The Engineering of Plurilingualism Following a Blueprint for Multilingualism: The Case of Vanuatu's Education Language Policy

Willans, Fiona

doi:10.1002/tesq.112

Cited by 13 publications

(6 citation statements)

References 11 publications

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“…One of the challenges is helping stakeholders practise linguistic ecology and recognize the value of all linguistic capital and not only prestige language linguistic capital (Willans 2013). From a language ecology standpoint it is necessary to support preservation of the home language, and also to ensure that the indigenous language maintains its status as a living language and, arguably, all stakeholders have an ethical duty to do so.…”

Section: Stage 3: Developing a Plurilingual Language Policymentioning

confidence: 99%

“…Plurilingualism can be invoked as a pedagogic principle to facilitate the learning of any cluster of languages (Willans 2013). In this chapter we are 7 Globalization, Plurilingualism and Young Learners in Mexico and Beyond Caroline Linse and Alina Gamboa interested to describe its importance and how it can be used to inform the teaching of English to young learners.…”

Section: Introductionmentioning

confidence: 99%

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International Perspectives on Teaching English to Young Learners

Rich¹

2014

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Section: Stage 3: Developing a Plurilingual Language Policymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

International Perspectives on Teaching English to Young Learners

Rich¹

2014

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“…Despite these growingly documented plurilingual and multimodal communication practices, many educational spaces continue to be dominated by monolingual and monomodal ideologies and policies (Dooly &Vallejo, 2020;Lin, 2020;Piccardo, 2018;Willans, 2013). Languages have typically been taught in isolation as bounded entities, and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets (Lin 2020;Manan & Tul-Kubra, 2020;Valdés, 2020).…”

Section: Plurilingualism and Multimodality As Habits Of Mindmentioning

confidence: 99%

Plurilingualism and Multimodality: The Metanoia Within Reach

Werner¹,

Todeva²

2022

TESL Canada

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Drawing on the evolution of our thinking around expedited learning and more egalitarian classroom spaces where learners are afforded greater agency and opportunities to tap into their full linguistic repertoires (Todeva & Morule, 2009; Todeva, 2016) and on insights from complex dynamic systems theory, this paper offers a framework for dynamically aligning research on multimodality and plurilingualism with inquiry-based classroom practice. We argue that despite the existence of important research shedding light on the processes underlying our meaning-making and communicative abilities, languages continue to be taught as bounded entities and many instructional and assessment practices still reflect monolingual ideologies and nativespeakerist mindsets. Adopting a plurilingual, multimodal mindset provides a way for teachers, students, and researchers to bring their practices in line with the increasingly complex manner in which people construct, share, and access knowledge. How to achieve this metanoia— this shift of mind towards linguistic and modal plurality—is the main thrust of this paper. We provide concrete examples of classroom plurilingual explorations and an emic narrative of one teacher’s journey. Finally, we call for transformed research practices grounded in retrodiction (Larsen-Freeman, 2009) and for more nimble multimodal knowledge dissemination to support this realignment. En s’inspirant de l’évolution de notre réflexion sur l’apprentissage accéléré et des espaces de salle de classe plus égalitaires où on accorde aux apprenants plus d’autonomie et d’occasions de se servir de tout leur répertoire linguistique (Todeva & Morule, 2009; Todeva, 2016) et sur les aperçus de la théorie des systèmes dynamiques complexes, cet article propose un cadre de travail dans le but d’aligner de façon dynamique la recherche sur la multimodalité et le plurilinguisme sur la pratique en salle de classe fondée sur l’enquête. Nous avançons que malgré l’existence de recherche importante mettant en lumière les processus qui soustendent nos capacités à faire sens et de communication, on continue à enseigner les langues comme des entités limitées et de nombreuses pratiques d’enseignement et d’évaluation reflètent encore des idéologies monolingues et des mentalités de locuteurs de langue maternelle. L’adoption d’une mentalité plurilingue et multimodale fournit aux enseignants, aux étudiants et aux chercheurs une façon d’aligner leurs pratiques sur la manière de plus en plus complexe dont les gens construisent, partagent et accèdent à la connaissance. Comment réussir cette métanoia – cette réorientation de l’esprit vers la pluralité linguistique et modale – constitue l’idée directrice de cet article. Nous fournissons des exemples concrets d’exploration plurilingue dans la salle de classe ainsi qu’un récit émique du parcours d’un enseignant. En conclusion, nous appelons à des pratiques de recherche transformées, enracinées dans la rétrodiction (Larsen-Freeman, 2009), à une dissémination multimodale plus souple pour soutenir ce réalignement.

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“…At the same time teaching L3 accompanies with development of learners' special multicompetence (Cook, 1995), or plurilingual competence (Coste et. al., 2009;Willans, 2013), and extending of language repertoire (Van Gelderen et. al., 2003;Jessner, 2006;Cenoz, 2007).…”

Section: Literature Reviewmentioning

confidence: 99%

Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

Makhkamova¹,

Amirkulov²

2020

IJE

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Uzbekistanis a multilingual country, therefore the problems of multididactics in higher education has been arisen for the last period. This paper offers the current ideas in multilingualism, multilingual assumptions for teaching an additional foreign language and implications of the changes of instructional input in the context of multididactics. In particular, the article aims to look into the issues of teaching additional foreign language for occupational purpose in theUzbekistancontext. This study emphasizes the specificity of the cognitive process in teaching and learning two foreign languages for vocational aims and presents the principles of multilingual didactics. More specifically, the article brings an overview of didactic principles in the context of positive and negative transfer of the previous language experiences in learning Italian as additional foreign language atTashkent-TurinPolytechnicUniversity. The successful methods and techniques for application the didactic principles into practice of teaching the Italian language are also described within this article.

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The Engineering of Plurilingualism Following a Blueprint for Multilingualism: The Case of Vanuatu's Education Language Policy

Cited by 13 publications

References 11 publications

International Perspectives on Teaching English to Young Learners

International Perspectives on Teaching English to Young Learners

Plurilingualism and Multimodality: The Metanoia Within Reach

Didactic Principles in Teaching Additional Foreign Language in Uzbekistan Context

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