Contents

The aim of the 2-hour Module 2: Why? is dedicated to providing a knowledge- and evidence-based answer to the question: Why are plurilingual approaches needed in HE? Module 2 provides didactical materials  and self-supported training possibilities that will raise HE teachers’ awareness of the need for and usefulness of plurilingual approaches in HE, both in (foreign) language classrooms and in multilingual classrooms. The module addresses important and novel information on why plurilingual competences and embracing all languages are important in HE, what benefits we gain from plurilingual learning, what challenges we might face implementing plurilingual teaching. The didactical materials provided will enable a rise in HE teacher awareness, enhance HE teachers’ competences to teach languages and to deliver other non-linguistic courses more efficiently in a multilingual HE environment; consequently, it will allow for learners to develop their language skills more effectively, while increasing their inclusion, autonomy and motivation, and fostering positive intercultural attitudes.

INTRODUCTION             

Activity 1.  Readings. 

• Part 1. THE URGENT NEED FOR PLURILINGUAL APPROACHES IN HIGHER EDUCATION
• ·       PLURILINGUAL APPROACHES, EUROPEAN VALUES, AND EUROPEAN POLICY 
• ·       PLURILINGUAL APPROACHES, SOCIETAL IMPACT AND ENGAGEMENT
• ·       PLURILINGUAL APPROACHES AND LEARNER ENGAGEMENT: INCLUSION AND MOTIVATION   
• ·       PLURILINGUAL APPROACHES AND INTERNATIONALISATION: INCLUSION AND MOBILITY         
• ·       PLURILINGUAL APPROACHES AND LIFELONG LEARNING
• PART 2. THE ADVANTAGES OF PLURILINGUAL LEARNING
• ·       PLURILINGUALISM AND ITS SOCIO-ECONOMIC BENEFITS
• ·       PLURILINGUALISM AND ITS HEALTH BENEFITS    
• ·       PLURILINGUALISM AND ITS DIDACTIC BENEFITS: COGNITION, MOTIVATION, WELL-BEING AND SELF-ESTEEM, LEARNING EFFICIENCY       
• ·       PLURILINGUALISM AND KNOWLEDGE CIRCULATION
• PART 3. THE CHALLENGES OF PLURILINGUAL TEACHING
• ·       MONOLINGUAL LANGUAGE REPRESENTATIONS AND BELIEFS       
• ·       RESISTANCE TO CHANGE AND THE RESILIENCE OF MONOLINGUAL WAYS   
• ·       INDIVIDUAL CHALLENGES: KNOWLEDGE, SKILLS, ATTITUDES, AND VALUES
• PART 4. ATTITUDES AND VALUES
• ·       OPEN, INCLUSIVE, INTERCULTURAL TEACHING   
• ·       ECOLOGICAL APPROACH TO LANGUAGE TEACHING, LINGUISTICALLY SENSITIVE TEACHING    
• ·       TEAM TEACHING: TEACHERS AND LEARNERS AS PARTNERS          
• ·      PLURILINGUALISM AS ADDED VALUE FOR TEACHING, RESEARCH, AND ENGAGEMENT WITH SOCIETY
• CONCLUSION: PLURILINGUAL APPROACHES IN HE: A MUCH-NEEDED PARADIGM SHIFT FOR WHICH COMPETENCE TRAINING IS KEY  
• SELF-CHECK QUESTIONS

Activity 2. Interview

Activity 3. Reading.  Evidences of multilingual science