Sviatlana Karpava

ABSTRACT

Due to global migration, multilingualism and multiculturalism have become the norm (Cenoz & Gorter, 2015). It is important to include critical language awareness component in teacher training programs so that there is a link between theory and practice (Young, 2014; Gorter & Arocena, 2020). The outbreak of corona virus disease has affected the higher education sector. During the present crisis e-learning, teaching and assessment have been playing a significant role. This study investigates the issues of inclusive teaching/learning and assessment based on the principles of equity, equality and diversity, and critical digital literacies in EFL classrooms; student engagement and collaboration in on-line environment, the development of critical digital literacy, cognitive, social and self-directed learning skills and beliefs about multilingualism of students, future EFL teachers in Cyprus, during a teaching methodology, teaching practicum course. The students were asked to write on-line blog entries, based on the discussions/materials covered in class, on the topic of multilingualism, equity, equality and diversity, critical digital literacies in EFL classes, to express their views, perceptions of and attitudes towards multilingualism, teaching methods, approaches and techniques that can be implemented in linguistically and culturally heterogeneous classes, for inclusive teaching, learning and assessment. The analysis of the data (blog entries and comments, classroom discussions) showed that students, future EFL teachers, have a positive attitude towards multilingualism and inclusive teaching/learning/assessment and that they should be promoted. This is in line with the previous research by De Angelis (2011), Heyder and Schadlich (2014), Jakisch (2014), Otwinowska (2014) and Haukas (2016).

Keywords

Sustainable multilingualism; inclusive teaching; diversity; equality; equity; critical digital literacy

References

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