From “Promising Controversies” to Negotiated Practices: A Research Synthesis of Plurilingual Pedagogy in Global Contexts
Bibliographic record
Abstract
To better understand the factors facilitating or impeding the translation of “promising controversies” (Taylor & Snoddon, 2013, p. 439) of plurilingualism theory into meaningful practices, this article presents a synthesis of 30 empirical studies on plurilingual pedagogy as enacted and experienced by educators and learners in various global K–12 and postsecondary contexts. Informed by plurilingualism (Coste et al., 1997/2009; Council of Europe, 2020), this synthesis forefronts the key contributions of plurilingual pedagogy as it fosters: (a) students’ development of plurilingual (and pluri-/intercultural) competence, (b) evolution of language beliefs towards a positive orientation to plurality and hybridity, (c) affirmation of student and teacher identity and promotion of agency, and (d) language and literacy development. The perceived challenges, however, are related to the nature and practical issues of designing and implementing plurilingual pedagogy in the classroom which are interconnected with institutional policies and ideological discourses. The results illuminate the up-to-date progress as well as hurdles of promoting plurilingual pedagogies across different contexts and provide important implications for multiple stakeholders involved in pre-service teacher education, in-service professional development, curriculum improvement, and language policy making in Canada and other multicultural and multilingual societies and communities. Afin de mieux comprendre les facteurs facilitant ou entravant la traduction de « controverses prometteuses » (Taylor & Snoddon, 2013, p. 439) de la théorie du plurilinguisme en pratiques significatives, cet article présente une synthèse de 30 études empiriques sur la pédagogie plurilingue telle qu’adoptée et vécue par des éducateurs chevronnés et des apprenants dans divers contextes mondiaux de la maternelle à la 12e année et postsecondaires. Informée par le plurilinguisme (Coste et al., 1997/2009; Conseil de l’Europe, 2020), cette synthèse met en avant les contributions clés de la pédagogie plurilingue puisqu’elle favorise: (a) le développement des compétences plurilingues (et inter-/pluriculturelles) des étudiants, (b) l’évolution des croyances langagières vers une orientation positive envers la pluralité et l’hybridité, (c) l’affirmation de l’identité de l’étudiant et de l’enseignant ainsi que la promotion de l’autonomie et (d) le développement de la langue et de la littératie. Cependant, les défis perçus sont liés à la nature et aux problèmes pratiques de concevoir et de mettre en place une pédagogie plurilingue dans la salle de classe, ce qui rejoignent les politiques institutionnelles et les discours idéologiques. Les résultats mettent en lumière les progrès actualisés ainsi que les obstacles liés à la promotion du plurilinguisme dans différents contextes et fournissent des implications importantes pour les multiples parties prenantes impliquées dans le pré-service de la formation initiale des enseignants, ainsi que l’élaboration des politiques linguistiques au Canada et dans d’autres sociétés et communautés multilingues et multiculturelles.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.021 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.008 | 0.012 |
| Science and technology studies | 0.010 | 0.053 |
| Scholarly communication | 0.021 | 0.031 |
| Open science | 0.002 | 0.012 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".