Digital Plurilingual Pedagogies in Foreign Language Classes: Empowering Language Learners to Speak in the Target Language

Autor/inn/en	Galante, Angelica; Zeaiter, L. F.; dela Cruz, J. W. N.; Massoud, N.; Lee, L.; Aronson, J.; de Oliveira, D. S. A.; Teodoro-Torres, J. A.
Titel	Digital Plurilingual Pedagogies in Foreign Language Classes: Empowering Language Learners to Speak in the Target Language
Quelle	In: Language Learning Journal, 51 (2023) 4, S.523-543 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Galante, Angelica) ORCID (Zeaiter, L. F.) ORCID (dela Cruz, J. W. N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2023.2179654
Schlagwörter	Teaching Methods; Native Language; Teacher Attitudes; Multiple Literacies; Foreign Countries; Second Language Programs; Videoconferencing; Case Studies; English (Second Language); Second Language Learning; Second Language Instruction; French; Spanish; Contrastive Linguistics; Code Switching (Language); Language Teachers; Multilingualism; Comparative Analysis; Language Usage; Computer Mediated Communication; Nongovernmental Organizations; Intensive Language Courses; Social Justice; Immigrants; Refugees; Brazil + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Ausland; Case study; Fallstudie; Case Study; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Französisch; Spanisch; Linguistics; Kontrastive Linguistik; Language teacher; Sprachunterricht; Mehrsprachigkeit; Multilingualismus; Sprachgebrauch; Computerkonferenz; Intensivkurs; Sprachkurs; Soziale Gerechtigkeit; Immigrant; Immigrantin; Immigranten; Flüchtling; Brasilien
Abstract	While studies have shown benefits of plurilingual pedagogies on students' experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as Zoom to teach languages. This article reports on a multiple case study with three teachers -- English, Spanish, and French -- and 17 students in Brazil. Five plurilingual strategies were implemented in their language courses: cross-linguistic comparisons, cross-cultural comparisons, translanguaging, translation for mediation, and pluriliteracies. Inductive analysis of weekly classroom observations (N = 15) and deductive analysis of individual teacher interviews were conducted to find similarities across the three language courses. Results show that digital plurilingual pedagogy mobilised students' entire repertoire (not L1 only), encouraged them to speak in the target language, awakened nonlinguistic semiotic resources, and enhanced plurilingual and pluricultural awareness beyond geographical boundaries. Given its multimodal nature, digital plurilingual pedagogy can facilitate oral engagement differently compared to face-to-face instruction. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01