ABSTRACT

While studies have shown benefits of plurilingual pedagogies on students’ experiences learning languages, more research is needed to examine how these pedagogies can be enacted in foreign language programmes in digital environments. Moreover, prioritising oral engagement has been an urgent need among teachers who use synchronous platforms such as Zoom to teach languages. This article reports on a multiple case study with three teachers – English, Spanish, and French – and 17 students in Brazil. Five plurilingual strategies were implemented in their language courses: cross-linguistic comparisons, cross-cultural comparisons, translanguaging, translation for mediation, and pluriliteracies. Inductive analysis of weekly classroom observations (N = 15) and deductive analysis of individual teacher interviews were conducted to find similarities across the three language courses. Results show that digital plurilingual pedagogy mobilised students’ entire repertoire (not L1 only), encouraged them to speak in the target language, awakened nonlinguistic semiotic resources, and enhanced plurilingual and pluricultural awareness beyond geographical boundaries. Given its multimodal nature, digital plurilingual pedagogy can facilitate oral engagement differently compared to face-to-face instruction.

摘要

虽然研究表明多语言教学法对学生学习语言的体验有好处，但还需要更多的研究来检验如何在数字环境中的外语课程中实施这些教学法。此外，优先考虑口头参与一直是使用 Zoom 等同步平台教授语言的教师的迫切需求。本文报道了一项针对巴西三名教师（英语、西班牙语和法语）和 17 名学生的多个案例研究。在他们的语言课程中实施了五种多语言策略：跨语言比较、跨文化比较、跨语言、中介翻译和多文学。每周课堂观察的归纳分析（N = 15）并对个别教师访谈进行演绎分析，以发现三种语言课程的相似之处。结果表明，数字化多语言教学调动了学生的全部技能（不仅仅是母语），鼓励他们用目标语言说话，唤醒非语言符号资源，并增强超越地理界限的多语言和多文化意识。鉴于其多模式的性质，数字多语言教学法与面对面教学相比可以以不同的方式促进口头参与。