What would you do?

Now that you are aware of the Tips & Tricks given and have explored various teaching scenarios, how would you develop those scenarios into a full-fledged plurilingual action-oriented scenario which include tasks and classroom activities? How would you use those scenarios in your plurilingual teaching? What tasks would you ask your students to perform, and in what order? How would you make sure they have the necessary knowledge, and show the attitudes needed, before making them train their skills? How would you include reception, production, and mediation? How would you make sure to build on students’ plurilingual repertoires? How would you have them work together co-creating meaning? How would you organize assessment and feedback?

• —  Your students are employees of an international company that is opening a new office abroad.
• —  A museum wants to develop leaflets and audio guides for tourists.
• —  A scientific journal is asking for multilingual scientific content.
• —  Your university wants your students to organize a welcoming event for international students.
• —  Your students are asked to organize a summer course in comparative linguistics, or comparative literature for international students.
• —  Your students have been asked to organize a scientific conference for lay audiences.
• —  Your research group has recruited international doctoral students that do not speak the local language, and do not speak English well.
• —  Your students are doing an internship in a multilingual setting, in which there is no common language.
• —  A skills lab must be organized in which language learners of different languages can practice their language skills.
• —  Your students are teachers of a CLIL course.

What other scenarios can you think of that would be useful for your teaching?