Building Bridges: A Holistic and Non-Linear Framework for Training Language Teachers in Implementing Plurilingual Pedagogies and Digital Technologies

PhD Research

My doctoral dissertation explores the intersection of plurilingualism and educational technology within contemporary language teacher education programs. Specifically, it explores how language teacher candidates perceive, develop, and enact plurilingual and technology-mediated instructional practices. While plurilingualism is a reality in most societies and digital tools are deeply embedded in everyday communication, teacher education programs often do not prepare teachers to address these realities in their classrooms. My research challenges the assumption that implementation challenges stem solely from individual reluctance and instead highlights the need for pedagogical approaches that account for systemic and contextual factors shaping teachers’ practices.

My research consists of three interconnected studies, underpinned by theories of plurilingualism, technology-mediated learning, and the ecological model, to examine the influences shaping language teacher candidates’ understanding and development of plurilingual and technology-mediated practices. Using innovative methodologies like rhizomatics, my research goes beyond the individual teacher, considering a wider range of physical and contextual factors that shape language classrooms today. Its findings and implications inform reform in diverse teacher education programs, including, but not limited to, Bachelor of Education degrees and Master of Teaching programs.

This project is currently ongoing.