Acceso usuarios
Pierre-Luc Paquet
, Nina Woll
Language instruction continues to be shaped by a dominant monolingual ideology (Cummins, Citation2007), despite increasing academic advocacy for plurilingual pedagogy (e.g. Galante et al., Citation2022). Bridging this gap remains a significant challenge. This article reports on a teacher-researcher initiative that involved two online workshops designed to introduce plurilingualism and form-focused instruction to five German and three French language teachers in higher education. The workshops focused on theoretical concepts and the adoption of a plurilingual teaching model, supported by material adaptation facilitated by the researchers. Data from workshop interactions between teacher participants and researchers reveal persistent challenges in aligning theoretical objectives with practical implementation. The teachers demonstrated varied understandings of key concepts such as metalinguistic reflection and crosslinguistic comparison, often defaulting to existing pedagogical beliefs. Additionally, the researchers’ facilitation approaches, including dominating interaction and demonstrating limited responsiveness, constrained engagement. This article examines these challenges and proposes strategies to better support the co-construction of knowledge in future professional development initiatives.
