Page 81 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

Content Implementation

placed on a high-level curriculum corresponding to university standards for content-based
teaching. Given the circumstances in which the teachers found themselves, however, it was
necessary to choose a lexible model of teaching in which the context was adapted to the
human resources and not the other way around. Therefore, the main objective was the de-
velopment of various skills, including communication and presentation skills, as well as the
acquisition of speci ic knowledge, rather than the improvement of linguistic competences
in the languages of instruction, as these were clearly secondary objectives. Consequently,
plurilingual approaches and the use of microactivities were favoured.

In this regard it is necessary to point out that the concept of microactivities refers to small,
targeted learning tasks or activities that are designed to focus on speci ic learning objec-
tives or skills within the broader educational process. These activities are typically brief and
aimed at engaging students actively in the learning process. They often involve short tasks,
exercises, discussions, or problem-solving activities that allow students to practise, apply,
or reinforce speci ic concepts, knowledge, or skills. Microactivities are intended to be con-
cise, targeted, and easily integrated into larger lesson plans or learning modules to enhance
understanding and facilitate active learning. According to some researchers (cf. Mills, 2019,
Lang, 2016), there are several reasons why microactivities are considered very helpful tools
for teachers. Firstly, it is thanks to the fact that these formats of small engaging activities
enable educators to check how well students learn concepts or master skills. Secondly, they
help learners remember information better in the long run (cf. Mills, 2019).
Another advantage of microactivities is that they can be strategically employed at any mo-
ment during a lesson to optimise learning engagement and reinforce comprehension. This
is the reason why the preparation of the lesson plans was constructed with microactivities
as essential and strong components. At the beginning of a lesson, the microactivities were
ideal warmers to set a conducive learning atmosphere, stimulate previous knowledge, and
prompt student engagement. These activities included brief brainstorming sessions, rid-
dles, polls, and even discussions.

During the lesson, microactivities served to sustain student attention and concentration.
Short exercises or quick discussions were incorporated to re-energise and refocus stu-
dents as needed. Additionally, microactivities were introduced as a transition element to
smoothly shift between lesson segments, ensuring the low of the content. Similarly, upon
lesson completion, feedback microactivities were implemented to evaluate comprehension
and solidify learning. The list of microactivities to wrap up a lesson included exit tickets,
re lective writing, and brief discussions that aided in assessing students understanding of
the day’s lesson. This strategic use of microactivities was included to engage students, sus-
tain their focus, and assess their comprehension, thereby contributing signi icantly to an
effective learning environment.

Content Implementation

At the beginning of the course, the concepts of plurilingualism and pluriculturalism were
introduced to the students. An initial survey was conducted wherein students were invited
to answer simple questions that allowed the teachers to create an accurate pedagogical di-
agnosis of the group needs. As the answers revealed, most students had no previous ex-

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