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20230721T101520230721T1800Europe/Amsterdam[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages educationHybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Principles and pedagogical implications of a plurilingual and intercultural orientation to the learning of languages
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
A pedagogy for language(s) education within a plurilingual and intercultural orientation in contemporary times needs to consider the lifeworlds of students and a capability to move between multiple worlds of knowing and being in the context of linguistic and cultural diversity (Liddicoat & Scarino, 2013; Kramsch 2014). Teachers' role in mediating students' language learning needs to does justice to the knowledge and experiences that they bring to the learning (Kohler, 2015). Plurilingual and intercultural development requires pedagogies that are experiential, considered attention to language and culture and diverse ways of knowing, and include reflectivity and reflexivity (Byrd-Clark & Dervin, 2014). In this paper, we outline a set of principles of language learning and associated dimensions of pedagogy. To illustrate the discussion, we draw upon participatory action research studies with teachers that investigate plurilingual and intercultural language learning and its assessment. We conclude with a consideration of implications for on-going collaborative research based on praxis and teacher education.
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.
Reflective teaching in plurilingual education: a teacher training experience on Pluralistic approaches in Italian lower-secondary school
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The presentation aims to highlight the potential of Pluralistic approaches in developing teacher competences so as to leverage students' linguistic repertoires as a resource for learning and teaching foreign languages. The research is grounded upon the theoretical framework developed within the ongoing project "Developing teacher competences for pluralistic approaches" by the ECML, and draws inspiration from an online training experience for in-service teachers in Italian lower-secondary school, organised by the University of Macerata in 2022 within the framework of the National Plan for Teacher Training. Addressed to a large group of foreign language teachers - mainly of English or of a Romance language (French and Spanish), the course had the main scope to develop the trainees' didactic and pedagogical repertoires in the field of Pluralistic Approaches by critically analysing one's own teaching practices in multilingual classes. The research corpus includes about 70 reflective tools collected during the training course, through which teachers were invited to evaluate the impact of Pluralistic approaches on their teaching environments. From the analysis of the reflective tools and the experience of the online workshops, it emerged that Pluralistic approaches are sometimes adopted in an intuitive but not systematic way. The use of the Integrated Didactic Approach, for example, is particularly widespread. Through the reflection triggered by the use of the reflective tools and other self-evaluation strategies, the teachers have focused on the need for a theoretical and conceptual framework that could allow them to develop and systematize their empirical methodology to enhance students' plurilingual competences. The training experience thus offered them the opportunity to reframe their own methodologies in a plurilingual perspective, allowing them to focus on the areas in which to experiment the Pluralistic approaches more sistematically. This was made also in synergy with teachers of other languages and disciplines so as to broaden their range of teaching practices based on plurilingualism and interdisciplinarity.
Bibliographic references Candelier, M. (2016), Activités métalinguistiques pour une didactique intégrée des langues. In "Le français aujourd'hui", 2016/1 N° 192, pp. 107-116. Candelier, M. et al. (2012), Un Cadre de Référence pour les Approches Plurielles des Langues et des Cultures. Compétences et ressources / A Framework of Reference for Pluralistic Approaches to Languages and Cultures. Competences and resources, Strasbourg, Editions du Conseil d'Europe.
Foreign Language Study Abroad and Intercultural Mediation: A Mediation-Based Model of Intercultural Development
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
Foreign language study abroad, even if it is just over a short period of several weeks, afford language learners the opportunity to immerse themselves and to participate in the target language communities, and thus to get to learn about other cultures at first hand. While trying to interpret and make sense of the myriad of new cultural experiences in the course of study abroad programmes and their interactions with the target language communities, learners engage in vital mediational activities that enable them to construct new cultural meanings (i.e. knowledge of other cultures) as well as to re-construct existing cultural knowledge (e.g. one's cultural values, beliefs and identities). Through the intercultural mediational process, they often also engage in reflections that will, in turn, help them to see and appreciate cultural differences, to recognise and decenter from their existing cultural frameworks, and to become pluricultural individuals with a greater awareness of the multicultural world we live in. Intercultural mediation thus constitutes a key process in learners' intercultural development. This presentation draws on a study that sought to identify, describe and classify instances of intercultural mediation in journal and interview data collected from participants of foreign language study abroad programmes in France, Germany, Japan, South Korea, Taiwan and Thailand to create a comprehensive taxonomy of intercultural mediations. It will report the findings from the analysis of the distribution, sequence and concurrence of the different classes of mediation from this taxonomy to shed light on the interrelationships between these classes of mediation. The results suggest that there is a typical developmental sequence to the mediations of a learner – from observing/learning about new cultural practices, mean-making, critical appraisal and decentering to processes of reflexivity. They provide insights on how these intrapersonal mediations interact with interpersonal mediations (e.g. informational inputs, scaffolding and support from more knowledgeable others, and strategies to establish and maintain relationships with other cultures). A model of intercultural development for foreign language study abroad based on the interplay of intercultural mediations will be presented and elaborated with examples from the dataset.
Keigo (honorifics) in the classroom: discourses of culture and native-speakerism
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
The impact of ideologies – "constellation of fundamental or commonsensical, and often normative, beliefs and ideas related to some aspect(s) of 'reality'" (Verschueren, J., 1996) - on the experience of foreign language learners has been discussed through research in various domains, including studies of instructional material (Matsumoto & Okamoto 2003; Brown 2010; McConachy and Hata 2013, McConachy 2018), discourses produced in conversations with a host family (Cook 2006) or with peers (Suzuki 2009; Pizziconi & Iwasaki 2022). Ideologies surrounding the target language - e.g. its typical characteristics and their cultural – and hence cross-cultural and intercultural – significance, and who has legitimate competence over them (Doerr 2009, citing Pennycook 1994) are entwined with the ideology of "native-speakerism" (Holliday 2015). This ideology ascribes indiscriminately superior capabilities to teachers who have a language as their mother tongue, and underpins pedagogical practices as well as expectations (Swan et. al 2015). Takeuchi (2021) adds to the discussion of language ideologies and native-speakerism by focusing on a formally conspicuous and culturally iconic feature of Japanese, keigo or honorifics (Wetzel 2004), views and opinions around which she explores through a survey of teachers of Japanese as a Foreign Language at universities in the US. She is able to show that standards for keigo use differ for L1 and L2 speakers, and that teachers' ideologies have a potential to deny L2 speakers' legitimacy. She finds evidence of bias regarding conceptualizations of the language ("essentialized connection between language, culture, and native speakers") on one hand, and expectations vis-à-vis learners needs and abilities on the other ("relegating the speech of L2 speakers to information transmission", 2021:602). I plan to carry out a replication of this study in the UK context. Despite likely differences in the pedagogical context in the scholarly discourses and infrastructure (including the size of the professional body of teachers of Japanese), anecdotical evidence of common discourses surrounding keigo (e.g. that keigo is a particularly challenging item of cultural and linguistic instruction, or the strong concern with the standard and correctness) suggest that native-speakerist ideologies could also be at play in this context. Adding to the replication of that survey, I propose to also investigate through follow up interviews of practitioners in the UK the question of teacher legitimacy. 'NS superiority' is shown to be non-absolute and intersecting with multiple contexts and social categories which complicate power relations, and should not be taken for granted (Kubota, R. 2009). Given the emergence of more positive views of the contributions of non-native teachers (Doerr 2009) current views about native advantage deserve an empirical investigation. The focus on notions of native-speakerness and the potentially differential legitimacy of different actors (teachers and learners alike) in the language classroom contributes to the panel's concern around (cultural) biases which may constrain the development of an inclusive language education. The survey and interviews can probe how diversity is articulated in the (intercultural) encounter between teachers and learners, and in relationships between teachers with different background and different power positions.
Plurilingual and pluricultural approaches to teaching of Japanese ideophones (mimetics): Translating recipes of favourite foods into Japanese
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
'Japanese ideophones (mimetics)' are sound-symbolic words which encode sensory (auditory, visual, emotional, tactile) meanings. Auditory mimetics that imitate sounds are called 'onomatopoeias'. Some languages, including Japanese, have large inventories of such words. They offer vivid descriptions and help the reader/listener have a richer understanding of what is being described. Because their forms, such as reduplicates, are peculiar, students learning Japanese as a second language may get interested in them; yet students often report difficulty in learning and/or using them. One reason for this difficulty is the fact that mimetics are frequently introduced with their meanings, but without much attention to the role they play and the effects they create in their frequently appearing genres, such as TV commercials and recipes (Gyogi & Iwasaki, 2019). This paper reports on plurilingual and pluricultural approaches to teaching mimetics in a Japanese language classroom at an English-medium instruction university in Japan. Fourteen higher-intermediate to advanced learners of Japanese with diverse linguistic and cultural backgrounds participated in this study. In this class, the students were given a task of preparing a recipe in Japanese to be handed in for a local international food event in which they would supposedly participate. They first compared recipes available on the web in Japanese, English and their familiar languages in terms of their content and structure. Next, they analysed Japanese recipes to understand how mimetics are used as well as the effect they create. The students then discussed whether and how words like mimetics are used in recipes in different languages and considered how to translate mimetics in Japanese recipes into their familiar languages. After that, each student individually looked for a recipe they wanted to present at a local international food event in his/her familiar language (other than Japanese) and created a recipe handout in Japanese. We analysed the students' handouts, recordings of the class discussions, commentaries and their responses to the post-session questionnaire. Students' commentaries showed their increasing awareness of the differences and similarities between languages as well as the effects of Japanese mimetics in recipes. For example, the majority of the students used mimetics, especially in the title of their recipe, in order to 'make audience imagine the texture and appearance of the food' (Kelly) or 'make the food taste good' (Vivian). Furthermore, the plurilingual and pluricultural approach is also effective in bringing students' linguistic and cultural resources to the foreground, which would otherwise remain invisible. Through analysing the use of mimetics in different languages, students could expand their knowledge of different languages as a means of enriching their learning and expanding their perspectives. While the results of this study demonstrate students' heightened awareness of the effects of mimetics, further studies would be needed to facilitate and/or encourage students' use of mimetics in different contexts. Some plurilingual-pluricultural strategies to do so are suggested.
Gyogi, E., & Iwasaki, N. (2019). Genre-based teaching of mimetics in the beginner-level classroom: Translating TV commercials. Journal of Japanese Language Teaching, 174, 71-85.
Analyzing how a translanguaging pedagogy result in greater creativity and language development
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
In this paper, we present the results of an intervention research which focus on how translanguaging practices through the breaking of norms aid French language learners in learning to write creatively a new language as well as in acquiring it.
Much work has investigated how the incorporation of a translanguaging pedagogy for language learning for academic purpose encourages a learning process in which a new reality, a new original and independent phenomenon emerges (García, 2018). These translanguaging spaces enhance language learners' creativity by providing them to use their full linguistic repertoire without regard for watchful adherence to fixed boundaries in between named languages, language use and language norms. Within these spaces, a translanguaging pedagogy enables plurilinguals to use one language to express certain things while an-other language allows them to express other things, to combine all this in their writing and express things their own way (Canagarajah, 2015; Lee and Canagarajah, 2019). The flexible use of varied languages is linked to creativity in that it means exercising a voice that is language the learner's own voice and not the repetition of someone else's. It also encourages learners to use one language in a way that accommodates emergence and diversity. Translanguaging spaces resulting in increased creativity do also have something to do with negotiating, constructing and breaking prescriptive norms (Eloy, 1998). Conforming to certain norms but also deviating from them to express meaning is what we focus on in this study. Given that goal, we use qualitative analysis of the value of translanguaging for French language learning students in writing creatively of samples randomly collected in a range of varied learning situations. Attention is paid to the ways students translanguage and negociate norms as part of a learning process to study both the emergence of linguistic affordances which are « relations of possibility that can be acted upon to make further linguistic actions possible » (van Lier, 2004, p. 95) also entailing restrictions and the relations between the « properties » of the translanguaging space. This paper will provide pedagogical insights about how a translanguaging pedagogy can be used by language teachers to expand learners' abilities and aid them in both learning to write and in acquiring French in a way that is intentional rather than incidental. In doing so, we offer implications for teachers and teachers' education regarding the role of translanguaging in teaching French as an additional language which does not necessarily impede the learning of a dominant norm. Beghetto, R. A., & Yoon, S. S. (2021). Change through creative learning: Toward realizing the creative potential of translanguaging. In Handbook of social justice interventions in education (pp. 567-586). Cham: Springer International Publishing.
Canagarajah, S. (2015). Clarifying the relationship between translingual practice and L2 writing: Addressing learner identities. Applied Linguistics Review, 6(4), 415-440.
Eloy, J. M. (1998). Legitimite Et Legitimisme Linguistiques Questions Theoriques Et Pratiques D'Ideologie Linguistique. REVUE QUEBECOISE DE LINGUISTIQUE-UNIVERSITE DU QUEBEC A MONTREAL, 26, 43-54.
García, O. (2018). Translanguaging, pedagogy and creativity. Éducation plurilingue et pratiques langagières: Hommage à Christine Hélot, 31, 39-58.
Quelles ressources pour la (co-)construction de l'interaction en contexte plurilingue?
Oral Presentation[SYMP01] AILA ReN - A plurilingual and pluricultural vision for languages education/Une vision plurilingue et pluriculturelle pour l10:15 AM - 06:00 PM (Europe/Amsterdam) 2023/07/21 08:15:00 UTC - 2024/07/21 16:00:00 UTC
L'éducation aux langues dans le contexte luxembourgeois est un exercice continu qui concerne toutes les matières enseignées. Le statut de pays trilingue et multilingue du Luxembourg (il s'agit de trois langues voire plus en interaction constante et non trois langues distribuée géographiquement), ainsi que le pourcentage élevé des étudiants étant s'inscrit dans une école luxembourgeoise à l'âge de l'adolescence seulement offre des opportunités pour la co-construction d'une interaction plurilingue.
La présente étude s'appuie sur des données collectés lors d'un projet clôturé (TecPart, 2016-2019) et lors d'un projet toujours en cours (Unplugged messages, 2020-2023). Les projets sont conceptualisés et mis en œuvre par Luxembourg multi-LEARN Institute asbl sur la base d'une approche d'apprentissage-en-interaction (Brouwer et Wagner 2004 : 32).
Dans l'esprit de l'analyse conversationnelle, nous avons approché les données recueillies avec un regard « non-motivé » (Sacks 1984 : 27) pour identifier les ressources contribuant à la construction de l'interaction.
Le projet TecPart a pour vocation d'encourager des jeunes de 14 à 18 ans, en provenance de divers horizons géographique, à découvrir le Luxembourg à partir d'une approche visuelle, numérique, participative et collaborative. L'exemple ci-dessous est une illustration de travail collaboratif entre Ann et Ela. Les élèves présentent, en binôme, une vidéo réalisée pendant l'une des activités du projet. Ils utilisent pour ce faire différentes ressources de leur répertoire linguistique, notamment le français et l'anglais.
001 Ann: [bonjour! 002 Ela: [bonjour! 003 Ann: je m=appelle ann. 004 Ela: et je m=appelle ela. we want to show you 005 some things that we don?t have in our last schools. 006 Ann: we=ve made a lot of pictures to show you. 007 Ela: notre école s=appelle Lycée Michel Lucius. 008 Ann: we have walked through all the school and we have seen a lot. Exemple 1, TecPart (Ziegler et al. 2019)
Le projet Unplugged messages invite des jeunes âgés de 12 à 27 ans à choisir des messages diffusés dans les médias au cours de la pandémie Covid-19 (depuis 2020) pour ensuite les recréer en vue de proposer une vision ouverte, ancrée dans le vivre ensemble au Grand-Duché du Luxembourg.La recherche est informée par 4 ateliers réalisés en collaboration avec les élèves du Lycée des Arts et Métiers sous le guidage de quatre intervenants-artistes. Nous reprenons ci-dessous une interaction enseignant-élèves enregistrée lors du 4eme atelier. Les participants utilisent le luxembourgeois et le français en tant que ressources.
001 Ens: qu=est-ce que vous avez retenu ? 002 E01: rien 003 Ens: rien retenu ? Guer naischt verhaalen? Luxembourgeois: Vous avez rien retenu? 004 E02: des sentiments tristes parfois, des sentiments heureux 005 Ens: donc (.) voilà des messages tristes. d'autres messages de jeunes qui étaient comment, Du négatif (.) du positif. Exemple 1, Unplugged messages
Les outils de l'analyse conversationnelle d'inspiration ethno-méthodologique (Sacks, Schegloff et Jefferson 1974) permettent de montrer comment, dans des situations d'apprentissage-en-interaction, les experts et les apprenants ont recours à une pluralité de ressources mobilisées et (re)construites en interaction, telles que la dramatisation, la narration, la complétion, la reformulation, etc. Ces ressources montrent un apprentissage-en-interaction des langues au travers de la réalisation d'une tâche commune plutôt que sur des tâches centrées sur l'apprentissage des langues proprement dit.
Brouwer, C. E. et Wagner, J. (2004). Developmental issues in second language conversation, Dans Journal of Applied Linguistics, vol. 1, 29-47.
Sacks, H., Schegloff, E., et Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, vol. 50, no. 4.
Sacks, H. (1984). 'Notes on methodology'. In J.M. Atkinson et J. Heritage (éds.), Structures of social action : studies in conversation analysis. Cambridge : Cambridge University Press, 21-29.
Edith Cognigni
Gudrun Ziegler
