Acceso usuarios
[1]
;
Piccardo, Enrica
[2]
;
Marcel, Faith
[3]
;
Zeaiter, Lana F.
[1]
;
Dela Cruz, John Wayne N.
[1]
;
Barise, Aisha
[1]
Canadá
Canadá
Canadá
Despite the need for inclusive multi/plurilingual and decolonial approaches in language education, an integrated pedagogical approach remains underexplored. Moreover, investigating the implementation of such pedagogy in digital environments is needed. Following a concurrent transformative mixed methods design, this collaborative intervention study explored an integrative approach in language teaching: plurilingual, decolonial, and digital (PluriDigit). The study was conducted with nine teachers in Brazil, who co-designed tasks in English, French, Spanish and Arabic and taught them online. The research questions were twofold: (1) To what extent do teachers’ identities inform the implementation of PluriDigit?, and (2) What are teachers’ understandings of affordances of the PluriDigit approach? Data was collected through demographic questionnaires, the Plurilingual and Pluricultural Competence scale, the Plurilingual and Pluricultural Identity questionnaire, and semi-structured interviews. Findings from descriptive statistical and inductive content analyses reveal that while teachers claimed plurilingual identities, integrating plurilingual and decolonial pedagogies, especially in a digital environment, was a challenge. Despite this challenge, teachers’ participation in the study resulted in DARE – Decolonial, Agentive, Relational and Empowering –, a pedagogical model that fosters the implementation of an integrated plurilingual and decolonial approach, which is particularly relevant in Global South contexts.
