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    Pluralistic teacher competences
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Developing teacher competences for pluralistic approaches
Training and reflection tools for teachers and teacher educators

The project will develop scenarios for teacher education based on the identification of the teaching competences required to implement pluralistic approaches. These training tools will help language and other subject teachers to implement approaches aimed at developing learners' competences as described in "A Framework of reference for pluralistic approaches to languages and cultures (FREPA)".

Related resources
Up-date on project developments

The documents on this page present the current state of development of the project.

View PPT presentation with audio: English - French

Download the PDF: English - French

PowerPoint presentations


Examples of sequences of tasks

The network

Building on the workshop on 28 and 29 September 2021 and the network meetings on 3 February and 5 April 2022, members of the network are working on materials aimed at the development of teaching skills for the use of plural approaches and/or experimentation with materials produced in the framework of this project.

Active members and their work within the network on the following sequences of tasks for teacher education 

Reflection as a way to cultivate a pluralistic approach to teaching and learning
  • Miranda KARAJAGDIU, Bursa Technical University, Türkiye
  • Kenia PUIG, Post-Primary Languages, Ireland 
  • Athina VRETTOU, 4th Regional Centre of Educational Planning of Central Macedonia, Greece

Développer la compétence à aborder de façon réflexive ses propres représentations et attitudes concernant la diversité linguistique et culturelle et l’éducation plurilingue et interculturelle
  • Erica SARSUR, Universidade Federal do Paraná, Brazil

Développer la compétence à aborder de façon réflexive ses propres représentations et attitudes concernant la diversité linguistique et culturelle et l’éducation plurilingue et interculturelle
(adaptation of the tasks proposed by Erica Sarsur)
  • Sandra GARBARINO, Université Lumière Lyon 2, France and University of Torino, Italy
    in collaboration with Elisa FIORENZA, University of Messina, Italy

Building bridges between languages
  • Edith COGNIGNI, Dipartimento di Studi Umanistici - Università di Macerata
    in collaboration with
  • Martina DI FEBO, Dipartimento di Studi Umanistici - Università di Macerata, Italy
  • Francesca VITRONE, Dipartimento di Studi Umanistici - Università di Macerata, Italy

Tasks for teacher education:
Drets lingüístics i enfocaments plurals (adaptation in Catalan of a sequence of tasks proposed by the project team)
  • Encarni CARRASCO, Facultat d'Educació-DELLDCEM, Universitat de Barcelona, Spain

Reflecting on idiomatic expressions – Developing Competence in analyzing and comparing various cultural phenomena, including in their composite and evolving aspects
  • ​Lukas BLEICHENBACHER, Pädagogische Hochshule St.Gallen, Switzerland
  • Marta GUARDA, Eurac Research, Bolzano/Bozen, Italy
  • Gisela MAYR, Italy
  • Nona POPIASHVILI, Georgia
  • Angélique QUINTUS, en collaboration avec Joyce DA COSTA GOMEZ, Luxemburg
  • Eva SMETANOVÁ, Slovak Republic

Awareness of and reflection on learners plurilingual and multicultural profiles and repertoires
  • Doris ABITZSCH, Utrecht University, Graduate School of Teaching, The Netherlands
  • Alema FAZLIC, Primary school Gnojnice, Mostar, Bosnia and Herzegovina
  • Elisabeth ALLGÄUER-HACKL, University of Innsbruck, DyME (Dynamics of Multilingualism with English), Austria

Two Sequences of tasks for teacher education: 
1) La didactique intégrée des langues au sein des approches plurilingues
2) Choisir, adapter ou concevoir des matériaux de didactique intégrée pour ma classe
  • Lukas EIBENSTEINER, University of Jena, Germany
  • Christine HÉRAUD, Lycée Saint-Exupéry, Saint-Dizier, France
  • Claudia SCHLAAK, University de Kassel, Germany
  • Nina WOLL, Université du Québec à Trois-Rivières, Canada

Apprentissage plurilingue des mathématiques
  • Catherine MENDOÇA-DIAS, Sorbonne Nouvelle, France

(sensibiliser les enseignants au caractère relatif et subjectif des distances entre les langues)
  • Marine TOTOZANI, in collaboration with Sandra TOMC and Valeria VILLA-PEREZ, Université Jean Monnet, Saint-Etienne, France

Further contributions

  • Vanessa DOMINGUES, Germany
  • Lucilla LOPRIORE, Università Roma 3, Italy
  • Danijela RADOVIC, Pedagogical Institute of Vojvodina, Serbia (Collecting feedback on project outputs)
  • Shelley TAYLOR, University of Western Ontario, Canada, within the project "Developing foreign language instructor competencies to teach for transfer in the multilingual university as seen in comparative/international perspective."
  • Matthias VON GEHLEN, Goethe-Institut, Germany

Questions and answers