Foregrounding co-artistry in an aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning
Albuquerque, Diego L. (Universitat Autònoma de Barcelona)
Moore, Emilee (Universitat Autònoma de Barcelona. Departament de Didàctica de la Llengua i la Literatura i de les Ciències Socials)

Fecha:	2024
Descripción:	16 pàg.
Resumen:	In this article, we propose an aesthetic and plurilingual/pluriliteracies approach to additional (or second, foreign…) language teaching and learning. The research reported on took place in a secondary school in Barcelona where young people take on the role of teachers of the host languages (i. e. , Catalan and Spanish) to adult migrants. We focus on a plurilingual poetry workshop offered in this program as an empirical foundation for the proposed approach. Data was collected ethnographically during the poetry workshop (i. e. , through participant observation, field notes, conversations, video, photography) allowing the exploration of processes and outcomes. We consider, on the one hand, the opportunities for language learning made possible by incorporating arts-based methods and plurilingualism/pluriliteracies in the workshop. On the other hand, we ask what an aesthetic lens, combined with a recognition of plurilingualism/pluriliteracies, can offer to our understanding of language learning outcomes. Our results suggest that co-artistry is an opportunity for enhancing additional language learning in our aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning.
Derechos:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Lengua:	Anglès
Documento:	Article ; recerca ; Versió publicada
Materia:	Adult migrants ; Co-artistry ; Creative inquiry ; Language education ; Plurilingualism ; Pluriliteracies ; Poetry
Publicado en:	Frontiers in Education, Vol. 8 (2023) , p. 1-16, ISSN 2504-284X

DOI: 10.3389/feduc.2023.1296658

16 p, 1.5 MB

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