Implementing Language Awareness Activities through Plurilingual Education: Two Didactic Models for Language Teaching Practice

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Within European and Nordic educational research, there has been an increased interest in recent years to examine language awareness in a plurilingual context in the intersection of first, second, and third language didactics. Many recommendations and intentions are given pointing to the benefits of developing language awareness through a plurilingual education, but there are few concrete tools for how it can be implemented in practice. Based on two operationalizations of plurilingual education and language awareness, developed in the PE-LAL project, the aim of the article is to examine how LA activities can be implemented in the context of plurilingual education in language teaching through a collaborative work with in-service language teachers in primary and lower secondary school. The article presents the two operationalizations forming the basis for the development work and gives three examples of developed teaching activities. Based on qualitative content analysis of semi-structured interviews with selected participating teachers, the article also provides an insight into the teachers’ reflections on the models as didactic tools for developing teaching materials. The teachers’ reflections indicate that despite good conditions for the development work, it is difficult for the teachers to maintain and continue the implementation in their normal teaching practice.
TidsskriftInternational Journal of Multilingualism
StatusAfsendt - okt. 2022

ID: 321606659