Page 89 - Linguistically Diverse Educational Contexts

concluded that too little data was collected to answer this question reliably. The questionnaire should be redesigned to collect data on disabilities, special needs, etc. Students rated the relevance of the learning material largely positive, but as the learning material was adapted to the cultural and situational context and some exercises were adapted or changed to suit the needs of the learners, or adapted by the learners themselves, it is difficult to say whether the relevance and positive rating of the students was influenced by the fact that they were able to co-determine the language activities in and out of class, or by the change in the form of education, with specific types of exercises. This is an important consideration that should be taken into account when designing the principal research.
I regard the results of the preliminary research as a starting point for further enquiries related to the design of language education processes. The accuracy of the obtained results seems so promising that it allows me to stand on the position that educational materials prepared on the grounds of critical pedagogy and educational linguistics have the potential to support language learning in linguistically diverse educational contexts and are characterised by updated learning potential.
In attempting to conclude, I would like to emphasise that one of the greatest takeaways for me, confirming Klus-Stańska's (2009) thought, is the need to go beyond the traditional way of thinking about language education and to unlock the space for critical discussion that would help us to get out of habitual thinking about learning objectives and the educational practices that constrain us. I am hopeful that the research described here will result in a new direction of consideration that may result in continued research on the emergence of evidence-based language courses/books, pedagogical reflection, and assessment of their educational potential. The results of research focused on the design of language and plurilingual education through the lens of critical pedagogy and educational linguistics will perhaps be able to inform some general implications for educational policy makers and foreign/second language teachers in the future. My future research will gradually include both investigations of the potential learning potential of learning materials and the actual learning potential of learning materials using selected learning materials. I can confidently state that my future research work will involve research teams from different disciplines, consisting of researchers, teachers, and learners, because in order to improve the learning process and learning materials, efforts should be made to collaborate and broaden the voices of those involved in educational discourse (Golębniak, 2014, p. 163).
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