Pluralistic approaches in early language education: Shifting paradigms in language didactics

Abstract

When the Framework of Reference for Pluralistic Approaches (FREPA) was created by the Council of Europe and the European Centre for Modern Languages (ECML), new possibilities, methodologies and approaches to language learning emerged. Pluralistic approaches sustain the idea that many languages and cultures should be included in the teaching and learning process, regardless of the subject. They support that previous linguistic and cultural knowledge is welcome in any learning setting and in particular in the language classroom. Drawing on FREPA as our framework, we consider pluralistic approaches in early language education, particularly Awakening to Languages (AtL). Exploring the potentialities of this approach in early language education, we elaborate on two plurilingual projects carried out in different early childhood learning contexts and discuss the significance of including and recognizing AtL approaches in kindergarten and primary school curricula as an integrative didactic approach that promotes plurilingualism and pluriculturalism, global and transversal competences, respect for otherness, and the development of other languages. Given the recent trend toward a more inclusive, pluralistic and eclectic approach to learning languages, our chapter seeks to sensitize the educational community at large to the importance of fostering a learning environment that optimizes relations between languages while challenging linguistic silos.

keywords Awakening to languages, Bilingual education, Early language education, FREPA, Plurilingualism