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Use of translation and plurilingual practices in language learning


 Here we will present a pedagogical framework for the implementation of an Integrated Plurilingual Approach (IPA) to
 language learning that has emerged from research and observation of best practices in primary, secondary, and higher education. Researchers,
 teachers, and students collaborated in three interconnected projects (2012–2015; 2015–2019) whose main aims were to help teachers and
 learners move towards acknowledging and explicitly connecting their linguistic repertoires to reframe their current classroom practices and
 engage in new ones. This implied a reformulation of their pedagogical practices, including the use of translation to acquire
 interlinguistic, intercultural and mediation skills in contexts other than professional translator training (TOLC). Two instruments
 resulted: one to help the teachers transform their perceptions and, so, their performance, regarding the plurilingual paradigm, a
 four-phase collaborative reflective cycle; and another to guide their instructional design, the five-dimensional
 instructional framework (IPA-5DIF). Some classroom examples will be presented here, with special reference to a high-complexity
 secondary school context (118 students, 4 teachers).