Teaching of a second language in the contexts where it is dominant has traditionally been done through immersion in the target language and culture. But the monolingual pedagogy has been increasingly seen as ideologically disempowering (Ryan, 1998; Kubota, 2003), unreflective of the learner’s sociocultural identity (Pavlenko and Blackledge, 2004), economically limiting in a globalized world (Cummins, 2003; Banks, 2004), and, whose success, from a pedagogical standpoint, is questionable (Cummins, 2009; TESOL Quarterly, 2009a). Read more
Espaces d'apprentissage et autonomie de l'apprenant
This articles refers to the article previously published on this blog, Les MOOCs au service du plurilinguisme, in which MOOCs were promoted as another way to promote linguistic diversity and plutilingualism. Astrid Guillaume and Mathieu Cisel regretted the fact there didn't appear to be plethora of MOOCs dedicated to language learning. This article tries to explore the reasons. Read more
What sounds like a paradox is the consideration of a Russian-speaking worker in an electrical plant in Germany on the tacit attitude of management and German co-workers to the use of languages other than German on the shop floor of the company where he is employed as a skilled worker; a typical case or an exception? Read more
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