A plurilingual and intercultural approach to language teaching: Teaching beliefs in the plurilingual educational context of Marina Alta (Valencian Country, Spain)
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.
Keywords:
- teacher beliefs,
- language teaching,
- plurilingualism,
- plurilingual education,
- intercultural competence,
- Catalan,
- Valencian Country
Publication history
Table of contents
In an interconnected world, language teaching has evolved beyond the acquisition of individual languages to encompass the development of plurilingual and intercultural competences. Linguistic and cultural diversity is a fundamental dimension of contemporary education, reflecting the increasingly multilingual and multicultural nature of society. It represents not only a challenge but also an opportunity to strengthen coexistence, inclusion, and mutual understanding. Given these educational needs and the coexistence of Valencian, Spanish, and several foreign languages in a territory characterized by significant international mobility, the Marina Alta region provides an ideal setting for analysing how teachers perceive and implement these approaches in their teaching practice.
Funding
Open Access publication of this article was funded through a Transformative Agreement with Universitat de València.
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