Journal article

Challenging the monolingual mindset: Understanding plurilingual pedagogies in English as an Additional Language (EAL) classrooms

Yvette Slaughter, Russell Cross

Language Teaching Research | SAGE PUBLICATIONS LTD | Published : 2020

Abstract

Current theories of bilingualism argue that the language practices of bilinguals are drawn from a single linguistic repertoire, and that enabling access to the full breadth of students’ language practices can be a vital resource for further language development. This challenges commonplace practices within English as an Additional Language (EAL) education in Australia, where curriculum, pedagogy, and assessment are predicated on monolingual (English-only) structures. Even though many teachers identify with the need to draw on students’ linguistic repertoires, a lack of pedagogical guidance can result in disengagement with this issue. As we move towards identifying and systematizing pluriling..

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Funding Acknowledgements

The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research proejct was supported with a grant from the Melbourne Graduate School of Education.