“Languages are not the barriers”: Learning together through multilingual cross-curricular poetry writing in the ESL classroom

Résumé

Le paysage linguistique en évolution des salles de classe nécessite une réévaluation des approches pédagogiques dans les contextes TESOL. Cet article s'appuie sur mon auto-étude en tant qu'éducateur évoluant d'une approche uniquement en anglais en classe à une approche ouverte aux langues (Ortega, 2019). Suivant l'approche de l'étude de cas de Hamilton (2018), j'ai étudié la faisabilité de mettre en oeuvre une pédagogie multilingue dans une école internationale à Toronto et exploré son influence sur les élèves, les enseignants et le processus d'apprentissage à travers les domaines du CMLA (Prasad & Lory, 2020). Je me suis concentré sur des données mettant en lumière et reflétant l'impact de la pédagogie multilingue. J'ai réalisé une analyse thématique qualitative et constaté que les pédagogies multilingues bénéficiaient aux élèves à de nombreux niveaux. Je conclus par une réflexion sur les avantages et les défis de la mise en oeuvre des pédagogies multilingues.

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