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Plurilingualism via Microactivities: Examples of Best Practices
Plurilingualism via Microactivities: Examples of Best Practices
As mentioned above, the concept of microactivities was crucial for this course because in the
context of CLIL classrooms with a plurilingual approach it has proven to offer substantial
advantages. These concise and dynamic exercises helped signi icantly to enhance learning
in several important ways. First and foremost, microactivities excelled at capturing and
maintaining students’ attention, which was challenged due to the fact that the lesson was
scheduled for late afternoon. The short duration of the microactivities and their interac-
tive nature kept students actively engaged. This aspect was especially valuable in this CLIL
course, where students needed to focus on both content and language aspects simultane-
ously. Moreover, microactivities proved to be considerably effective in all phases of the
learning/teaching process, including acquisition of knowledge and skills, reinforcement of
proper retention of important concepts, and capacity to recall all sorts of relevant informa-
tion. All of this happened in a natural way allowing for effective communication free from
inhibitions and limiting factors.
Additionally, these brief activities substantially promoted the development of luency. By
encouraging students to use the language in practical situations, microactivities helped
them develop language skills in a natural way. Microactivities also supported personalised
learning, which was one of the key aspects of the plurilingual approach. As mentioned
above, in both seminar groups there were students with various language repertoires. That
is why tailoring activities to individual needs ensured that learners received the necessary
support for both content and language acquisition.
For teachers, the lexibility of microactivities was another compelling feature because it en-
abled incorporating language learning into content instruction without disrupting the low
of the lesson. Furthermore, microactivities were designed to focus on communication and
presentation skills as well as speci ic language skills, such as listening, speaking, reading,
and writing. Thus, the integration of microactivities enriched the learning experience in
many ways and supported the effectiveness of the plurilingual approach.
An example of a particularly useful microactivity is pair matching, used in a lesson dedicated
to cultural differences that turned out to be very convenient. The lesson topic was dedicated
to world cuisines, typical national dishes, and cultural differences in eating habits. The mi-
croactivity can be carried out in different ways. In this CLIL course, the teachers opted for
the collaborative format. Students were arranged in small groups, and they had to match
images of typical dishes with their corresponding names or descriptions provided in vari-
ous languages. The material was printed, but it also works well with electronic formats. In
the latter case, it is recommended to use online collaborative tools like Padlet or Jamboard.
Overall, this activity contributed to increased engagement, reinforced language retention,
and initiated cultural exploration. It also provided an opportunity for students to use their
language skills in practical contexts.
The second microactivity with a cultural topic encouraged students to explore the complex
world of table manners and etiquette across diverse cultures. By researching and present-
ing on the dining customs associated with chosen dishes, students not only enhanced their
language pro iciency but also gained insights into the importance of cultural awareness.
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