Action-oriented Plurilingual Tasks

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Now that you know more about what plurilingualism is and some pedagogical practices, it is time to do a deeper dive into a few action-oriented plurilingual tasks. Remember that the examples you explore serve to inspire your own creation of tasks for your context. After all, tasks need to be tailored according to students’ needs, curriculum, and contextual considerations. In other words, we do not recommend that you implement these tasks as is, but adapt and even change them to suit your needs.

Action-oriented plurilingual tasks focus on encouraging students to be social agents of their own learning and take actions to complete a task, which often includes an artefact at the end created by learners (e.g., a video tutorial, a poem, a brochure). We suggest you:

  1. Go to page iii of this guide. Look at the names of the tasks in point iii and choose one or two tasks to get a general overview.
  2. Now refer to the tasks you chose once again and observe which plurilingual pedagogical practices from AALE infosheet Plurilingual Pedagogical Practices are being used.
  3. Now that you have explored a couple of tasks, think about these reflection questions: 
    • Do you envision using this task with your own learners? If so, what adaptations and changes would be necessary?
    • Can you think about challenges you may encounter when implementing these modified tasks? How can you address these challenges?
    • How can these tasks that you have chosen inspire new tasks that you can create? What ideas do you have? What artefacts can your language learners create? Which plurilingual practices would you include? 

Now that you have an idea of action-oriented plurilingual tasks, you can decide to do an extended exploration on plurilingual assessment by going to AALE infosheet Plurilingual Assessment.

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