“A Natural Contract”: Plurilingual and Pluricultural Potential of the 21st-century Language Classroom (PLUPOT)

LANCOVÁ, Klára; Eva SKOPEČKOVÁ a Jana ZERZOVÁ. “A Natural Contract”: Plurilingual and Pluricultural Potential of the 21st-century Language Classroom (PLUPOT). In Hradec Králové Anglophone Conference, katedra anglického jazyka a literatury, Pedagogická fakulta, Hradec Králové, Česká republika. 2026.

Základní údaje

Originální název

“A Natural Contract”: Plurilingual and Pluricultural Potential of the 21st-century Language Classroom (PLUPOT)

Autoři

LANCOVÁ, Klára; Eva SKOPEČKOVÁ a Jana ZERZOVÁ ORCID

Vydání

Hradec Králové Anglophone Conference, katedra anglického jazyka a literatury, Pedagogická fakulta, Hradec Králové, Česká republika, 2026

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Další údaje

Typ výsledku

Prezentace na konferencích

Utajení

není předmětem státního či obchodního tajemství

Označené pro přenos do RIV

Ne

Klíčová slova česky

anglický jazyk jako cizí jazyk, plurilingvní kompetence, plurikulturní kompetence, pozorování výuky

Klíčová slova anglicky

classroom observation, plurilingual competence, pluricultural competence, English as a foreign language

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Anotace

V originále

Our contribution is primarily a description of the piloting phase of a nascent research endeavour that aims to broaden the knowledge base relating to the issue of plurilingual and pluricultural techniques and strategies employed in the ELT classroom of lowersecondary schools in the context of Central Europe, particularly reflecting the situation in selected regions and local educational contexts. With respect to the specific demographic features and changing numbers of migrant pupils, we aim to include the Central Bohemian region with the capital of Prague, the Pilsen metropolitan area, the South Moravian and East Bohemian regions, further extending our geodemographic context to the southwestern Hungarian county of Baranya, namely the city of Pécs. The ultimate aim is to define these techniques and strategies and suggest a feasible model for implementing the plurilingual/pluricultural conception of ELT that is inherently aligned with the updated CEFR (CoE, 2020) and revised FEPs (Czech Ministry of Education, 2024). Our methodology envisions incorporating focus groups with teachers, multiple case studies based on structured observation, recordings of selected lessons, student questionnaires, or recordings of post-lesson teacher interviews, and, eventually, in-depth interviews with selected participants. Currently, we propose to present the challenges and potential pathways such an undertaking has presented our team with.

Anglicky

Our contribution is primarily a description of the piloting phase of a nascent research endeavour that aims to broaden the knowledge base relating to the issue of plurilingual and pluricultural techniques and strategies employed in the ELT classroom of lowersecondary schools in the context of Central Europe, particularly reflecting the situation in selected regions and local educational contexts. With respect to the specific demographic features and changing numbers of migrant pupils, we aim to include the Central Bohemian region with the capital of Prague, the Pilsen metropolitan area, the South Moravian and East Bohemian regions, further extending our geodemographic context to the southwestern Hungarian county of Baranya, namely the city of Pécs. The ultimate aim is to define these techniques and strategies and suggest a feasible model for implementing the plurilingual/pluricultural conception of ELT that is inherently aligned with the updated CEFR (CoE, 2020) and revised FEPs (Czech Ministry of Education, 2024). Our methodology envisions incorporating focus groups with teachers, multiple case studies based on structured observation, recordings of selected lessons, student questionnaires, or recordings of post-lesson teacher interviews, and, eventually, in-depth interviews with selected participants. Currently, we propose to present the challenges and potential pathways such an undertaking has presented our team with.