Page 51 - Linguistically Diverse Educational Contexts

Chapter 3
Theoretical aspects of language education 3.1 Language pedagogy
I am seeking a space to situate my discursive-pedagogical research on language education that fosters plurilingualism, diversity, translingualism, interculturalism, and (critical) pluriliteracies as an approach to language education and critical pedagogical reflection focused on equity and inclusive education and to move away from monolingual and monocultural curricula towards socially oriented, plurilingual school curricula36.
In my opinion, there is no platform where researchers and teachers working in the field of language education could meet and discuss, either in the first language (including the language of national minorities and migrant pupils), the second language (Polish as a foreign language),or a modern foreign language, issues related to working for multilingualism in education, without labels that define what is prestigious and what is inferior. This would be a field that would grow out of the different traditions of education (including language education) and would allow for the construction and reconstruction of thinking, the elaboration of new meanings, the understanding of pedagogical action, appropriate to today's times and the needs of society, and would contribute to social change. After all, the task of practically oriented pedagogy is primarily to serve and transform educational and upbringing practice (Tchorzewski, 2019, p. 49), but also to engage in the realisation of the values of equal access to education and equal educational opportunities, naturally also for people belonging to national minorities and migrants, as a science of pedagogy focuses on the needs of individuals and groups that are disadvantaged in society, excluded, and in need of help and support (Śliwerski, 2012, p. 132). Pedagogical knowledge allows us to understand transformations, crises of educational environments and institutions, ideas and patterns of upbringing, and their consequences for educational practice (Śliwerski, 2012, p. 133).
What is needed is a platform that is neither merely a theoretical and scientific reflection on educational practice, nor a set of instructions and methods, but a response to education that focuses not only on understanding, awareness, and becoming critical37, but also on creating space for critical pedagogical reflection and action38 (in and out of school). A platform in which to present the voices, narratives, and perspectives of all those involved in the educational process, for example through co-creation of the educational process or social activism39.
I will begin by reflecting on the concept of language pedagogy (Polish: pedagogika językowa) as it was presented by the Polish researcher Teodozja Rittel in 199240. Then, for further exploration, I will turn to the concepts of educational linguistics, foreign language teaching, and pedagogy (Polish: pedagogia).
36 The concept of "school curricula"(Polish: programyszkolne) was introduced by B.D. Golębniak (2006).
37 Referring to cognitive psychology.
38 Referring to critical pedagogy. See Kwieciński, 2012; Czerepaniak-Walczak, 2006; Kwaśnica, 2007, Szkudlarek & Śliwerski, 2009a; Rudnicki, 2018; Gołębniak, 2004; Kwieciński, 1996.
39 Referring to reconstructionism.
40Rittel, 1992, p. 68.
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