Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project
Plurilingual-inspired pedagogies show multiple potential benefits for teaching and learning languages and have therefore been strongly promoted by the European Union through various policies. Nonetheless, their implementation is not exempt from limitations and difficulties concerning teaching practi...
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| Format: | Article |
| Language: | Spanish |
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Universitat de València
2024-01-01
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| Series: | Research in Education and Learning Innovation Archives |
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| Online Access: | https://ojs.uv.es/index.php/realia/article/view/26081/23965 |
| _version_ | 1827376135453802496 |
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| author | Enzo Boggio-López Noelia Ruiz-Madrid |
| author_facet | Enzo Boggio-López Noelia Ruiz-Madrid |
| author_sort | Enzo Boggio-López |
| collection | DOAJ |
| description | Plurilingual-inspired pedagogies show multiple potential benefits for teaching and learning languages and have therefore been strongly promoted by the European Union through various policies. Nonetheless, their implementation is not exempt from limitations and difficulties concerning teaching practices and availability of resources. Meanwhile, technology has long been seen as a chief factor in supporting and enhancing learning in the foreign language classroom, and it can now serve plurilingual-inspired pedagogies due to its flexibility and heterogeneity. The present study reports on the results obtained from a questionnaire completed by 306 teachers across Eu- rope, which explores their perspectives on the use of technology-mediated plurilingual practices. The survey has been designed ad hoc and then distributed among in- and pre-service teachers at pri- mary and secondary levels in 10 European countries. Our final aim is to investigate the integration of technology and plurilingual-inspired pedagogies in terms of awareness, use and training needs. Results indicate that almost half of the participants have implemented a digital-based activity that involved the use of different languages in the past, but yet claim that there is a scarcity of available information and resources. Further results look into the nature and characteristics of these plurilin- gual practices, as well as the role played by technology in such activities. Finally, teacher training implications derived from the results are discussed. |
| first_indexed | 2024-03-08T12:04:34Z |
| format | Article |
| id | doaj.art-3c27d4f25fd1486a91bd3b7a631b9544 |
| institution | Directory Open Access Journal |
| issn | 2659-9031 |
| language | Spanish |
| last_indexed | 2024-03-08T12:04:34Z |
| publishDate | 2024-01-01 |
| publisher | Universitat de València |
| record_format | Article |
| series | Research in Education and Learning Innovation Archives |
| spelling | doaj.art-3c27d4f25fd1486a91bd3b7a631b95442024-01-23T08:55:44ZspaUniversitat de ValènciaResearch in Education and Learning Innovation Archives2659-90312024-01-0132121https://doi.org/10.7203/realia.32.26081Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE projectEnzo Boggio-López0https://orcid.org/0000-0001-8455-7081Noelia Ruiz-Madrid1https://orcid.org/0000-0001-9800-5624Department of English Studies, Universitat Jaume I, Castellón de la Plana, SpainDepartment of English Studies, Universitat Jaume I, Castellón de la Plana, SpainPlurilingual-inspired pedagogies show multiple potential benefits for teaching and learning languages and have therefore been strongly promoted by the European Union through various policies. Nonetheless, their implementation is not exempt from limitations and difficulties concerning teaching practices and availability of resources. Meanwhile, technology has long been seen as a chief factor in supporting and enhancing learning in the foreign language classroom, and it can now serve plurilingual-inspired pedagogies due to its flexibility and heterogeneity. The present study reports on the results obtained from a questionnaire completed by 306 teachers across Eu- rope, which explores their perspectives on the use of technology-mediated plurilingual practices. The survey has been designed ad hoc and then distributed among in- and pre-service teachers at pri- mary and secondary levels in 10 European countries. Our final aim is to investigate the integration of technology and plurilingual-inspired pedagogies in terms of awareness, use and training needs. Results indicate that almost half of the participants have implemented a digital-based activity that involved the use of different languages in the past, but yet claim that there is a scarcity of available information and resources. Further results look into the nature and characteristics of these plurilin- gual practices, as well as the role played by technology in such activities. Finally, teacher training implications derived from the results are discussed.https://ojs.uv.es/index.php/realia/article/view/26081/23965plurilingualismmultilingualismictdigital competenceteacher training |
| spellingShingle | Enzo Boggio-López Noelia Ruiz-Madrid Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project Research in Education and Learning Innovation Archives plurilingualism multilingualism ict digital competence teacher training |
| title | Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project |
| title_full | Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project |
| title_fullStr | Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project |
| title_full_unstemmed | Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project |
| title_short | Teachers' perspectives on technology-mediated plurilingual practices: the TEMPLATE project |
| title_sort | teachers perspectives on technology mediated plurilingual practices the template project |
| topic | plurilingualism multilingualism ict digital competence teacher training |
| url | https://ojs.uv.es/index.php/realia/article/view/26081/23965 |
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