Project Background
Our project originated from The LINCDIRE (The LINguistic and Cultural DIversity REinvented https://www.lincdireproject.org/) project, which developed and piloted an innovative pedagogical framework embedding an action-oriented, technology-mediated, and plurilingual approach. This approach was structured around real-life scenarios and supported by an interactive website and an online portfolio e-portfolio with reflective and interactive self-assessment tools. The LINCDIRE results confirmed that the pedagogical resources developed encouraged plurilingual attitudes and behaviour, learner engagement, and action-oriented, collaborative language learning. The data also provided evidence that some teachers were able to develop a sense of agency and openness towards innovative approaches to pedagogy.
​
One of the LINCDIRE projects' findings was that, while some teachers developed a sense of agency and openness towards innovative pedagogies, others were more hesitant and tended to rely on traditional activities driven by decontextualized grammar and vocabulary in a monolingual perspective. Investigating this critical issue in collaboration with teachers is the main goal of the project Advancing Agency in Language Education (AALE). We aim to further understanding of the nature of teacher agency, within specific teaching and sociopolitical contexts, to inform effective strategies and modalities for professional development.
AALE draws from three pillars...
The project's framework is informed by three pillars: plurilingualism that values learners' linguistic/cultural resources; technology-mediated learning that fosters agency and collaboration at the same time allows flexible learner/teacher roles; and action-oriented approach that focuses on realistic, meaningful and transferable language use that promotes engaging, collaborative and non-linear learning activity. These three pillars guide the research questions and goals of AALE.
Plurilingualism
​
-
Interconnected repertoires
-
Dynamic competence
-
Value of diversity
Technology-mediated learning
​
-
Digital, multimodal technologies
-
Fosters agency and collaboration
-
Flexible learner/teacher roles
Action-orientation
​
-
Learning as non-linear activity
-
Learners as social agents
-
Complex adaptive systems
The project
aims to...
-
Examine the interplay between teacher beliefs, knowledge, context and practice in relation to the adoption of plurilingual, action-oriented, technology-mediated pedagogies;
-
Collaborate with teachers to design teacher-centered professional development strategies & resources (e.g., pedagogical toolkit) to facilitate and sustain pedagogical innovation;
-
Evaluate the capacity of the toolkit to initiate and sustain language teaching innovation in different contexts and language teaching traditions.
