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Ecological Perspectives on Implementing Multilingual Pedagogies in Adult Foreign Language Classrooms -- A Comparative Case Study

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Title: Ecological Perspectives on Implementing Multilingual Pedagogies in Adult Foreign Language Classrooms -- A Comparative Case Study
Language: English
Authors: Gopalakrishnan, Anuradha
Source: International Journal of Multilingualism. 2022 19(1):85-106.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 22
Publication Date: 2022
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Multilingualism, Second Language Learning, Second Language Instruction, Language Skills, German, Cross Cultural Studies, Teacher Attitudes, Theory Practice Relationship, Foreign Countries, Prior Learning, Student Characteristics, Case Studies, Teacher Education, Teacher Characteristics, Native Language, Language Usage, Context Effect, Language Teachers, Teacher Certification, English, Dravidian Languages, Metalinguistics, Language of Instruction, Student Attitudes, Collegiality
Geographic Terms: United States, India
DOI: 10.1080/14790718.2020.1712405
ISSN: 1479-0718
Abstract: Multilingual pedagogies draw on learners' prior language knowledge and can offer considerable advantages in learning the target language. Yet language instruction, particularly in foreign language learning contexts, does not often capitalise on the multilingual assets of learners. The goal of this study is to understand what determines the implementation of multilingual pedagogies in two institutes of German as Foreign Language, one in the US and one in India. In this comparative case study, ecological perspectives are adopted to examine what factors impede or foster the use of multilingual pedagogies in adult foreign language instruction in both schools. Data collection methods involved open-ended questionnaires, semi-structured interviews with teachers and an analysis of context-specific documents. Findings revealed that there were encouraging, constraining and contingent factors across both schools. While some factors were common to both schools, and there were other context-specific factors that determined the adoption of multilingual teaching. The results of the study also reflect larger issues such as a gap between theory and practice and a lack of teacher collaboration. The paper concludes with some suggestions on how such issues might be addressed.
Abstractor: As Provided
Entry Date: 2022
Accession Number: EJ1339793
Database: ERIC
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  Data: Ecological Perspectives on Implementing Multilingual Pedagogies in Adult Foreign Language Classrooms -- A Comparative Case Study
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Multilingualism%22"><i>International Journal of Multilingualism</i></searchLink>. 2022 19(1):85-106.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Multilingualism%22">Multilingualism</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink><br /><searchLink fieldCode="DE" term="%22German%22">German</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Attitudes%22">Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Prior+Learning%22">Prior Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education%22">Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Characteristics%22">Teacher Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Native+Language%22">Native Language</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Usage%22">Language Usage</searchLink><br /><searchLink fieldCode="DE" term="%22Context+Effect%22">Context Effect</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Certification%22">Teacher Certification</searchLink><br /><searchLink fieldCode="DE" term="%22English%22">English</searchLink><br /><searchLink fieldCode="DE" term="%22Dravidian+Languages%22">Dravidian Languages</searchLink><br /><searchLink fieldCode="DE" term="%22Metalinguistics%22">Metalinguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Language+of+Instruction%22">Language of Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Collegiality%22">Collegiality</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink>
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  Data: 10.1080/14790718.2020.1712405
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  Data: 1479-0718
– Name: Abstract
  Label: Abstract
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  Data: Multilingual pedagogies draw on learners' prior language knowledge and can offer considerable advantages in learning the target language. Yet language instruction, particularly in foreign language learning contexts, does not often capitalise on the multilingual assets of learners. The goal of this study is to understand what determines the implementation of multilingual pedagogies in two institutes of German as Foreign Language, one in the US and one in India. In this comparative case study, ecological perspectives are adopted to examine what factors impede or foster the use of multilingual pedagogies in adult foreign language instruction in both schools. Data collection methods involved open-ended questionnaires, semi-structured interviews with teachers and an analysis of context-specific documents. Findings revealed that there were encouraging, constraining and contingent factors across both schools. While some factors were common to both schools, and there were other context-specific factors that determined the adoption of multilingual teaching. The results of the study also reflect larger issues such as a gap between theory and practice and a lack of teacher collaboration. The paper concludes with some suggestions on how such issues might be addressed.
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