Department of English

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Dominant Language Constellations for Teachers
Introduction: A Practical Dimension of the Dominant Language Constellation Approach in Education
Chapter 9: DLC Artefacts as Plurilingual Practice in Pre-service English Teacher Education: A Comparative Study in Portugal and Norway
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Book Description

This book focuses on practical use of the Dominant Language Constellations (DLC) approach, not only in formal settings, but also in social and family domains. It addresses the daily needs of all those who deal with multilingual reality. The key unique feature of the volume is its focus on giving practical advice, recommendations, and suggestions that can help individuals deal with real-life multilingual situations. It covers multiple social and geographical contexts, bringing insights into working directly with family members, children and adults, and educational stakeholders. While based on DLC theory and empirical studies, this volume appeals directly to practitioners, both in-service and future teachers, as well as teacher educators, parents and social workers in multilingual settings.

Chapter Descriptions
Introduction: A Practical Dimension of the Dominant Language Constellation Approach in Education by Larissa Aronin, Eva Vetter & Nayr Ibrahim
The introduction ushers the readers into the realm of Dominant Language Constellations (DLC) and its application in educational, family and community spheres. The introduction contains a brief outline of the DLC approach and the features that warrant its practical use and discusses the concepts underlying the main thrust of the volume.
Chapter 9: DLC Artefacts as Plurilingual Practice in Pre-service English Teacher Education: A Comparative Study in Portugal and Norway by Nayr Ibrahim & Mónica Lourenço
Classrooms in Europe have become linguistically and culturally diverse, due to globalization and migration. This poses challenges for teachers, who are asked to support students interacting in various languages but are seldom required to explore their own multilingualism. Research indicates that arts-based approaches may help student teachers reflect on their identities and support diverse student populations through equitable pedagogical principles. Expanding on this research, this multiple case study investigates how student teachers in Norway and Portugal discover their plurilingual identities and their roles as educators. Embedded in arts-based methodology and the concept of Dominant Language Constellations (DLCs), the study employs DLC artefacts, Visually Reflective Artifacts and Written Reflections as research and pedagogical tools. Content analysis revealed that arts-based approaches facilitated deep learning, enabling student teachers to embrace their plurilingual repertoires and broaden their linguistic identities. Students reconsidered their roles as English teachers in multilingual classrooms, moving beyond a monolingual bias and committing to inclusive learning environments. Findings suggest that incorporating plurilingual and arts-based approaches in teacher education fosters creative and empathetic educators capable of adapting to the current demands of multilingual classrooms.
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