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A plurilingual and intercultural approach to language teaching

Teaching beliefs in the plurilingual educational context of Marina Alta (Valencian Country, Spain)

 | Universitat de València
ORCiD logo with link | Universitat de València
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Abstract
Understanding how linguistic diversity is addressed in secondary education is essential for developing more equitable educational policies and improving language teaching. This study examines the beliefs, representations, and knowledge of language teachers in relation to the plurilingual and intercultural approach in teaching in the context of the Marina Alta region (Valencian Country, Spain). This exploration is based on the analysis of nine semi-structured interviews administered to secondary school teachers. It aims to identify and understand their perceptions about language teaching and learning in plurilingual and intercultural contexts. In addition, their teaching strategies have been examined to propose improvements for consolidating an effective plurilingual and intercultural approach. The results indicate that teachers view this approach as a key element in language teaching and the most appropriate model for addressing the challenges of linguistic and cultural diversity in the current educational context.
Article outline
  • Introduction
  • Theoretical framework
    • The plurilingual and intercultural approach
    • Beliefs, identity, and representations of teachers in plurilingual teaching
    • Language teaching in the Valencian Country
    • The sociolinguistic context of the Marina Alta
    • Rationale and research approach
  • Research design
    • Description and validation for the methodology used
    • Data collection tools
    • Data processing
    • Research context and sample selection
      • Sample selection
  • Results
    • Beliefs, assumptions, and knowledge (BAK) with reference to the school context
      • Beliefs with respect to the educational context
      • Beliefs with respect to learning
      • Beliefs concerning language learning limitations
    • Beliefs, assumptions, and knowledge (BAK) regarding plurilingualism and interculturality
      • Beliefs about PEPLI
      • Beliefs about plurilingualism
      • Beliefs regarding interculturality
      • Beliefs regarding teaching
  • Discussion
    • BAK regarding the school context
    • BAK on plurilingualism and interculturality
  • Conclusions
  • Author queries
  • References
References (58)
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