Plurilingual, Audiovisual and Digital Competences as Means to Construct Knowledge in Multilingual and Multicultural Communities of Practice
Language teaching in today's society should consider how the use of ICT and social networking influence learning, which, due to technology, very often occurs in multilingual milieus. Issues such as the presence of immigrant students in mainstream classrooms, the opening of those classrooms to pupils from other schools (through, for example, telecollaborative projects), the use of Internet as a tool for searching information but also for sharing what one has learnt (just to cite a few examples) raise the need to redefine concepts such as literacy, communicative competence, intercultural competence, text, text genre, and so on.
This project - which develops from previous studies carried out by the same team - aims to design, experiment and evaluate in inclusive classrooms authentic methodological proposals (projects), targeted at local students and students of immigrant origin and designed to enhance the joint development of the competences listed above. The study of learners’ communicative practices during the development of these global pedagogical projects will allow the reformulation of the concept of communicative competence. It will also provide for the expansion of the types of school texts that cater for the multimodal nature of communication. Moreover, the project will endeavour to understand the development of the multiple literacies that makes communication possible. In line with the research methodology traditionally adopted by the applicant research team, the experimental part of our study will be the result of collaborative work between faculty and school teachers.
There is a need to provide a learning environment that integrates all the competences, especially in project-based classrooms where there is often a clear target audience beyond the walls of the classroom itself. For instance, when learners read and construct non-linear texts, they may be seeking information in more than one language and they may need to include audio and images. Thus, it is patently obvious that it is necessary to treat in an integrated manner all the competences that make it possible for learners to develop the skills for building content knowledge through language use: multilingual and intercultural, audiovisual, digital and other skills related to different areas of knowledge in school curricula. Such an integrative proposal is essential for both the fields of language education and of research on teaching and learning of languages.
This year's conference will offer a dynamic programme of events, along with plenty of opportunity for informal networking and discussion. The programme will include practitioner and research papers, demonstration and workshop sessions, short presentations and ideas exchange fora, Technology in Action showcases illustrating industry and education teamwork, and interactive poster presentations.