This book challenges the reader to rethink and reimagine what
diversity in language education means in transnational
societies. Bringing together researchers and practitioners
who contributed to the international LINguistic and Cultural
DIversity REinvented (LINCDIRE)Â project, the book examines
four pillars of innovation in language education: the
Action-oriented approach, Plurilingualism, Indigenous
epistemologies and Technology enhanced learning. The book
critically discusses plurilingual pedagogical approaches that draw
on learners' linguistic and cultural repertoires to encourage and
support the dynamic use of languages in curricular
innovation. It is a fundamental resource for language
teachers, curriculum designers and educational researchers
interested in understanding current thinking on the relevance and
benefit of a plurilingual paradigm shift for language education in
today's societies. More specifically, this book: Examines
the development of plurilingualism and the potential of real-life
oriented teaching and learning. Explores the concept of
plurilingual and pluricultural competence. Focuses on collaboration
and reflection from a humanistic tradition. Explores educational
technology and explains the limitations and challenges of adopting
ready-made tools. Highlights the iterative, design-based research
process that informed the development of LINCDIRE’s pedagogical
framework and action-oriented scenarios. Introduces practical
examples of action-oriented tasks and scenarios, and illustrates
the online tool (LITE) in terms of its current functionalities and
design. Describes the implementation challenges and opportunities
of plurilingual action-oriented tasks and discusses the results of
implementation. Finally, the book examines future
pedagogical innovation and research directions in order to help
readers reflect on the implications of achieving sustainable change
in language education. This exciting collection addresses an
important question in language education: How can plurilingualism
and cultural diversity be harnessed to promote sustainable
innovation in language learning and teaching? Readers will find
contributions from the diverse authors timely, compelling, and
engaging. — Dr. Bonny Norton, FRSC, University Killam Professor,
UBC Dept. of Language & Literacy Education, Canada Embracing a
design-based research framework, this book offers learners and
teachers powerful validation and a rich, relatable and inspiring
action-oriented approach to holistic, dynamic, mediated, embodied,
true-to-life, plurilingual language teaching and learning. — Dr.
Elka Todeva, Professor of Applied Linguistics, MATESOL Program /
Advanced Seminar in Plurilingual Pedagogy, SIT Graduate Institute,
Washington, D.C. Anyone seeking innovation in Language Education
will find in this volume a treasure trove of theoretical, empirical
and methodological insights to answer the questions that arose
among the 25 co-authors’ discussions to rethink language use,
language learning, and language teaching. — Dr. Mercedes Bernaus,
Emeritus Professor, Universitat Autònoma de Barcelona, Spain This
thought-provoking and timely book argues convincingly for the need
to reconceptualize innovation in language education in an
increasingly diverse world. —Dr. Regine Hampel, Associate Dean
(Research Excellence), Faculty of Wellbeing, Education and Language
Studies, The Open University, UK
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