, Pramod K.

doi:10.53956/jfde.2018.120

Cited by 3 publications

(4 citation statements)

References 2 publications

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“…Kubota's critique of plurilingualism echoes Cenoz's (2009) study which shows translanguaging can be considered simultaneously as a threat to the survival of minority languages or as an opportunity for their development (Choi & Ollerhead, 2018).…”

Section: Plurilingualism In Higher Education Institutionsmentioning

confidence: 92%

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Tshuma,

Theledi

2023

AJOTE

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This study describes student perspectives on the teaching and learning of a newly introduced University language acquisition course. It identifies three basic components of teaching and learning, namely teaching approaches, teaching and learning resources, and assessment of learning. The study focuses on how students perceive these basic components of teaching and learning by investigating how 1st-year students at a university in South Africa perceive the teaching and learning of the Sesotho First Additional Language (FAL) course (a newly introduced course in the university). Hence the objectives of this study are to establish the views of 1st-year Sesotho FAL students regarding the teaching approaches used by the lecturers presenting the course; the teaching and learning resources used in the course; and the quality of assessments applied in the course. Guided by complex dynamic systems theory, the study employs a survey methodology. A questionnaire comprising both close-ended belief statements as well as open-ended statements for students to respond to was administered to 51 study participants purposefully selected. Quantitative data were analysed using IBM SPSS, while qualitative data were analysed by the researchers themselves. Results emerging from the data reveal that 1st-year students generally find their lecturers’ teaching approaches and assessment methods satisfactory; however, they perceive the teaching and learning resources used by their lecturers in teaching Sesotho as inadequate. This finding points to the need for further dialogue broadly on the quality of teaching and learning, quality of assessment criteria and the availability of teaching and learning resources provided for presenting newly introduced courses in higher education institutions (HEIs); and specifically on the level of preparation of lecturers in these courses tasked with the teaching and learning.

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Section: Plurilingualism In Higher Education Institutionsmentioning

confidence: 92%

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Tshuma,

Theledi

2023

AJOTE

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“…Previous research investigating the student perspective revealed their preference toward an environment that makes use of their HL(s) (Hall and Cook, 2012;Choi and Ollerhead, 2018;Shin et al, 2020;Wernicke et al, 2021). In fact, as research studies have demonstrated, students have been particularly adamant about the positive impact that HL use can bring to a lesson while they have also been able to pinpoint specific classroom strategies that could have benefited from HL integration.…”

Section: The Positive Impact Of Students' Hl(s) In the Classroommentioning

confidence: 99%

“…According to Wernicke et al (2021), attention should be paid to multilingualism and multiculturalism in educational settings to increase awareness and recognition of linguistic and cultural diversity at individual and societal levels. Further, research articulated that historical, ideological, social, economic, and political factors need to be taken into consideration, as well as language policy and the diverse language practices of teachers and students (Choi and Ollerhead, 2018). Multilingual education presupposes not only the teachers' proficiency in several languages (Nunan and Lam, 1998) but also their knowledge and understanding of language acquisition processes, theoretical and pedagogical models, approaches focused on the development of multilingual competence (Hammond, 2014), teaching strategies, language and content integration (Palincsar and Schleppegrell, 2014), and language policies and ideologies related to language teaching and language use (Flores and Rosa, 2015).…”

Section: Introductionmentioning

confidence: 99%

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

Neokleous,

Karpava

2023

Front. Educ.

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BackgroundGlobalization, increased transnational mobility, and growing refugee populations have shifted the focus from traditionally monolingual to incrementally multilingual and multicultural classrooms and have put a significant mark on language teaching. Attention to multilingualism and multiculturalism in educational settings is important to raising awareness and recognition of linguistic and cultural diversity at the individual and societal levels.MethodsThis comparative study investigated the beliefs of 59 pre-service teachers in Norway and Cyprus regarding the use of students’ home language(s) (HLs) in increasingly linguistically diverse English as an Additional Language (EAL) settings. The teachers were observed during their teaching practicum and were interviewed with respect to their views, beliefs, and self-reflections on the impact and role of HL for EAL teaching and learning purposes.ResultsThe analysis of the data revealed that more than half of the participants in both countries were in favor of employing multilingual pedagogies. However, most of them acknowledged certain challenges in their practical implementation and the need for further training.ConclusionThe study concludes with the authors stressing the catalyst role teacher educators could play in making EAL classrooms more inclusive for multilingual learners.

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“…Notably, research has emerged on the implementation of translanguaging pedagogy in the United States (Garcı ´a et al 2015;Pacheco et al 2015;Garcı ´a and Kleyn 2016;Garcı ´a et al 2017;Pacheco 2018;Davila 2019;Menken and Sanchez 2019;Seltzer 2020) and other parts of the world (Paulsrud et al 2017;Svensson 2017;St. John 2018;Choi and Ollerhead 2018;Gynne 2019;Ollerhead 2019;Carbonara and Scibetta 2020).…”

Section: Studies Of Multilingual Classroom Interaction and Agencymentioning

confidence: 99%

Interaction in the Multilingual Classroom

Källkvist¹,

Sandlund²,

Sundqvist³

et al. 2022

The Cambridge Handbook of Intercultural Pragmatics

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Classrooms are institutional social spaces where there is microlevel interaction that is embedded in wider sociocultural and sociopolitical institutional contexts in a society. In mainstream schools, they are intended for socialization, curriculum learning, and assessment. As such, they are spaces where students' full range of linguistic and semiotic expression may be leveraged (Cummins 2007) in their interaction with individuals that are often outside students' normal communities (Anderson 2018). Being part of a layered structure of institutions in a nation, the classroom is considered "an immensely rich site for the investigation of the processes of social and cultural (re)production and the relationship between micro classroom and macro institutional processes" (Tsui 2017: 194).Classroom interaction research dates back some seventy years, with early work leading to insights that classroom processes are extremely complex (Tsui 2017: 188). Multilingual classroom research emerged in the 1980s out of a concern for the education of language-minoritized children (Martin-Jones 2015; Aline and Hosoda 2021). Since then, increased mobility across the world has led to today's multilingual classrooms housing individuals with highly diverse translocal linguistic repertoires. This is mirrored by the recent immense increase in scholarly interest in multilingual language use in education, notably in studies of translanguaging pedagogy (

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Plurilingualism in Teaching and Learning: Complexities Across Contexts

Abstract: N/A

Cited by 3 publications

References 2 publications

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Plurilingual practices in Higher Education: An analysis of student perceptions from a South African University

Comparing pre-service teacher attitudes toward the use of students’ home language(s) in linguistically diverse English as an additional language classrooms in Norway and Cyprus

Interaction in the Multilingual Classroom

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