Towards multilingual turn in language classes: plurilingual awareness as an indicator of intercultural communicative competence
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Date
2024
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge Journals, Taylor & Francis Ltd
Access Rights
info:eu-repo/semantics/closedAccess
Abstract
Multilingualism research has predominantly focused on describing the various factors behind multilingual individuals' beliefs and practices in language learning and teaching. However, language and culture are intrinsically related and how intercultural communicative competence can contribute to this alliance remains relatively unknown. To address this research gap, the current study examined the relationship between plurilingual awareness and intercultural communicative competence together with their experiences in language classrooms. The study was based on Douglas Fir Group's (2016. A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100(Supplement 2016), 19-47. https://doi.org/10.1111/modl.12301) framework and Deardorff's (2006. Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241-266) process orientation model, with 265 EFL teacher (pre-service and in-service) participants. In this mixed-method study, data were analysed using several multiple regressions and thematic analyses. Findings indicate that plurilingual awareness is a significant predictor of the relationship between language and culture, and individuals with higher plurilingual awareness have higher intercultural communicative competence. Classroom practices yielded complementary results manifested through a) translanguaging as a motivational practice, b) coping with intercultural tensions, and c) technology in multilingual classrooms. This study has several implications for the multilingual turn in language learning and teaching.
Description
Keywords
Multilingualism, plurilingual awareness, intercultural communicative competence, translanguaging, teacher education
Journal or Series
International Journal of Multilingualism
WoS Q Value
Q1
Scopus Q Value
Q1
Volume
21
Issue
2
