Starting with (pre-service) teachers` individual language learning histories, the module is designed to explore the transition from conventional monolingual approaches towards a more flexible, plurilingual classroom practice.
Identifying relevant models of intercultural communication, e.g. Byram (1997), influential research in the field of translanguaging, e.g. García (2009, 2017) and documents published by the European Council, pre- and in-service teachers are expected to use self-directed learning as a prerequisite for a thorough comprehension of topics in the field in order to display a sophisticated level of academic discourse in plenary sessions. The idea of a “flipped classroom” can be employed in order to facilitate pair and group work later on, i.e. when working on specific products.
The whole course is designed to be process- and product-orientated. Hence, pre-service teachers are asked to share details of their learning process by uploading notes and comments to StudIP. While all participants are required to study all the reference mentioned in the teaching unit in order to reach the same standard of theoretical preparation, there is more choice when it comes to case studies and materials from classroom practice.
Due to the complexity of the field, it is crucial to focus on a limited number of aspects connected to the plurilingual approach, while raising awareness for current research and influential documents such as the CEFR, FREPA, etc. In order to encourage interaction and collaboration among (future) FL teachers, tasks are designed to yield products such as infographics or (TED-talk style) presentations.
Equipped with a sound basis of knowledge about plurilingual practices, higher thinking skills are encouraged in order to enable (future) teacher practitioners to quickly evaluate and adapt content. Therefore, command words such as “examine”, “evaluate” and “assess” frequently feature in the tasks chosen, particularly regarding essay and research questions.

Upon the completion of the module, you will be (able to):

-reflect on your own language learning histories using tools such as the ELP.
-identify and assess resources designed to reflect and monitor your language learning development and the acquisition of plurilingual and pluricultural competence.
-identify and describe innovative features of the CEFR (2001) and assess the significance of the document for the establishment of pluricultural practices.
-display your findings in infographics.
-name and evaluate the implications for teachers in their TESOL classroom practice.
-consider advantages and disadvantages of translanguaging (and code-switching) in FL teaching.
-identify and describe recent trends and developments in language learning, e.g. diversity education.
-distinguish between bilingualism, multilingualism and plurilingualism.
-critically assess the role of the native speaker ideal and its impact in FL teaching.
-assess the CEFR Companion Volume`s significance for the development of plurilingual approaches.
-define the term “Translanguaging Corriente” (Garcia 2013) and critically analyse its potential for a plurilingual classroom.
-be aware of the interdependence between students` translanguaging performance and teachers` adaptive “Translanguaging Pedagogy” (García et al. 2017: 25).
-grasp the differences between a conventional monolingual classroom and e.g. García`s ideas (2013, 2019) of “The Translanguaging Classroom”.
-compare various classroom practices as reflected in lesson plans in order to become aware of the implications of translanguaging for classroom practitioners.

Assessment issues:
Participants are expected to
-contribute to discourse during class.
-provide samples of their work.
-pass an end-of-term test (written assessment / “E-Klausur”)