Aliento, Appui, Zuspruch, Encouragement: Supporting Plurilingual Language Learners in Ontario French Classrooms

Inclusive practices for all learners involve perspectives from educators that currently combine theory and practice. The research looked to in-service Ontario Core French educators for their beliefs and insight into their practice teaching plurilingual learners. Their insight provides a deeper understanding of the linguistic and cultural diversity in Ontario French language classrooms. Participants described their first-hand experiences with plurilingual learners during semi-structured qualitative interviews. Additionally, participants shared strategies that validated individual experiences in the classroom, drawing on learners’ cultural and linguistic backgrounds. They also addressed notions of exchange, learning with and from language learners. Working with learners of varying linguistic and cultural heritage, they were able to identify and implement plurilingual pedagogies - strategies that allow all learners to form connections in their dominant language. In closing, implications provide potential explanations for educators with plurilingual learners in the classroom. In keeping with plurilingual pedagogies, recommendations include partnerships with the school community, parents and school staff included