Introducing plurilingualism in the English as an Additional Language classroom through plurilingual approaches

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Kevin Randall Steil, Encarnación Carrasco Perea
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引用次数: 0

Abstract

Abstract This article discusses research that was carried out in Barcelona, Spain which explored plausible facets for introducing pluralistic approaches in the English as an Additional Language classroom. The research triangulates data collected from administrative personnel, teachers, and students aged 7–8 years in order to identify plausible approaches to synthesize the instruction of teaching English with the development of plurilingual concepts and skills. Methodological approaches included interviews with the administrators, questionnaires with both students and their teachers and a multimodal activity done in the EFL classroom. Through the discussion of the results we highlight specific techniques, such as Intercomprehension, that facilitate language instruction for Additional Language Learners in a linguistically diverse community that has various languages in the social and learning environments. Through the data analysis, we identify aspects that could help facilitate the instruction of English as an additional language in multilingual settings.
通过多语教学法在英语附加语言课堂中引入多语制
本文讨论了在西班牙巴塞罗那进行的一项研究,该研究探讨了在英语作为附加语言课堂中引入多元化教学方法的可行方面。本研究从行政人员、教师和7-8岁的学生中收集数据进行三角分析,以找出将英语教学指导与多语概念和技能的发展结合起来的可行方法。方法包括与管理人员的访谈,对学生和老师的问卷调查以及在英语课堂上进行的多模式活动。通过对结果的讨论,我们强调了具体的技术,如相互理解,这有助于在语言多样化的社区中,在社会和学习环境中使用各种语言的额外语言学习者的语言教学。通过数据分析,我们确定了有助于促进英语作为多语言环境中附加语言教学的方面。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
2.30
自引率
7.70%
发文量
0
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