Reframing monolingual ideologies in the language classroom: Evidence from Arabic study abroad and telecollaboration

Abstract

There have been calls in the field of applied linguistics for a reconceptualization of language learning using plurilingual ideologies rather than monolingual ones originating with the European nation state (Cenoz & Gorter, 2015; May, 2014; Ortega, 2013). Although plurilingual ideologies of language learning have long existed in highly multilingual contexts (Makalela, 2017), they have gained little traction in U.S. second language classrooms (Anya, 2017; Kramsch & Huffmaster, 2015; Levine, 2011). This chapter analyzes U.S.-Arabic language learners participating in telecollaboration and study abroad contexts to demonstrate how monolingual ideologies of language shaped learner expectations for monolingual immersion in these environments. However, these expectations were not met in the plurilingual reality of these contexts, where translanguaging practices prevailed, causing students to express shame and frustration at their failure to be monolingual. I argue that it is necessary for language programs to adopt plurilingual pedagogies that recognize translanguaging practices as the norm to prepare learners to engage in plurilingual environments outside of the classroom.