Abstracts
Abstract
The evolving linguistic landscape in 21st century classrooms necessitates a re-evaluation of pedagogical approaches, exploring the potential of multilingual writing techniques within TESOL settings. This article draws on my self-study as a TESOL educator navigating contexts and shifting from an English-only approach in the classroom to an openness of language(s) approach (Ortega, 2019). Following Hamilton’s (2018) case study approach, I investigate the feasibility of implementing a multilingual pedagogy in an international school in Toronto and explore its influence on students, teachers, and the learning process across the domains of (CMLA) (Prasad & Lory, 2020). For this paper, I focus on data that highlight and reflect the impact of multilingual pedagogy on students, teachers, and the teaching/learning process. I performed a qualitative thematic analysis and found that multilingual pedagogies benefited students on many levels. I conclude with a personal reflection on both the affordances and challenges of implementing multilingual pedagogies.
Résumé
Le paysage linguistique en évolution des salles de classe nécessite une réévaluation des approches pédagogiques dans les contextes TESOL. Cet article s'appuie sur mon auto-étude en tant qu'éducateur évoluant d'une approche uniquement en anglais en classe à une approche ouverte aux langues (Ortega, 2019). Suivant l'approche de l'étude de cas de Hamilton (2018), j'ai étudié la faisabilité de mettre en oeuvre une pédagogie multilingue dans une école internationale à Toronto et exploré son influence sur les élèves, les enseignants et le processus d'apprentissage à travers les domaines du CMLA (Prasad & Lory, 2020). Je me suis concentré sur des données mettant en lumière et reflétant l'impact de la pédagogie multilingue. J'ai réalisé une analyse thématique qualitative et constaté que les pédagogies multilingues bénéficiaient aux élèves à de nombreux niveaux. Je conclus par une réflexion sur les avantages et les défis de la mise en oeuvre des pédagogies multilingues.
Appendices
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