Teachers often fear not being able to use pluralistic approaches involving languages they do not master or have little or no knowledge of. However, it is essential - for instance in order to be able to help learners draw on their linguistic repertoires to learn languages (5.2-c) - to be able to incorporate their linguistic experiences (5.1-h) without excluding those who speak languages unfamiliar to the teacher. Confidence in one's ability to engage in approaches that involve working with several languages, linguistic and cultural varieties, including unfamiliar ones, is therefore an important resource to develop.

This sequence is designed for student teachers and teachers in service of all subjects, with some specific instructions as add-ons for (future) language teachers. One basic principle in all educational contexts (including teacher education) is that previous knowledge and new knowledge should be linked at all levels (teacher educators, teachers, students). Therefore, existing knowledge and experience that student teachers and pupils bring with them to the class should be made explicit.

Teachers often notice that learners draw on various language resources available in their individual repertoires when expressing themselves in the target language and do not have enough resources. Often referred to under the umbrella term of errors, interferences or transfers between languages show a transitional and evolving state of learners' communicative competence which, far from being banned, should be analysed and taken into account in a constructive way for future learning. Competence in identifying and analysing interferences and transfers in learners' discourse according to the languages present in their language repertoires is therefore an important resource for teacher education. This relates to both the metalinguistic level (Dimension 4) and the didactic level (Dimension 5) because, if used appropriately, it can improve teaching practices to help learners draw on their linguistic and cultural repertoires for language learning, make use of similarities between languages to understand and learn them, and to use the resources provided by language switching for better communication and learning.

Pluralistic approaches invite teachers to use in class languages that are part of learners' repertoires and that the teachers themselves do not master. While teachers may understand the reasons behind this proposal, they often fear being unable to implement it because of a lack of competence in or about these languages.

This sequence is designed for student teachers and teachers in service of all subjects, with some specific instructions as add-ons for (future) language teachers. One basic principle in all educational contexts (including teacher education) is that previous knowledge and new knowledge should be linked at all levels (teacher educators, teachers, students). Therefore, existing knowledge and experience that student teachers and pupils bring with them to the class should be made explicit.

Teachers often fear not being able to use pluralistic approaches involving languages they do not master or have little or no knowledge of. However, it is essential - for instance in order to be able to help learners draw on their linguistic repertoires to learn languages (5.2-c) - to be able to incorporate their linguistic experiences (5.1-h) without excluding those who speak languages unfamiliar to the teacher. Confidence in one's ability to engage in approaches that involve working with several languages, linguistic and cultural varieties, including unfamiliar ones, is therefore an important resource to develop.

Teachers often notice that learners draw on various language resources available in their individual repertoires when expressing themselves in the target language and do not have enough resources. Often referred to under the umbrella term of errors, interferences or transfers between languages show a transitional and evolving state of learners' communicative competence which, far from being banned, should be analysed and taken into account in a constructive way for future learning. Competence in identifying and analysing interferences and transfers in learners' discourse according to the languages present in their language repertoires is therefore an important resource for teacher education. This relates to both the metalinguistic level (Dimension 4) and the didactic level (Dimension 5) because, if used appropriately, it can improve teaching practices to help learners draw on their linguistic and cultural repertoires for language learning, make use of similarities between languages to understand and learn them, and to use the resources provided by language switching for better communication and learning.

The aim of this sequence is to promote the professional development of teachers in training through reflection on the didactic and pedagogical competences necessary for the use of pluralistic approaches.
The tasks proposed are part of a reflective approach to teacher education. Recent research acknowledges the role of reflection as an essential component of teachers' professional development, which is achieved through continuous learning with regard to various teaching activities.

When discussing how to enhance learners' motivation for language learning, there is often a tendency to focus mainly on the motivating characteristics that tasks can have in triggering learner motivation. This sequence aims to emphasise both tasks and the role of the teacher, not only in generating, but also in maintaining and strengthening the learner’s motivation. A specific analysis of activities pertaining to pluralistic approaches then aims to assist teachers in fully exploiting their distinctive features in this field.

Pluralistic approaches invite teachers to use in class languages that are part of learners' repertoires and that the teachers themselves do not master. While teachers may understand the reasons behind this proposal, they often fear being unable to implement it because of a lack of competence in or about these languages.

The aim of this sequence is to promote the professional development of teachers in training through reflection on the didactic and pedagogical competences necessary for the use of pluralistic approaches.
The tasks proposed are part of a reflective approach to teacher education. Recent research acknowledges the role of reflection as an essential component of teachers' professional development, which is achieved through continuous learning with regard to various teaching activities.

This sequence is designed for student teachers and teachers in service of all subjects, with some specific instructions as add-ons for (future) language teachers. One basic principle in all educational contexts (including teacher education) is that previous knowledge and new knowledge should be linked at all levels (teacher educators, teachers, students). Therefore, existing knowledge and experience that student teachers and pupils bring with them to the class should be made explicit.