The use of active methodology to develop plurilingual and pluricultural competences in higher education case study

Resumen

This paper presents a case study to guide higher education in adopting active teaching methodologies to develop plurilingual and pluricultural competencies. To this effect, the study aims to design a plurilingual didactic dossier for A1- A2 level in the context of a sociocultural topic to develop the four skills (speaking, reading, listening, and writing). The plurilingual didactic dossier is meant to integrate with frameworks such as the Common European Framework of Reference for Languages (CEFR) to serve as a comprehensible orientation to enable teaching to shift to plurilingual education informally. Furthermore, the approach will help advance efforts to enhance linguistics to develop communicative competencies crucial for modern societies marked with frequent exchanges between cultures and languages. The results from the survey conducted in the study indicate that most individuals' learning language skills get enhanced through involvement in engaging tasks. The research was multidisciplinary and comprised participants from two universities, the School of Education and the Higher School of Economics; hence the results are applicable across diverse disciplines. The concept guided the study that plurilingual and pluricultural competencies are not attained by juxtaposing competencies but constitute complex competencies developed when individuals engage in situations characterized by plurality. Thus, adopting project-based learning (PBL) was the most viable teaching methodology for enabling cultural and language interrelationship awareness. Also, engaging tasks in PBL help develop ideologies and discourses of the learning exercises. Therefore, the educational systems teaching LC2 should adopt plurilingual didactic dossiers as they are innovative and replaces the traditional monolingual approaches in most language teaching instructions.