Embracing linguistic diversity

Plurilingual approaches to teaching vocabulary in Franco-Ontarian classrooms

Abstract

This paper examines the implementation of plurilingual approaches in the teaching of French vocabulary in Franco-Ontarian schools. Through a qualitative analysis of the practices of three experienced teachers, the study highlights innovative pedagogical practices that leverage linguistic diversity to enhance students’ learning of vocabulary and foster a deeper appreciation for plurilingualism in the classroom. The findings of this multiple case study, derived from a series of semi-structured interviews, demonstrate how teaching concepts like cognates, idiomatic expressions, prefixes, and suffixes within a plurilingual framework can cultivate engaging and inclusive learning environments. Furthermore, the role of plurilingual texts and parental involvement in enriching vocabulary instruction is emphasized, showcasing the collaborative efforts between teachers, students, and families in language education. This study highlights how linguistic diversity can form the basis for meaningful vocabulary instruction in French Ontario, ultimately contributing to the vitality and longevity of the French language in the province.