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Home > ECML-Programme > Programme 2020-2023 > Pluralistic teacher competences > Competences

Developing teacher competences for pluralistic approaches
Tools for teacher education

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Competences
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Competences

A set of descriptors of competences and attitudes that facilitate the implementation of pluralistic approaches is provided here. Depending on the contexts in which they work, teacher educators can use this reference framework to identify, select and set objectives to for initial or continuing teacher education that they feel are necessary or useful for the participating teachers or student teachers. The descriptors are organised in seven dimensions. Clicking on each dimension gives access to the descriptors (and sub-descriptors) that it contains.

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TEACHER
COMPETENCES
FOR PLURALISTIC
APPROACHES
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 1-Commitment to values and principles for using pluralistic approaches

Diversity

Being interested in and open to plurilingualism and the diversity of linguistic and cultural phenomena
1-a
Being committed to respect for learners’ linguistic and cultural rights
1-b

Education

Aspiring to linguistic and cultural equity for learners
1-c
Viewing the learner as both a beneficiary of and a resource for plurilingual and intercultural education
1-d
Aspiring to inclusion of learners and others in the educational community that goes beyond their linguistic and cultural diversity
1-e
Considering that the development of plurilingual and intercultural competences is both a goal and a means of teaching each particular language
1-f
Considering cooperation with colleagues who teach other languages and subjects as essential to the implementation of pluralistic approaches
1-g

Society

Believing that the social environment can both benefit from and provide resources for plurilingual and intercultural education
1-h
Believing that plurilingual and intercultural education is a means of fostering democratic citizenship, social justice and cohesion
1-i

Work with pluralistic approaches

Believing in the benefits of teaching methods informed by pluralistic approaches
1-j
Having confidence in one’s own ability to use teaching methods that involve working with multiple languages and linguistic and cultural varieties, including those that are unfamiliar
1-k

 2-Competences in communication specific to pluralistic approaches

Competence in switching between languages and registers depending on one’s communication intentions, the interlocutors and their reactions
2-a
Competence in drawing on the similarities one perceives between languages when communicating
Show subdescriptor
2-b
Competence in communicating in languages one has little mastery of, including by drawing on languages one knows better
2-c
Competence in providing interlinguistic or intra-linguistic mediation where the diversity of repertoires makes this necessary for understanding
2-d
Competence in adapting one's discourse to the known cultural background of one's interlocutors and to their reactions
2-e
Competence in drawing on one’s entire prior cultural experience to deal with less familiar intercultural situations
2-f
Competence in accompanying one's interactions in intercultural situations with explanations of potential misunderstandings that may be needed
Show subdescriptor
2-g
Competence in mediating between linguistic and non-linguistic modalities of communication
2-h

 3-Digital competences related to pluralistic approaches

Competence in communicating in digital environments with specific interlocutors (learners, parents, colleagues, etc.) while taking into consideration their linguistic and cultural diversity
3-a
Competence in analysing new multilingual and multimodal usage in digital environments to enrich one’s didactic repertoire
3-b
Competence in selecting and adapting digital tools and resources for specific uses in pluralistic approaches and in managing their implementation in one’s practice
3-c
Competence in exploiting the potential of digital environments to support the language and subject-specific learning of learners who have diverse linguistic and cultural repertoires
3-d
Competence in using digital resources to produce teaching materials for pluralistic approaches
3-e
Competence in guiding learners in selecting and using suitable digital resources for autonomous communication and for learning involving plurilingual and intercultural approaches
3-f
Competence in using digital resources in accordance with the values promoted through plurilingual and intercultural education, as well as for the purpose of fostering democratic citizenship
3-g
Competence in engaging in critical reflection on the use and impact of digital resources on one’s own and learners’ motivation to activate and develop plurilingual and intercultural competences
3-h

 4-Metalinguistic, metadiscourse and metacultural competences specific to pluralistic approaches

Competence in analysing multilingual situations and the status and uses of languages within their own contexts
4-a
Competence in analysing individuals' plurilingual communicative practices and their development
4-b
Show subdescriptors
Competence in analysing and comparing languages and language varieties, even those that are unfamiliar
4-c
Competence in analysing and comparing various cultural phenomena, including their composite and evolving aspects
4-d
Competence in identifying what elements in communication can be influenced by the interlocutors' cultural background
4-e
Show subdescriptor
Competence in analysing how communication works in various fields, particularly in education and in the construction of knowledge
4-f

 5-Didactic and pedagogical competences for pluralistic approaches

 5-1-Planning a teaching/learning process based on pluralistic approaches

Competence in defining learning objectives for plurilingual and intercultural education that are adapted to the context
5.1-a
Competence in identifying the relevance of using pluralistic approaches in one’s context
5.1-b
Competence in basing one’s didactic choices on knowledge of the linguistic and cultural diversity of learners and of the overall educational context
5.1-c
Competence in basing one’s didactic choices on an analysis of the plurilingual and intercultural competences, as described in the FREPA, which the learners have already developed
5.1-d
Competence in organising teaching within a multilingual space by including plurilingual and intercultural experiences
5.1-e
Competence in selecting the languages and the language registers to be used according to the learning objectives and the learners’ repertoires
5.1-f
Competence in organising language-switching experiences and exploiting these for teaching purposes
5.1-g
Competence in organising teaching in a flexible way which acknowledges the learners’ linguistic and intercultural experiences
5.1-h
Competence in selecting and/or producing a variety of teaching resources and materials suitable for the implementation of pluralistic approaches
5.1-i

 5-2-Managing a teaching/learning process using pluralistic approaches

The teaching context

Competence in using pluralistic approaches in ways that are suited to the teaching context and the learning objectives
5.2-a
Competence in making use of school and community resources, as well as digital resources, to increase opportunities for inclusion of a diversity of languages and cultural content, including in interactions among learners
5.2-b

Language and (inter)cultural learning

Competence in helping learners to draw on their linguistic and cultural repertoires for language learning
5.2-c
Competence in helping learners to draw on their prior language learning experiences and strategies to facilitate new learning and develop their learning competences
5.2-d
Competence in helping learners to make use of the similarities between languages in order to understand and learn them
5.2-e
Competence in helping learners to use switching between languages as a means of improving communication and learning
5.2-f
Competence in helping learners to draw on the diversity of languages to develop their metalinguistic, metacultural and metacommunicative competences
5.2-g
Competence in combining pluralistic approaches with approaches that focus only on one language or culture in order to promote linguistic and cultural learning
5.2-h
Competence in using different languages to manage interaction when teaching and involving other speakers if necessary
5.2-i
Competence in making use of opportunities, including virtual opportunities, for learner mobility to broaden the range of linguistic and cultural experiences and the inclusion of these in teaching and learning
5.2-j
Competence in exploiting the potential of pluralistic approaches to enhance motivation for language and cultural learning
5.2-k

Education

Competence in raising learners' awareness of the social and personal significance of languages and cultures, including in their own relationship to languages
5.2-l
Competence in exploiting the potential of pluralistic approaches to foster the development of learners’ self-confidence and self-esteem
5.2-m
Competence in helping learners to develop informed representations of linguistic and cultural diversity
5.2-n
Competence in building on pluralistic approaches to foster commitment to the principles of linguistic, cultural and social equity, as well as democratic citizenship
5.2-o

Facilitating classroom work

Competence in supporting and encouraging learners when they are participating in activities based on pluralistic approaches
5.2-p
Competence in creating an atmosphere for learning in which linguistic and cultural diversity, plurilingualism and multilingualism are viewed positively
5.2-q
Competence in prompting learners to reflect on ways of using their linguistic and cultural repertoires and on the benefits of these repertoires
5.2-r

 5-3-Evaluating and assessing learners’ progress and achievements resulting from the use of pluralistic approaches

Competence in defining assessment items that match the plurilingual and intercultural learning objectives targeted by pluralistic approaches
5.3-a
Competence in organising assessment (or self-assessment) procedures to assess learners’ achievement of plurilingual and intercultural learning objectives
5.3-b
Competence in organising (self-) assessment procedures (e.g. multilingual tasks) that allow learners to draw on their various linguistic and cultural resources
5.3-c
Competence in defining and applying criteria for the (self-) assessment of learners' progress in developing their plurilingual and intercultural competence
5.3-d
Competence in providing feedback that raises learners’ awareness of the objectives to be achieved in the development of plurilingual and intercultural competence and of their progress towards these objectives
5.3-e

 5-4-Reflecting on the implementation of pluralistic approaches

Competence in reflecting on the effects of the use of pluralistic approaches on learner development, and in taking this into account to inform one’s practice
5.4-a
Competence in critically analysing how the various learning activities one uses contribute to the development of plurilingual and intercultural education
5.4-b
Competence in identifying one's areas of linguistic and methodological insecurity related to the use of pluralistic approaches and in seeking to make improvements
5.4-c

 6-Competences in collaborating with the whole educational community on the implementation of pluralistic approaches

 6-1-Collaboration with various members of the education community as a whole (teachers, other educators (see 6.3), parents, learners)

Competence in identifying and mobilising those members of the educational community who are able to collaborate on work with pluralistic approaches as a means of fostering plurilingual and intercultural education
6.1-a
Competence in working with different members of the educational community to take account of learners' needs and interests in furthering their plurilingual and intercultural development, in particular by embracing and valuing the languages in their repertoires
6.1-b
Competence in working with the various members of the educational community to develop interdisciplinary and pluralistic curricula which contribute to equitable education (e.g. by defining key transversal language competences, strategies for collaboration among subject teachers, assessment criteria).
6.1-c

 6-2-Collaboration with other teachers

Competence in jointly planning and implementing plurilingual and intercultural education initiatives with other teachers
6.2-a
Competence in developing interdisciplinary projects with teachers of languages and/or of other subjects with the aim of promoting plurilingual and intercultural education through pluralistic approaches
6.2-b
Competence in identifying, jointly with other language teachers, the connections to be established between the languages being learned by each learner
6.2-c
Competence in working collaboratively with language teachers and teachers of other subjects to highlight the role of language dimensions in all learning and to establish connections between their respective ways of teaching
6.2-d
Competence in jointly deciding on and using common terminology for discussing language / culture-related teaching
6.2-e
Competence in defining coherent criteria and developing tools jointly with other teachers for assessing learners' achievements and progress in terms of the development of their plurilingual and intercultural repertoires
6.2-f

 6-3-Collaboration with other actors in education (people in charge of school management, pedagogical advice, inspections and teacher education)

Competence in jointly defining with education authorities and school managers the objectives of and means of implementing a plurilingual and intercultural education policy
6.3-a
Competence in identifying the obstacles to implementation of a whole school plurilingual and intercultural education policy through pluralistic approaches, and in working together to find ways to overcome them
6.3-b
Competence in participating in the development of partnerships with institutions in local, national or international contexts for the development of plurilingual and intercultural education projects
6.3-c

 6-4-Collaboration with families

Competence in planning and carrying out joint actions with families to foster the plurilingual and intercultural development of learners
6.4-a
Competence in carrying out initiatives with families that can help ensure the presence of their languages in classroom work and within the institution
6.4-b
Competence in working with families to encourage learners to compare the languages in their linguistic repertoires and in their family and social environments
6.4-c

 6-5-Collaboration with learners

Competence in working with learners to define and carry out their own plurilingual and intercultural development projects
6.5-a
Competence in working with learners to create an inclusive environment that promotes collaboration on plurilingual and intercultural learning between peers and with others in the educational context
6.5-b
Competence in undertaking initiatives with learners to promote the appreciation of linguistic and cultural diversity within the school, family and social environments
6.5-c

 7-Competences for professional learning and development for pluralistic approaches

Competence in developing one’s own values and principles regarding linguistic and cultural diversity and plurilingual and intercultural education
7.1
Examples of sub-descriptors
Competence in developing the plurilingual and intercultural dimensions of one's communicative repertoire
7.2
Examples of sub-descriptors
Competence in developing critical and reflective use of digital tools for pluralistic approaches
7.3
Examples of sub-descriptors
Competence in developing new ways of reflecting on and analysing phenomena related to linguistic and cultural plurality
7.4
Examples of sub-descriptors
Competence in developing one’s didactic and pedagogical repertoire for using pluralistic approaches
7.5
Examples of sub-descriptors
Competence in developing the ability to collaborate with various members of the educational community in the implementation of pluralistic approaches
7.6
Examples of sub-descriptors
Vector 1: active use of a reflective approach
Vector 2: a willingness to change as an individual and adapt to contextual changes
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