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    Programme 2024-2027
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    le bien-être plurilingue

Favoriser le bien-être plurilingue des enseignant·es de langues

Langues de travail du projet : français, anglais
Durée du projet : 2024-2026
Raccourci : www.ecml.at/pluriwell
Administration : vers la page

Envisaged project results

Guiding principles for  teachers’ plurilingual wellbeing
The guiding principles of this project illustrate what plurilingual wellbeing is, and why  it can support teachers and contribute to plurilingual education. They will be used to demonstrate how plurilingual wellbeing can be fostered through reflection, based on challenging teachers’ perceptions and beliefs with regard to their own languages and language teaching.

Toolkit for teachers’ plurilingual wellbeing
This toolkit is a collection of adaptable and hands-on resources designed by teachers for fostering plurilingual wellbeing among teachers.

Video and audiotestimonials
The video and audio testimonials will portray the experiences of teachers who have participated in the project. The aim is to highlight links between teachers’ plurilingual wellbeing and their teaching practices.

Événements à venir

Il n'y a pas encore d'événements dans cette section.

Target groups

 

Teachers and teacher educators

Educational levels concerned

All levels

How to get involved

Workshop

The aims of the workshop are to:

  1. understand how plurilingual wellbeing can support plurilingual education.
  2. explore the draft plurilingual wellbeing toolkit
  3. learn from teachers who participated in reflective activities and have designed and used the plurilingual wellbeing toolkit in different contexts
  4. pilot and give feedback on the draft toolkit.

Read more

Souhaitez-vous participer ?

Les personnes individuelles ayant un intérêt spécifique pour ce thème particulier, et qui évoluent dans un contexte professionnel en rapport, sont invitées à prendre contact avec les Autorités nationales de nomination du CELV dans leur pays, pour que leur souhait de participer à l’atelier de projet correspondant puisse être pris en compte.

Équipe et partenaires

Caterina SUGRANYES
Coordinatrice
Espagne
Blanquerna - Ramon Llull University
caterinaseblanquerna.url.edu 

Latisha MARY
Correspondante web
France
Université de Strasbourg, Institut national supérieur du professorat et de l'éducation
latisha.maryinspe.unistra.fr

Gerit JARITZ
Documentaliste pour la deuxième langue
Suisse
Institut de formation pour l'enseignement de Thurgovie
gerit.jaritzphtg.ch

Karen AARØE
Chargée de communication
Danemark
UCSYD
kmaaucsyd.dk

Ressources connexes

Council of Europe resources

Other resources

  • Mary, L. and Young, A. (2020). Teachers’ beliefs and attitudes towards home languages maintenance and their effects. In A.C. Schalley and S. Eisenchlas (eds.), Handbook of home language maintenance and development. Social and affective factors. De Gruyter, pp. 444-463. Available at: https://doi.org/10.1515/9781501510175-022
  • Mercer, S. (2021). ‘An Agenda for Wellbeing in ELT: An Ecological Perspective.’ ELT Journal, 75/1: 14–21..
  • Soler, D. and Sugranyes, C. (2022), Understanding the plurilingual research in context. Fremdsprachen Lehren und Lernen. 51. 53-67. 10.24053/FLuL-2022-0019.ç
  • Sugranyes, C. Soler, D. Bromberg, W. & Ballarin, W. (2024) Understanding teachers’ plurilingual well-being in context. APAC ELT Journal, Issue 94, pages 8-16.
  • Sugranyes, C. (2021), Promoting Plurilingual Competences in Primary Schools in Barcelona: A Dominant Language Constellation Approach to Teaching and Learning Languages. In: Aronin, L., Vetter, E. (eds) Dominant Language Constellations Approach in Education and Language Acquisition. Educational Linguistics, vol 51. Springer, Cham.
  • Young, A. and Mary, L. (2021),  Blurring the borders between research and practice: video as a tool to develop knowledge about language and empower (student) teachers in multilingual pre-school classrooms, European Early Childhood Education Research Journal, 29:3, 351-362.