The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages

This paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). T...

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Detalles Bibliográficos
Autores: Esteve Ruescas, Olga, Fernández Sánchez, Francesc, Martín Peris, Ernesto, Atienza Cerezo, Encarna
Tipo de recurso: artículo
Estado:Versión aceptada para publicación
Fecha de publicación:2017
País:España
Institución:Universitat Pompeu Fabra
Repositorio:Repositorio Digital de la UPF
OAI Identifier:oai:repositori.upf.edu:10230/47157
Acceso en línea:http://hdl.handle.net/10230/47157
https://dx.doi.org/10.1558/lst.32868
Access Level:acceso abierto
Palabra clave:Concept-Based Instruction
Dialogic mediation
Formative research
Plurilingual education
Sociocultural theory
Translinguistic conceptualization
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spelling The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languagesEsteve Ruescas, OlgaFernández Sánchez, FrancescMartín Peris, ErnestoAtienza Cerezo, EncarnaConcept-Based InstructionDialogic mediationFormative researchPlurilingual educationSociocultural theoryTranslinguistic conceptualizationThis paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). To this purpose, a didactic model has been developed, the so-called Integrated Plurilingual Approach, which is to serve as a comprehensible scientific orienting basis for helping teachers to move informedly towards plurilingual education. Furthermore, the resulting formative intervention is based on a sociocultural perspective of teacher development and is carried out through external dialogic mediation (Johnson, 2009). Accordingly, teachers participating in the project find their own conceptions about additional language teaching confronted with the scientific concepts of the new model. As a result, they engage in a reconceptualization process that empowers them to transform their teaching practice, as significantly supported by the data of an exemplary analysis.Equinox Publishing202120212017info:eu-repo/semantics/articleinfo:eu-repo/semantics/acceptedVersionapplication/pdfapplication/pdfhttp://hdl.handle.net/10230/47157https://dx.doi.org/10.1558/lst.32868reponame:Repositorio Digital de la UPFinstname:Universitat Pompeu FabraInglésLanguage and Sociocultural Theory. 2017;4(1):1-24© 2015, Equinox Publishinginfo:eu-repo/semantics/openAccessoai:repositori.upf.edu:10230/471572026-06-12T07:21:37Z
dc.title.none.fl_str_mv The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
title The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
spellingShingle The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
Esteve Ruescas, Olga
Concept-Based Instruction
Dialogic mediation
Formative research
Plurilingual education
Sociocultural theory
Translinguistic conceptualization
title_short The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
title_full The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
title_fullStr The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
title_full_unstemmed The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
title_sort The Integrated plurilingual approach: a didactic model providing guidance to Spanish schools for reconceptualizing the teaching of additional languages
dc.creator.none.fl_str_mv Esteve Ruescas, Olga
Fernández Sánchez, Francesc
Martín Peris, Ernesto
Atienza Cerezo, Encarna
author Esteve Ruescas, Olga
author_facet Esteve Ruescas, Olga
Fernández Sánchez, Francesc
Martín Peris, Ernesto
Atienza Cerezo, Encarna
author_role author
author2 Fernández Sánchez, Francesc
Martín Peris, Ernesto
Atienza Cerezo, Encarna
author2_role author
author
author
dc.subject.none.fl_str_mv Concept-Based Instruction
Dialogic mediation
Formative research
Plurilingual education
Sociocultural theory
Translinguistic conceptualization
topic Concept-Based Instruction
Dialogic mediation
Formative research
Plurilingual education
Sociocultural theory
Translinguistic conceptualization
description This paper presents a formative research project that is still being carried out and which aims to provide guidance to Spanish schools for adopting a new approach in teaching additional languages from a plurilingual, communicative and conceptual perspective (Cummins, 2007; Negueruela, 2008, 2013). To this purpose, a didactic model has been developed, the so-called Integrated Plurilingual Approach, which is to serve as a comprehensible scientific orienting basis for helping teachers to move informedly towards plurilingual education. Furthermore, the resulting formative intervention is based on a sociocultural perspective of teacher development and is carried out through external dialogic mediation (Johnson, 2009). Accordingly, teachers participating in the project find their own conceptions about additional language teaching confronted with the scientific concepts of the new model. As a result, they engage in a reconceptualization process that empowers them to transform their teaching practice, as significantly supported by the data of an exemplary analysis.
publishDate 2017
dc.date.none.fl_str_mv 2017
2021
2021
dc.type.none.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/acceptedVersion
format article
status_str acceptedVersion
dc.identifier.none.fl_str_mv http://hdl.handle.net/10230/47157
https://dx.doi.org/10.1558/lst.32868
url http://hdl.handle.net/10230/47157
https://dx.doi.org/10.1558/lst.32868
dc.language.none.fl_str_mv Inglés
language_invalid_str_mv Inglés
dc.relation.none.fl_str_mv Language and Sociocultural Theory. 2017;4(1):1-24
dc.rights.none.fl_str_mv © 2015, Equinox Publishing
info:eu-repo/semantics/openAccess
rights_invalid_str_mv © 2015, Equinox Publishing
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
dc.publisher.none.fl_str_mv Equinox Publishing
publisher.none.fl_str_mv Equinox Publishing
dc.source.none.fl_str_mv reponame:Repositorio Digital de la UPF
instname:Universitat Pompeu Fabra
instname_str Universitat Pompeu Fabra
reponame_str Repositorio Digital de la UPF
collection Repositorio Digital de la UPF
repository.name.fl_str_mv
repository.mail.fl_str_mv
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