The Integrated Plurilingual Approach

A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages

Authors

  • O. Esteve University Pompeu Fabra, Barcelona
  • F. Fernández
  • E. Martín-Peris University of Pompeu Fabra, Barcelona
  • E. Atienza University of Pompeu Fabra, Barcelona

DOI:

https://doi.org/10.1558/lst.32868

Keywords:

Concept-Based Instruction, dialogic mediation, formative research, plurilingual education, sociocultural theory, translinguistic conceptualization

Abstract

This paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). To this purpose, a didactic model has been developed, the so-called Integrated Plurilingual Approach, which is to serve as a comprehensible scientific orienting basis for helping teachers to move informedly towards plurilingual education. Furthermore, the resulting formative intervention is based on a sociocultural perspective of teacher development and is carried out through external dialogic mediation (Johnson, 2009). Accordingly, teachers participating in the project find their own conceptions about additional language teaching confronted with the scientific concepts of the new model. As a result, they engage in a reconceptualization process that empowers them to transform their teaching practice, as significantly supported by the data of an exemplary analysis.

Author Biographies

  • O. Esteve, University Pompeu Fabra, Barcelona

    Olga Esteve is a Professor at the Department of Translation and Language Sciences, University of Pompeu Fabra, Barcelona. Her research focus is on sociocultural theory, Concept-Based Instruction in Teacher Education and in K-12 schools.

  • F. Fernández

    F. Fernandez is a language teacher researcher who teaches German in the public schools in Barcelona. She is interested in sociocultural theory and concept-based instruction.

  • E. Martín-Peris, University of Pompeu Fabra, Barcelona

    Ernesto Martin-Peris is a Professor at the Department of Translation and Language Sciences, University of Pompeu Fabra, Barcelona. His research focus is on applied linguistics and the teaching and learning of second languages.

  • E. Atienza, University of Pompeu Fabra, Barcelona

    E. Atienza is a Professor at the Department of Translation and Language Sciences, University of Pompeu Fabra, Barcelona.

References

Adair-Hauck, B. and Donato, R. (1994). Foreign language explanations within the zone of proximal development. The Canadian Modern Language Review 50 (3): 533–557.

Camps, A. et al. (2003). Sequències didàctiques per aprendre a escriure. Barcelona: Graó.

Carandell, Z. (2013). La secuencia didáctica como herramienta de mediación para la autonomía. In O. Esteve and E. Martín-Peris (eds) Cuestiones de autonomía en el aula de lengua extranjera, 103–116. Barcelona: ICE Horsori.

Council of Europe (2001). Common European Framework of Reference for Languages: Learning, Teaching, Assessment. Retrieved on 22/12/2015 from http://www.coe.int/t/dg4/linguistic/cadre1_en.asp+ç

Creese, A., and Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? The Modern Language Journal 94, 103–115. http://dx.doi.org/10.1111/j.1540-4781.2009.00986.x

Cummins, J. (1979). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research 49: 222–251.

Cummins, J. (2007). Rethinking monolingual instructional strategies in multilingual classrooms. Canadian Journal of Applied Linguistics 10 (2): 221–240. http://dx.doi.org/10.3102/00346543049002222

Engeström, Y. (2011). From design experiments to formative interventions. Theory and Psychology. 21 (5): 598–628. Retrieved on 30/10/2015 from http://tap.sagepub.com/content/21/5/598 http://dx.doi.org/10.1177/0959354311419252

Esteve, O. (2002). La interacción en el aula desde el punto de vista de la co- construcción de conocimientos: un planteamiento didáctico. In S. Salaberri (ed.) La lengua, vehículo cultural multidisciplinary, 61–82. Madrid: Ministerio de Educación, Cultura y Deporte.

Esteve, O. (2013). Entre la teoría y la práctica: comprender para actuar. Eusko Ikaskuntza 19: 13–36. Retrieved on 10/10/2015 from http://www.euskomedia.org/PDFAnlt/ikas/19/19013036.pdf

Esteve, O. (2014). Enseñar la producción escrita. In L. Ruiz de Zarobe and Y. Ruiz de Zarobe (eds) Enseñar hoy una lengua extranjera, 370–402. Valencia: Portal Publishing.

Esteve O. and Carandell Z. (2009). La formació permanent del professorat des de la pràctica reflexiva. Didàctica de la Llengua i la Literatura 49: 47–62.

Esteve, O., Borràs, J., Naval-Surribas, E., and Vilaseca, L. (2003). Los aprendices como analistas del discurso. In J. M. Cots and L. Nussbaum (eds) Pensar lo dicho. La reflexión sobre la lengua y la comunicación en el aprendizaje de lenguas, 121–136. Lleida: Milenio.

Esteve, O. and Martín-Peris, E. (eds) (2013). Cuestiones de autonomía en el aula de lenguas extranjeras. Barcelona: Horsori.

Fernández, F. (2010). Las convenciones de género en alemán y español: El ejemplo del folleto de cursos de idiomas. Saarbrücken: VDM Verlagsservicegesellschaft mbH.

Ferreira, M. and Lantolf, J.P. (2008). A Concept-based Approach to Teaching: Writing through Genre Analysis. In J. P. Lantolf and M. E. Poehner (eds) Sociocultural Theory and the Teaching of Second Languages, 285–320. London: Equinox Publishing Ltd.

Gal’perin, P. I. (1992). Stage-by-stage formation as a method of psychological investigation. Journal of Russian and East European Psychology 30 (4): 69–80. http://dx.doi.org/10.2753/RPO1061-0405300460

García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In A. K. Mohanty, M. Panda, R. Phillipson, and T. Skutnabb-Kangas (eds) Multilingual Education for Social Justice: Globalising the Local, 140–158. New Delhi: Orient Black Swan.

González Davies, M. (2007). Translation: Why the bad press? A natural activity in an increasingly bilingual world. Humanising Language Teaching. University of Kent: Pilgrims. Retrieved on 15/10.2015 from: http://www.hltmag.co.uk/mar07/index.htm

Halliday, M. A. K. (1978). Language as Social Semiotic: The Social Interpretation of Language and Meaning. Baltimore, MD: University Park Press.

Herazo, J. D. (2014). Second language (L2) development as concept-mediated textual activity: exploring the role of functional language concepts in classroom L2 communication and learning. PhD dissertation. University of Pittsburgh. Retrieved on 05/11/2015 from http://d-scholarship.pitt.edu/20998/1/HERAZO_ETD_2014.pdf

James, C. and Garret, P. (eds) (1991). Language Awareness in the Classroom. London: Longman.

Johnson, K. (2009). Second Language Teacher Education. A Sociocultural Perspective. New York: Routledge.

Kozulin, A. (2003). Psychological tools and Mediated Learning. In A. Kozulin, B. Gindis, V. S. Agevey and S. M. Miller (eds) Vygostky’s Educational Theory in Cultural Contexts, 15–38. Cambridge: Cambridge University Press. http://dx.doi.org/10.1017/cbo9780511840975.003

Lantolf, J. (2008). Praxis and Classroom L2 Development. ELIA (Estudios de Lingüística Inglesa Aplicada) 8: 13–44.

Lantolf, J. P. and Poehner, M. E. (2014). Sociocultural Theory and the Pedagogical Imperative in L2 Education. New York: Routledge.

Lantolf, J. P. and Thorne, S. (2006). Sociocultural Theory and the Genesis of Second Language Development. Oxford: Oxford University Press.

Lasagabaster, D. and García, O. (2014). Translanguaging: Towards a dynamic model of bilingualism at school/ Translanguaging: hacia un modelo dinámico de bilingüismo en la escuela. Cultura y educación 26 (3), 1–16. http://dx.doi.org/10.1080/11356405.2014.973671

López Ferrero, C. and Martín-Peris, E. (2013). Textos y aprendizaje de lenguas. Elementos de Lingüística textual para profesores de ELE. Madrid: SGEL.

Martín-Peris, E. and Esteve, O. (2013). Autonomía y uso de la lengua. In O. Esteve and E. Martín-Peris (eds) Cuestiones de autonomía en el aula de lenguas extranjeras, 33–56. Barcelona: ICE-Horsori.

Negueruela, E. (2008). A conceptual approach to promoting L2 grammatical development: Implications for language program directors. In J. P. Lantolf and M. E. Poehner (eds) Sociocultural Theory and the Teaching of Second Language, 189–227. London: Equinox Publishing Ltd.

Negueruela, E. (2011). Beliefs as conceptualizing activity: A dialectical approach for the second language classroom. System 39: 359–369. http://dx.doi.org/10.1016/j.system.2011.07.008

Negueruela, E. (2013). Comunicación y pensamiento verbal en la enseñanza de la gramática: un enfoque conceptual. Miríada Hispánica 6: 53–70.

Nord, C. (2003). Kommunikativ handeln auf Spanisch und Deutsch. Übersetzungsorientierte komparative Stilistik. Wilhelmsfeld: Gottfried Egert Verlag.

Ruiz, T. (2011). El tratamiento integrado de lenguas: los proyectos de comunicación. In U. Ruiz (coord.). Lengua castellana y literatura. Investigación, innovación y buenas practices, 161–174. Barcelona: Graó.

Swain, M. and Lapkin, S. (2013). A Vygotskian sociocultural perspective on immersion education. The L1/L2 debate. Journal of Immersion and Content-Based Language Education 1 (1), 101–129. http://dx.doi.org/10.1075/jicb.1.1.05swa

Van Ek, J. A. (1975). Systems Development in Adult Language Learning: The Threshold Level in a European-Unit/Credit System for Modern Language Learning by Adults. Strasbourg: Council for Cultural Cooperation.

Van Lier, L. (2007). Action-based teaching, autonomy and identity. Innovation in Language Learning and Teaching 1 (1), 46–65. http://dx.doi.org/10.2167/illt42.0

Wolff, D. and Legenhausen, L. (1992). STORYBOARD and Communicative Language Learning: Results of the Düsseldorf CALL Project. In M. L Swartz and M. Yazdani (eds). Intelligent Tutoring Systems for Foreign Language Learning, 9–25. Berlin: Springer Verlag.

Vygotsky, L. S. (1986). Thought and Language. Cambridge, MA: MIT Press.

Published

2017-05-03

Issue

Section

Articles

How to Cite

Esteve, O., Fernández, F., Martín-Peris, E., & Atienza, E. (2017). The Integrated Plurilingual Approach: A didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages. Language and Sociocultural Theory, 4(1), 1-24. https://doi.org/10.1558/lst.32868

Most read articles by the same author(s)

1 2 3 4 5 6 7 8 9 10 > >>