Fostering plurilingual competences through Integrated Language Treatment: A proposal for transforming language teaching practices at a secondary education institution in Catalonia
Despite the innovative potential of plurilingual pedagogies, classroom practices often remain disconnected from research-informed insights. This is evident at a Catalan public secondary school, where institutional goals of fostering plurilingual competence contrast with fragmented and uncoordinated...
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| Tipo de recurso: | tesis de maestría |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10459.1/468368 |
| Acceso en línea: | https://hdl.handle.net/10459.1/468368 |
| Access Level: | acceso abierto |
| Palabra clave: | Secondary education Plurilingualism Integrated Language Treatment Pedagogical translanguaging Educació secundària Multilingüisme |
| Sumario: | Despite the innovative potential of plurilingual pedagogies, classroom practices often remain disconnected from research-informed insights. This is evident at a Catalan public secondary school, where institutional goals of fostering plurilingual competence contrast with fragmented and uncoordinated language teaching practices. The present thesis proposes a context-sensitive framework for the implementation of Integrated Language Treatment (ILT) at INS Maria Rúbies, by strengthening teacher collaboration and establishing a unified pedagogical line. Grounded in pedagogical translanguaging and reflective co-teaching, the present proposal emerges from a detailed institutional analysis and teacher feedback. It outlines a staged professional development programme culminating in a pilot ILT intervention with a group of 1 st of ESO students, led by early adopters from the language departments. The intervention envisions the co-design and co-teaching, by participating teachers, of a set of didactic sequences—or an integrated communicative language project—and encourages peer observation and collaborative reflection. While acknowledging challenges such as teacher resistance, limited resources, and the need for strong institutional support, this thesis presents a feasible and scalable roadmap for integrated plurilingual language education. |
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