Ecological Perspectives on Implementing Multilingual Pedagogies in Adult Foreign Language Classrooms -- A Comparative Case Study

Autor/in	Gopalakrishnan, Anuradha
Titel	Ecological Perspectives on Implementing Multilingual Pedagogies in Adult Foreign Language Classrooms -- A Comparative Case Study
Quelle	In: International Journal of Multilingualism, 19 (2022) 1, S.85-106 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1479-0718
DOI	10.1080/14790718.2020.1712405
Schlagwörter	Teaching Methods; Multilingualism; Second Language Learning; Second Language Instruction; Language Skills; German; Cross Cultural Studies; Teacher Attitudes; Theory Practice Relationship; Foreign Countries; Prior Learning; Student Characteristics; Case Studies; Teacher Education; Teacher Characteristics; Native Language; Language Usage; Context Effect; Language Teachers; Teacher Certification; English; Dravidian Languages; Metalinguistics; Language of Instruction; Student Attitudes; Collegiality; United States; India + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mehrsprachigkeit; Multilingualismus; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Sprachkompetenz; Deutscher; Cultural comparison; Kulturvergleich; Lehrerverhalten; Theorie-Praxis-Beziehung; Ausland; Vorkenntnisse; Case study; Fallstudie; Case Study; Lehrerausbildung; Lehrerbildung; Sprachgebrauch; Language teacher; Sprachunterricht; English language; Englisch; Metalanguage; Metasprache; Teaching language; Unterrichtssprache; Schülerverhalten; Kollegialität; USA; Indien
Abstract	Multilingual pedagogies draw on learners' prior language knowledge and can offer considerable advantages in learning the target language. Yet language instruction, particularly in foreign language learning contexts, does not often capitalise on the multilingual assets of learners. The goal of this study is to understand what determines the implementation of multilingual pedagogies in two institutes of German as Foreign Language, one in the US and one in India. In this comparative case study, ecological perspectives are adopted to examine what factors impede or foster the use of multilingual pedagogies in adult foreign language instruction in both schools. Data collection methods involved open-ended questionnaires, semi-structured interviews with teachers and an analysis of context-specific documents. Findings revealed that there were encouraging, constraining and contingent factors across both schools. While some factors were common to both schools, and there were other context-specific factors that determined the adoption of multilingual teaching. The results of the study also reflect larger issues such as a gap between theory and practice and a lack of teacher collaboration. The paper concludes with some suggestions on how such issues might be addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01