Hybridization contexts between literacies
for a plurilingual education
Strategies and challenges in new learning environments
How can new relationships be established between
all the agents involved in Primary education
to create better learning conditions?
AIMS OF THE PROJECT
WORK METHODOLOGY
Activity theory postulates
(Engeström, 1999, 2001;
Engeström & Sannino, 2010, 2012).
Create a third space,
a hybrid space
fruit of an expansive cycle that emerges from the interrelation
of the different
activity systems.
education centers
family environments
university students
Who participates in the project?
4 Primary Education centers from
Barcelona and Girona
Various family environments of these 4 schools
180 university students in initial training
Why? What leads them to make an effort?
The teaching teams reveal contradictions related to the development of the plurilingual competence in schools and to which they want to provide a response that is in line with the social context.
Families need a recognition valued
by the school, which guarantees
listening to their opinions.
Students are motivated regarding
their training as future teachers.
What do they learn?
The learning contents
are related with the
promotion of a speech
and some practices
educational that
go beyond unilaterality
between literate practices
and/or literacies.
How do they learn?
Based on a dialectical confrontation between the different positions;
on the one hand, the dominant conception of literacy is the one supported by educational institutions and, on the other hand, vernacular literacy,
which is what families
practice and sustain.
DATA COLLECTION TOOLS
Participants involved: teaching staff from 4 educational centers and undergraduate students
Participants involved: teaching staff from 4 educational centers and undergraduate students
Participants involved: families and critical teachers-people
Participants involved: undergraduate students
Participants involved: undergraduate students
Participants involved: workshop mediator, families, children, members of the PLURAL research group and teachers
PROJECT PHASES
PHASE 1
First contact
with the different
communities of practice.
​
Detection of
dynamics and
internal tensions.
PHASE 2
Intersection of the dynamics and practices of different activity systems.
​
Assessment and questioning
of current practices.
PHASE 3
Analysis of new proposals based on
the previous ones.
​
​
Expansive system modeling process.
PHASE 4
Implementation
of the new
proposals.
​
Detection of resistance and new contradictions.
PHASE 5
Critical review
of the new
proposals.
​
Consolidation of new practices.