The Sheltered Instruction Observation Protocol (SIOP) Model (Source) 

An important focus of plurilingual approaches and methods for language learning is teaching and training learning strategies and methods for the optimized processing of linguistic information (see Let's talk about your language teaching). One of the main aims is to promote autonomous and self-directed learning, so that each learner can deal with the learning materials in the best possible and most profitable way. Based on the individual learning level and prior knowledge, each learner can further develop personal resources. This takes into account the initial conditions assumed in the SIOP model with heterogeneous learning groups and different language competencies. Plurilingual approaches (such as intercomprehension) are also particularly well suited for training and promoting reading skills. In the SIOP model, this is considered a useful introduction to language learning. In this respect, a combination of plurilingual approaches and methods with considerations from the SIOP model seems obvious and productive. 

If you are interested in planning a SIOP-lesson, this sample lesson plan may help you.

For more information: 

• https://cal.org/siop/use/
• https://study.com/learn/lesson/siop-model-components-benefits.html

• Active learners are better learners (better comprehension & recall).
• Strategies can be learned (but must be taught explicitly).
• Academic language learning is more effective with learning strategies.
• Learning strategies transfer to new tasks.

The CALLA model may be represented by highlighting three elements:

Plurilingual approaches and methods fit well into the considerations of the CALLA-model. In this sense, plurilingual approaches often presuppose an active learner role and demand active and self-directed engagement with the linguistic source material on the part of the learners. To this end, the teaching and acquisition of cognitive learning strategies is at the center of didactic considerations. At the same time, metacognitive reflection processes are given space in order to promote e.g. language awareness. Further, it fosters learner autonomy. The importance of affective attitudes and mindsets towards language learning is also taken into account and explicitly addressed. The development of these competencies is particularly valuable in cross-border contexts to enable learners to act in the best possible way in multilingual situations despite certain linguistic and cultural challenges and to be able to deal with the challenges in a goal-oriented manner.

For further information:

• https://reachingandteachingallstudents.files.wordpress.com/
  2018/05/calla_apa.pdf
• https://study.com/academy/lesson/cognitive-academic-language-learning-approach.html

Let’s learn more about it with a practical example:

Students from two very similar neighbouring languages (for example, Lithuanian-Latvian) work together. They should be given a task and texts to read in two different languages. Decoding typically may begin on the lexical level where students search for lexical cognates or internationalizations. As students proceed, they are expected to make cross-linguistic similarities of grammatical structures and functional expressions. The EU has a number of documents in multiple languages which can be a wonderful source for any professional training need. Students are finally asked to write down what strategies they used to decode lexical and grammatical structures.

For example, taxation customs manual taken from: 

The project sample shows students making note of synonymous words that are used to translate a similar word; false cognates, letter markings for long and short [i] sound, word combinations that exist in one yet not another language, differences in connecting words, etc.

For more information

Barsi M et al. (eds) (2023), “ENRICHING 21ST CENTURY LANGUAGE EDUCATION, THE CEFR COMPANION VOLUME IN PRACTICE”, Italiano LinguaDue, No. 14(2).

For example, a language teacher might design a vocabulary game where learners earn points for correctly identifying words and phrases, or a conversation game where learners practice using the language in a realistic context. 

• Vocabulary: Duolingo and Babbel are good examples of plurilingual vocabulary building apps. Furthermore, there are many flashcard-based matching games, word puzzles, and vocabulary quizzes. 
• Conversation simulations: The Sims or Second Life are good examples. In these activities, learners take on different roles and engage in simulated conversations, using the language they are learning in a realistic context.
• Role-playing games: In these games, learners take on different characters and engage in simulated scenarios, using the language they are learning to solve problems and complete tasks. a good website for role playing games: https://randomskill.games/a-compilation-of-free-tabletop-role-playing-games-rpg/
• Escape rooms: Learners must solve language-related puzzles and clues in order to escape the room. Escape the language lab, escape the airport, museum, hotel, city are a few popular games.
• Story-based games: In these games, learners engage with a story and make choices that impact the outcome, using the language they are learning to navigate the narrative. Some popular games are: Choose Your Own Adventure, Interactive Fiction, Visual Novels.

Major benefits of gamification in language teaching: 

• Increased motivation and engagement
• Improved retention and recall
• Immediate feedback
• Personalized learning
• Collaborative learning
• Reduced anxiety

The language learning material used in tandem learning at Vytautas Magnus University is sourced from the Seagull project (https://www.seagull-tandem.eu/). Apart from language learning, tandem learning also encourages cultural exchanges and fosters friendships between students. Students get the opportunity to learn about different cultures and lifestyles, interact with each other, and form meaningful connections that can last beyond the learning period.

Feedback on tandem learning has been collected on Padlet: https://padlet.com/tringailiene/feedback-on-tandem-r99nhemxfz2pvvfc

For more information: 

• Cziko G. A. (2004), “Electronic Tandem Language Learning (ETandem): A Third Approach to Second Language Learning for the 21st Century.”, CALICO Journal No. 22(1), pp. 25-39. available online:  JSTOR, www.jstor.org/stable/24149442 [accessed 12 October 2023]
• Seagull project. https://www.seagull-tandem.eu/
• Vassallo M. and Telles J A. (2006), “Foreign Language Learning in Tandem: Theoretical Principles and Research Perspectives.”, The ESPecialist No. 27(1), pp. 83-118. available online: https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.845.2443&rep=rep1&type=pd f [accessed 12 October 2023]

Please note: Language learning opportunities in the cross border vocational context are superb when two vocational schools in neighboring areas are keeping close contacts. Teacher involvement is necessary, but fairly minimal as the students independently connect and share their languages and cultures in a professional context.

By combining language learning with social activities, ‘Languages for Brunch’ offered a fun and engaging way for people to connect and broaden their horizons.

Please note: Brunch with languages is another type of a language awareness opportunity that allows people to talk in a non-formal environment. Socializing and food always breaks walls and stereotypes. While may be costly, it could easily be integrated with conferences or seminars where the lunch is served anyway. Special rooms that build on languages can be organized using resources at work or exchanging with Erasmus+ partners.