EFL Students’ Attitudes Towards Plurilingualism

Table of Contents

1 Introduction

2 Theoretical Background: Treading the Path

2.1 Monolingualism to Translanguaging

2.2 Plurilingualism and Foreign Language Education

2.3 Attitude

3 Attitudes of EFL Learners Towards Plurilingualism

3.1 Identified Factors Influencing Students’ Attitudes towards Plurilingualism

3.2 To What Extent Do Attitudes of EFL Students Towards EFL Learning Help or Hinder Plurilingualism?

3.3 Challenges to Plurilingualism

4 Conclusion

5 References

Research Objectives and Topics

This thesis aims to explore the attitudes of EFL learners towards plurilingualism, identifying the factors that influence these attitudes and investigating how students' orientations toward English as a foreign language shape their perceptions of plurilingual practices in formal education.

• Evolution of language education from monolingualism to plurilingualism.
• Theoretical conceptualization of attitudes within social and foreign language psychology.
• Analysis of key factors (individual, social, educational) influencing student language attitudes.
• The impact of English language dominance on the perception of other languages.
• Pedagogical strategies for integrating diverse linguistic repertoires in the classroom.

Excerpt from the Book

Summary of Chapters

1 Introduction: This chapter outlines the importance of language attitudes in the learning process and sets the stage for exploring the transition from a monolingual to a plurilingual pedagogical approach.

2 Theoretical Background: Treading the Path: This chapter examines the historical and theoretical shift from monolingualism to translanguaging, defines plurilingualism in the context of foreign language education, and discusses the psychological foundations of attitudes.

3 Attitudes of EFL Learners Towards Plurilingualism: This chapter synthesizes empirical evidence regarding the specific factors influencing student attitudes, analyzes the role of English in shaping these attitudes, and identifies key challenges to plurilingual practices.

4 Conclusion: This chapter synthesizes the main findings, reflecting on the relationship between language prestige, student identity, and the necessity of holistic pedagogical practices in modern foreign language education.

5 References: A comprehensive list of academic sources and literature supporting the study.

Keywords

Language attitudes, plurilingualism, translanguaging, foreign language education, language repertoire, linguistic diversity, EFL, language prestige, social psychology, student motivation, language learning strategies, language stigma, CEFR, bilingualism, pedagogical practice.

Frequently Asked Questions

What is the core focus of this research paper?

The paper focuses on investigating the attitudes EFL (English as a Foreign Language) students hold toward plurilingualism and how these attitudes are formed and influenced within educational settings.

What are the central themes discussed in the work?

Central themes include the shift from monolingual to plurilingual pedagogical models, the influence of social and economic prestige on language valuation, the role of student identity, and the impact of teacher disposition on classroom language dynamics.

What is the primary research objective?

The objective is to identify which factors (individual, social, educational) shape student attitudes toward plurilingualism and to determine whether a strong focus on English facilitates or hinders the appreciation of other languages in the learners' repertoires.

Which scientific method is utilized in this paper?

The paper utilizes secondary research, critically analyzing and synthesizing existing empirical studies and literature from the field of foreign language pedagogy to answer its research questions.

What topics are covered in the main body of the text?

The main body covers the theoretical definition of attitudes and plurilingualism, identifies specific factors influencing student attitudes (such as family, media, and peer groups), and examines the challenges of integrating diverse language repertoires into formal instruction.

Which keywords best describe this study?

Key terms include Language attitudes, plurilingualism, translanguaging, linguistic repertoire, language prestige, and EFL education.

How does the dominance of English affect the perception of other languages?

The study suggests that the perceived high prestige and economic necessity of English can lead students to view other, less visible languages (such as migrant languages) as less valuable or even as obstacles, creating a hierarchy that challenges plurilingual ideals.

Does the teacher's attitude matter in the classroom?

Yes, the paper highlights that a teacher's disposition is of utmost importance; a teacher who adopts a resource-oriented and asset-based pedagogical approach is crucial in fostering positive attitudes toward linguistic diversity among students.