Our line of discussion pertains to the need for a principles pedagogy that does justice to the immense diversity of learners of languages and their lifeworlds in contemporary times. Learner knowledge and experience is frequently understood as 'background' whereas it is precisely this cultural knowledge and understandings that students necessarily draw upon to make sense of their learning. The shift in languages education is towards a plurilingual and intercultural orientation which is itself understood differently in diverse environments. The principles which we elaborate include language learning as multilingual, embodied, conceptual, interactive, reflective and reflexive, and developmental. Each principle and their interrelated nature is elaborated and exemplified through participatory action research case studies.
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Kohler, M. (2015). Teachers as mediators in the foreign language classroom. Multilingual Matters. https://doi.org/https://doi.org/10.21832/9781783093076
Kramsch, C. (2014). Teaching foreign languages in an era of globalization: Introduction. The Modern Language Journal, 98, 296-311. https://doi.org/https://doi.org/10.1111/j.1540-4781.2014.12057.x
Liddicoat, A. J., & Scarino, A. (2013). Intercultural language teaching and learning. Wiley-Blackwell. https://doi.org/10.1002/9781118482070
