Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to
language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers,
teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and
learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and
engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire
interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments
resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a
four-phase collaborative reflective cycle; and another to guide their instructional design, the five-dimensional
instructional framework (IPA-5DIF). Some classroom examples will be presented here, with special reference to a high-complexity
secondary school context (118 students, 4 teachers).
1.Introduction: The integrated plurilingual approach (IPA) to language learning
2.IPA: The pedagogical framework
2.1Instructional design: The IPA five-dimensional instructional framework
2.2Formative intervention: The four-phase collaborative reflective cycle
3.The IPA projects: Secondary education
3.1The IPA project in a secondary school setting
Phase 1.Starting off. Focus group 1. Questioning and analysing: Where are we now? What do we do? How do we do it? Why do we do it?
Embracing an IPA
The impact of IPA on cognition and metacognition
The socio-affective dimension
Phase 2.Inquiry seminars. Analysing and modelling new perspectives. Contrasting our starting point with other proposals related to an integrated plurilingual approach
Phase 3.Designing and implementing plurilingual didactic sequences and/or projects. Examining and testing the new model. Moving from reflection to action.
Home languages used in the classroom
Teacher’s use of languages
Students’ use of languages
The impact of IPA on the learning process
Students’ perception of IPA
Phase 4.Reflecting on the process and consolidating the new model. Focus group 2. Final assessment of the IPA project and future lines of experimentation
Teachers’ empowerment
Embracing IPA
Teachers as school changemakers
The impact of IPA on students’ cognition and metacognition
The socio-affective dimension
4.IPA procedures: Use of translation and natural plurilingual practices to promote effective translanguaging
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This list is based on CrossRef data as of 11 december 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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