ABSTRACT

The article presents research findings on the professional growth of three in-service EFL teachers from Germany who took part in a teacher education programme centred on technology-mediated plurilingual education. The study investigated how the programme influenced the development of the teachers’ pedagogical and digital skills in creating and executing plurilingual-inspired virtual exchanges. The programme took place over the course of an academic year (2021–2022) and was divided into three phases, including a four-week virtual exchange with other participants, self-study through an online course, and pedagogical assistance for executing virtual exchanges in teachers’ schools. The research employed a case study approach, and data were collected through classroom observations and field notes, recordings of teacher reflective activities, as well as focus group and individual interviews with teachers. The findings indicate that the professional development programme prompted teachers to reconsider their language ideologies and question policies and approaches that emphasised monolingualism in their particular settings. These included practices like separating languages in bilingual programmes, prioritising the native-speaker model as the ultimate goal of second language acquisition, and school policies that ignored the educational requirements of students from diverse linguistic and cultural backgrounds.

摘要

本文介绍了三名来自德国的在职英语教师的专业成长研究结果，他们参加了以技术为媒介的多语言教育的教师教育项目。该研究调查了该计划如何影响教师在创建和执行多语言虚拟交流时的教学和数字技能的发展。该项目为期一个学年（2021-2022），分为三个阶段，包括与其他参与者进行为期四周的虚拟交流、通过在线课程自学以及在师范学校进行虚拟交流的教学援助。该研究采用案例研究的方法，通过课堂观察和现场笔记、教师反思活动的记录、以及对教师的焦点小组和个人访谈。研究结果表明，专业发展计划促使教师重新考虑他们的语言意识形态，并对在其特定环境中强调单语的政策和方法提出质疑。其中包括双语课程中分离语言、优先考虑母语模式作为第二语言习得的最终目标以及忽视来自不同语言和文化背景的学生的教育要求的学校政策等做法。