For 21st century educators, the role and plurality of language and literacies have never been greater. At La Grande Boissière Middle School, they are embedded in the learning objectives which underpin the principles of the Universal Learning Programme (ULP), developed in collaboration with UNESCO’s International Bureau of Education. Language and pluriliteracies traverse every aspect of learning and teaching crucial to the ULP’s push towards ‘Universal Understanding’.
In the report Enacting Pluriliteracies Teaching for Deeper Learning (PTDL) in a Language Classroom – “A big, big shift”, La Grande Boissière Middle School teacher and Head of Languages Fred Taveau and an international team from the universities of Edinburgh and Namur present longitudinal transdisciplinary research set within the ULP context. Looking at innovative processes which document how a language teacher becomes a ‘subject expert’ through experimenting emergent Content and Language Integrated Learning (CLIL) and Pluriliteracies Teaching for Deeper Learning (PTDL) principles in timetabled ‘foreign language’ lessons, the report is part of on-going collaborative research involving data from school and classroom-based sources.
The report covers a year-long exploration of working with 11-12 year old ‘false beginner’ learners of French using a PTDL approach to reshape language lessons to foster a passion for learning, knowledge building, creative writing and literacies skill development whilst learning French as a second or ‘other’ language.
The report presents a set of seven key findings both for language teachers and learners that can pave the way for the development of innovative methods of learning and teaching.
Dedicated to leading in the field of pedagogical innovation, Ecolint encourages lifelong learning in all its staff, supporting teacher-led research throughout its schools, and ensuring that research-informed pedagogical practice guides its academic provision to all students.