Page 89 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

Conclusions

Conclusions

In conclusion, the experience of the teachers supported by the survey results reveal the
enormous potential of plurilingual and pluricultural education. During the course, students
reconsidered their linguistic knowledge and as a result expanded their own language reper-
toires. Consequently, their attitudes towards code-switching evolved as well. Such courses
clearly can enable students to get acquainted with the inspirative and practical aspects of
plurilingual and pluricultural approaches in language education. This experience was sig-
ni icant because thanks to it students became aware of diverse linguistic realities and thus
became better prepared for their university studies in the host country. At the same time,
they gained greater con idence and developed their competence.
While pluricultural approaches are bene icial for all students, a special bene it can be ob-
served in the case of the Ukrainian students, given that such approaches support inclusion.
At the same time, the increasing awareness of cultural diversity allowed students to effec-
tively implement a pluricultural view of the world around us while adopting a sensitive ap-
proach to cultural differences. Greater awareness of pluricultural education not only helps
students with diverse backgrounds and speci ic needs to succeed but also promotes accep-
tance and helps prepare them to thrive in a constantly changing world with its many new
challenges. At the same time, it helps students who arrived as refugees to succeed as cit-
izens by fostering a smooth, natural integration and inclusion in the new society that has
received them.

Bibliography

A , H. L. (2019). A Critical Review of Research on Student Self-Assessment. Frontiers.
B , K. (2010). The TKT Course CLIL Module. Cambridge University Press.
Colloque Brno (2019). Teaching and learning languages in the shadow of lingua franca. Available:
https://bit.ly/47bRpA2
́
Colloque Brno (2022). Vers une valorisation des competences plurilingues: perspectives et actions. Available:
https://colloquebrno2022.cjv.muni.cz/
Colloque Brno (2024). Thinking, practicing and living plurilingualism – 3rd edition. Available:
https://colloquebrno2024.cjv.muni.cz/en
C E (2020). Common European Framework of Reference for Languages: Learning, Teaching,
Assessment—Companion Volume. Council of Europe Publishing (CEFR).

D ́, K. (2023). V Ceske republice je aktualne 325 tisı́c uprchlı́ku z Ukrajiny. Ministry of the Interior of the
̊
̌
́
́
Czech Republic. Available: https://bit.ly/44Iroa0
G , M. (2022). Supporting refugee learners from Ukraine in schools in Europe. European Commission.
L , J. M. (2016). Small teaching: Everyday lessons from the science of learning. Jossey-Bass.
Masaryk Helps Ukraine (2023). Available: https://www.muni.cz/en/masaryk-helps-ukraine
M , W. (2019). Magna 20-Minute Mentor: How can I use microactivities to engage students and improve
learning and retention? Magna Publications.
P , E., G -R , A. L G. (2022). The Routledge Handbook of Plurilingual
Language Education. Routledge, New York and London.

87