Towards multilingual turn in language classes: plurilingual awareness as an indicator of intercultural communicative competence

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dc.contributor.authorEren, Omer
dc.date.accessioned2024-09-18T20:33:00Z
dc.date.available2024-09-18T20:33:00Z
dc.date.issued2024
dc.departmentHatay Mustafa Kemal Üniversitesien_US
dc.description.abstractMultilingualism 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.en_US
dc.identifier.doi10.1080/14790718.2022.2090568
dc.identifier.endpage801en_US
dc.identifier.issn1479-0718
dc.identifier.issn1747-7530
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85132181635en_US
dc.identifier.scopusqualityQ1en_US
dc.identifier.startpage783en_US
dc.identifier.urihttps://doi.org/10.1080/14790718.2022.2090568
dc.identifier.urihttps://hdl.handle.net/20.500.12483/11257
dc.identifier.volume21en_US
dc.identifier.wosWOS:000812648600001en_US
dc.identifier.wosqualityQ1en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherRoutledge Journals, Taylor & Francis Ltden_US
dc.relation.ispartofInternational Journal of Multilingualismen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectMultilingualismen_US
dc.subjectplurilingual awarenessen_US
dc.subjectintercultural communicative competenceen_US
dc.subjecttranslanguagingen_US
dc.subjectteacher educationen_US
dc.titleTowards multilingual turn in language classes: plurilingual awareness as an indicator of intercultural communicative competenceen_US
dc.typeArticleen_US

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