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"Languages are not the Barriers": Learning Together through Multilingual Cross-Curricular Poetry in the ESL Classroom.
- Source :
-
Canadian Journal of Applied Linguistics / Revue Canadiennne de Linguistique Appliquée . Winter2024, Vol. 27 Issue 1, p125-147. 23p. - Publication Year :
- 2024
-
Abstract
- The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton's (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 1481868X
- Volume :
- 27
- Issue :
- 1
- Database :
- Academic Search Index
- Journal :
- Canadian Journal of Applied Linguistics / Revue Canadiennne de Linguistique Appliquée
- Publication Type :
- Academic Journal
- Accession number :
- 178801821
- Full Text :
- https://doi.org/10.37213/cjal.2024.33465