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Challenges to multilingual language teaching: towards a transnational approach

Challenges to multilingual language teaching: towards a transnational approach
Challenges to multilingual language teaching: towards a transnational approach
This article examines issues involved in developing a multilingual approach to language teaching within higher education. It discusses the concepts of multilingualism and plurilingualism that are currently used, and the ways in which they are reflected in practice. It suggests that multilingual approaches must address a largely monolingual ethos in language teaching, based on long-established pedagogical priorities. It examines difficulties in developing multicultural professional identities, arising from communities of practice that are often monolingual, and from competition for curriculum time and resources. It puts forward strategies to encourage multilingualism through professional development and through the development of intercultural approaches. It argues that significant advances in multilingual pedagogy can be achieved by encouraging greater collaboration between teachers, between their associations and between governmental agencies. And it concludes that language teachers may need to consider adopting a more transnational professional identity
Language Teaching, multilingualism, transnational
1757-6822
65-83
Kelly, Michael
dcc9dfa0-fb81-40b3-b87b-a16e4ba0c430
Kelly, Michael
dcc9dfa0-fb81-40b3-b87b-a16e4ba0c430

Kelly, Michael (2015) Challenges to multilingual language teaching: towards a transnational approach. European Journal of Language Policy, 7 (1), 65-83. (doi:10.3828/ejlp.2015.5).

Record type: Article

Abstract

This article examines issues involved in developing a multilingual approach to language teaching within higher education. It discusses the concepts of multilingualism and plurilingualism that are currently used, and the ways in which they are reflected in practice. It suggests that multilingual approaches must address a largely monolingual ethos in language teaching, based on long-established pedagogical priorities. It examines difficulties in developing multicultural professional identities, arising from communities of practice that are often monolingual, and from competition for curriculum time and resources. It puts forward strategies to encourage multilingualism through professional development and through the development of intercultural approaches. It argues that significant advances in multilingual pedagogy can be achieved by encouraging greater collaboration between teachers, between their associations and between governmental agencies. And it concludes that language teachers may need to consider adopting a more transnational professional identity

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More information

Published date: 2015
Keywords: Language Teaching, multilingualism, transnational
Organisations: Modern Languages

Identifiers

Local EPrints ID: 378089
URI: http://eprints.soton.ac.uk/id/eprint/378089
ISSN: 1757-6822
PURE UUID: 1756123f-5ee2-4465-8b7d-1418aa29a67e
ORCID for Michael Kelly: ORCID iD orcid.org/0000-0001-7955-3860

Catalogue record

Date deposited: 25 Jun 2015 08:06
Last modified: 15 Jan 2019 01:38

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