Current discussions on plurilingual pedagogy: Language learning implications in the Arabian Peninsula

Nadine Jaafarawi, Zayed University

Document Type

Book Chapter

Source of Publication

Plurilingual Pedagogy in the Arabian Peninsula: Transforming and Empowering Students and Teachers

Publication Date

12-30-2022

Abstract

English medium instruction within higher education is in continuous change as it evolves to meet the needs of both faculty and students. In this chapter, the focus is on highlighting the “transformative” aspects of adopting plurilingual and translanguaging pedagogy to improve language learning, especially in countries within the Arabian Peninsula where English is not the first language. The chapter also sheds light on how instructors could be provided with theoretical frameworks that help them cater to the various multilingual backgrounds brought to the learning environment by the students, which, in turn, impact the design and implementation of teaching activities. These activities could involve plurilingual and translanguaging practices, which at times gather negative perceptions. Therefore, this chapter also examines the reasons for acceptance and the tensions faced by educators when transitioning into new pedagogical practices, highlighting the practical implications of plurilingualism and translanguaging to assist English language in education in countries within the Arabian Peninsula. The goal here is to serve the social and educational transformation of current models of bi/multilingual education in these countries.

ISBN

9781000822403,9781032326467

Publisher

Routledge

First Page

24

Last Page

38

Disciplines

Education | Linguistics

Scopus ID

85143660505

Indexed in Scopus

yes

Open Access

no

Link to Full Text

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