Teaching English as an additional language in German secondary schools:Pluralistic approaches to language learning and teaching in action

The present case study examines the experiences of a German secondary school teacher of English in the first year of her professional career. Sensitized to the idea of linguistic diversity as a resource for new language learning (FREPA, Candelier et al., 2012), she reports in an interview on the different multilingual practices she attempts to apply in her everyday English language teaching and the challenges thereof. The strategies that she uses to implement pluralistic approaches in the classroom offer an illuminating case study of a young teacher’s empowerment in today’s multilingual foreign language education