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Wojciechowska, M., França, T. & Rocha, H. B. (2021). Languages learning and teaching methodologies for a superdiversity world. In Gómez Chova, L., López Martínez, A., and Candel Torres, I. (Ed.), EDULEARN21 Proceedings. (pp. 3623-3631). Online: IATED Academy.

M. M. Wojciechowska et al.,  "Languages learning and teaching methodologies for a superdiversity world", in EDULEARN21 Proc., Gómez Chova, L., López Martínez, A., and Candel Torres, I., Ed., Online, IATED Academy, 2021, pp. 3623-3631

@inproceedings{wojciechowska2021_1732199498379,
	author = "Wojciechowska, M. and França, T. and Rocha, H. B.",
	title = "Languages learning and teaching methodologies for a superdiversity world",
	booktitle = "EDULEARN21 Proceedings",
	year = "2021",
	editor = "Gómez Chova, L., López Martínez, A., and Candel Torres, I.",
	volume = "",
	number = "",
	series = "",
	doi = "10.21125/edulearn.2021.0763",
	pages = "3623-3631",
	publisher = "IATED Academy",
	address = "Online",
	organization = "",
	url = "https://library.iated.org/publications/EDULEARN21"
}

TY  - CPAPER
TI  - Languages learning and teaching methodologies for a superdiversity world
T2  - EDULEARN21 Proceedings
AU  - Wojciechowska, M.
AU  - França, T.
AU  - Rocha, H. B.
PY  - 2021
SP  - 3623-3631
DO  - 10.21125/edulearn.2021.0763
CY  - Online
UR  - https://library.iated.org/publications/EDULEARN21
AB  - s the social, cultural and linguistic composition of our society increases due to the growing diversity
within the migrant population, language becomes even more fundamental to ensure a successful
communication, thus inclusion, of the different groups. However, traditional ideology of languages still
frames the teaching methodologies, reproducing hierarchies and inequalities that hinders the learning
outcomes.
This paper aims to present the potential of cross-cultural differences and their consequences with a
closer look at bilingual education and a model to rethink pedagogical practices, experienced in teaching
a second language acquisition given the fact that globalization and mass migration confronts language
teachers with every time more and more diverse environment where we should reconsider and
reconceptualize the relationship between language and identity. Therefore, placing this statement in the
context of education, we can say that bilingual education has not only cognitive but also social
implications and that there are socio-cognitive functions of the use of students’ native language in
acquisition of a foreign language.
Methodologically, it draws evidence from a qualitative study conducted during the last 2 years, adopting
an ethnography approach of participant observation. The data were threated according to a categorial
content analysis.
The preliminary results show that applying new pedagogical practices in second language acquisition,
considering bilingual education would support bilingual identities and socioemotional development.
Furthermore, it would also allow for better social interactions, teaching collaboration, development of
intercultural literacy and sensitivity to others, at the same time facilitating social inclusion and practicing
effective intercultural dialogue.
ER  -