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    Developing teacher competences for pluralistic approaches
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    Competences

Developing teacher competences for pluralistic approaches
Tools for teacher education

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Key concepts
Competences
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This page will be available in English in 2024. Please refer to the pages in French.

Competences

A set of descriptors of competences and attitudes is provided here to facilitate the implementation of pluralistic approaches. Users will be able to draw on this reference framework to identify, select and organise objectives that they feel are necessary or useful to develop in initial or continuing teacher education, depending on the contexts in which they work. These descriptors are organised in seven dimensions. Clicking on each dimension gives access to the descriptors (and sub-descriptors) that make it up.

Vue d'ensemble
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7
Competences for professional development
PDFs: 		    
1
Comittment to values and principles
PDFs:
 
6
Competences for collaboration
PDFs:
2
Competences in communication
PDFs:
TEACHER
COMPETENCES
FOR PLURALISTIC
APPROACHES
5
Didactic and pedagogical competences
                PDFs:
3
Digital competences
PDFs:         
4
Metalinguistic […] competences
PDFs:
   
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 1-Commitment to values and principles for the use of pluralistic approaches

Diversity

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

Education

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

Society

Conceiving the social environment as a beneficiary and a resource of plurilingual and intercultural education
1-h
Conceiving plurilingual and intercultural education as an asset for the development of democratic citizenship, social justice and cohesion
1-i

Work with pluralistic approaches

Having confidence in the benefits of pluralistic approaches
1-j
Having confidence in one’s own ability to use approaches that involve working with multiple languages, linguistic and cultural varieties including unfamiliar ones
1-k
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 2-Competences in communication specific to pluralistic approaches

Competence in switching languages and registers according to one's communicative intentions, the addressees and their reactions
2-a
Competence in drawing on perceived similarities between languages to communicate
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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 intralinguistic mediation where the diversity of repertoires makes this necessary for understanding
2-d
Competence in adapting one's discourse to the known cultural specificities 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 providing intercultural mediation for mutual understanding in various contexts of otherness
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2-g
Competence in mediating between linguistic and non-linguistic modalities of communication
2-h
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 3-Digital competences related to pluralistic approaches

Competence in communicating in digital environments with specific interlocutors (learners, parents, colleagues, etc.), taking into particular consideration their linguistic and cultural diversity
3-a
Competence in analysing new forms of 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 promote linguistic and subject-specific learning for learners with heterogeneous linguistic and cultural repertoires
3-d
Competence in making use of 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 learning in plurilingual and intercultural approaches
3-f
Competence in using digital resources in accordance with the values promoted by plurilingual and intercultural education and for the purpose of fostering democratic citizenship
3-g
Competence in engaging in critical reflection on the use and impact – both for oneself and for learners - of digital resources on motivation to activate and develop one’s plurilingual and intercultural competences
3-h
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 4-Metalinguistic, metadiscursive and meta-cultural competences specific to pluralistic approaches

Competence in analysing multilingual situations and the statuses and uses of languages within their contexts
4-a
Competence in analysing the plurilingual communicative practices of individuals and their development
4-b
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Competence in analysing and comparing languages and language varieties, even unfamiliar ones
4-c
Competence in analysing and comparing various cultural phenomena, including in their composite and evolving aspects
4-d
Competence in identifying - within communicative practices - what belongs to the cultural background of the involved individuals
4-e
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Competence in analysing communicative practices at work in various fields, particularly in education, and their role in the construction of knowledge
4-f
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 5-Didactic and pedagogical competences for the use of pluralistic approaches


5.1 Planning a teaching/learning process using pluralistic approaches
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5.2 Managing a teaching/learning process using pluralistic approaches
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5.3 Evaluating and assessing learners’ progress and achievements developed through the use of pluralistic approaches
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5.4 Reflection on the implementation of pluralistic approaches
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 5-1-Planning a teaching/learning process using 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 the use of various pluralistic approaches in one’s context
5.1-b
Competence in basing one’s didactic choices on knowledge related to 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 on what the learners have already developed in terms of plurilingual and intercultural competences as described in the FREPA
5.1-d
Competence in organising teaching as a multilingual space by offering plurilingual and intercultural experiences
5.1-e
Competence in selecting the languages and the language registers to use according to the objectives and the learners’ repertoires
5.1-f
Competence in organising language switching experiences and exploiting them for teaching purposes
5.1-g
Competence in organising teaching in a flexible way to accommodate 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
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 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 learning objectives
5.2-a
Competence in making use of school and community resources, as well as digital resources, to increase opportunities for a diversified use of languages and cultures, 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 competence in learning
5.2-d
Competence in helping learners to draw on the similarities between languages to understand and learn them
5.2-e
Competence in helping learners to use the resources provided by switching between languages for better communication and learning
5.2-f
Competence in helping learners to draw on the diversity of languages to develop their metalinguistic, meta-cultural and meta-communicative competences
5.2-g
Competence in combining pluralistic approaches and singular approaches to promote linguistic and cultural learning
5.2-h
Competence in using different languages to manage interaction when teaching, involving other speakers if necessary
5.2-i
Competence in making use of opportunities for learner mobility, including virtual ones, to broaden the range of linguistic and cultural experiences and their didactic exploitation
5.2-j
Competence in exploiting the specific potential of pluralistic approaches for enhancing 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 of their own relationship to languages
5.2-l
Competence in exploiting the specific potential of pluralistic approaches for the development of learners’ self-confidence and self-esteem
5.2-m
Competence in helping learners to build informed knowledge and representations of linguistic and cultural diversity
5.2-n
Competence in building on pluralistic approaches for the development of commitment to the principles of linguistic, cultural and social equity and democratic citizenship
5.2-o

Facilitating classroom work

Competence in supporting and encouraging learners in activities specific to pluralistic approaches
5.2-p
Competence in creating a positive learning atmosphere towards linguistic and cultural diversity, plurilingualism/ multilingualism
5.2-q
Competence in prompting learners to reflect on ways of using their linguistic and cultural repertoires and their benefits
5.2-r
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 5-3-Evaluating and assessing learners’ progress and achievements developed through the use of pluralistic approaches

Competence in defining assessment items that correspond to the plurilingual and intercultural learning objectives targeted by pluralistic approaches
5.3-a
Competence in organising (self-)assessment procedures for assessing the achievement of the plurilingual and intercultural learning objectives of pluralistic approaches
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 the development of their plurilingual and intercultural competence
5.3-d
Competence in providing learners with feedback that raises their awareness of the objectives to be achieved in the development of plurilingual and intercultural competence and of their progress
5.3-e
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 5-4-Reflection on the implementation of pluralistic approaches

Competence in reflecting on the effects of the use of pluralistic approaches on learner development and taking this into account to inform one’s practice
5.4-a
Competence in critically analysing the different phases of one's didactic action in the context of 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 seeking to improve them
5.4-c
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 6-Competences for collaboration

6.1 Collaboration with various actors in the education community as a whole (teachers - other education actors (see 6.3) - parents – learners)
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6.2 Collaboration with other teachers
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6.3 Collaboration with other actors in education (people in charge of school management, pedagogical advice, inspection and teacher education)
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6.4 Collaboration with families
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6.5 Collaboration with learners
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 6-1-Collaboration with various actors in the education community as a whole (teachers - other education actors (see 6.3) - parents – learners)

Competence in identifying and mobilising, for work with pluralistic approaches, the actors in the educational community with whom collaboration can be established for the purpose of plurilingual and intercultural education
6.1-a
Competence in working with different actors of the educational community to take account of learners' needs and interests for 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 actors in the educational community to develop interdisciplinary and pluralistic curricula capable of contributing to equitable education (e.g. defining key transversal language competences, strategies for collaboration among subject teachers, assessment criteria)
6.1-c
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 6-2-Collaboration with other teachers

Competence in co-constructing joint actions for plurilingual and intercultural education 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, along with other language teachers, the connections to establish between the languages being learned by each learner
6.2-c
Competence in working collaboratively between language teachers and teachers of other subjects, to highlight the role of language dimensions in all learning and to establish connections between their respective teachings
6.2-d
Competence in constructing and using a common terminology for language / culture-related teachings
6.2-e
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 6-3-Collaboration with other actors in education (people in charge of school management, pedagogical advice, inspection and teacher education)

Competence in jointly defining with the education authorities and school managers the objectives and means of a plurilingual and intercultural education policy
6.3-a
Competence in identifying the obstacles to the implementation of a plurilingual and intercultural school 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
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 6-4-Collaboration with families

Competence in planning and carrying out joint actions with families for the plurilingual and intercultural development of learners
6.4-a
Competence in carrying out initiatives with families that can 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 repertoire and in their family and social environment
6.4-c
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 6-5-Collaboration with learners

Competence in working with learners to define and carry out their own projects for plurilingual and intercultural development
6.5-a
Competence in working with learners to create an inclusive environment that promotes collaboration between peers and with other education actors from a plurilingual and intercultural perspective
6.5-b
Competence in undertaking with learners initiatives to promote the appreciation of linguistic and cultural diversity in the school, family and social environment
6.5-c
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 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 one's reflective repertoire for the analysis of phenomena related to linguistic and cultural plurality
7.4
Examples of sub-descriptors
Competence in developing one’s didactic and pedagogical repertoire for the use of pluralistic approaches
7.5
Examples of sub-descriptors
Competence in developing the ability to collaborate with various actors in the educational community for the implementation of pluralistic approaches
7.6
Examples of sub-descriptors