This symposium begins with a lead paper that outlines key tenets of plurilingualism and plurilingual pedagogy, and how/why embracing student plurilingualism in pedagogy (re-)presents a paradigm shift. The six papers that follow enable TESOL practitioners and researchers to see and hear school-aged children engaging in plurilingual pedagogy in content-based instruction focusing on science, physical education, and developing English literacy in formal classroom settings, homework clubs and community schools. The symposium contributions provide windows onto the range of forays into plurilingual pedagogies in which educators who are committed to bridging plurilingual students' linguistic capital and teaching English, the language prioritized at school and socially valued in today's global village, are engaging.
Plurilingualism and Curriculum Design: Toward a Synergic Vision
Article first published online: 16 AUG 2013
© 2013 TESOL International Association
Special Issue: Plurilingualism in TESOL
Volume 47, Issue 3, pages 600–614, September 2013
How to Cite
Piccardo, E. (2013), Plurilingualism and Curriculum Design: Toward a Synergic Vision. TESOL Quarterly, 47: 600–614. doi: 10.1002/tesq.110
Edited by Shelley K. Taylor
University of Alberta
- Issue published online: 16 AUG 2013
- Article first published online: 16 AUG 2013
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