My autobiography

Our Educational Autobiographies

PROLOGUE

index

Prologue

Chapter 3

Chapter 1

ÀNGELS MACHÍ HERVÀS NEREA MARZÁ SÁNCHEZ ESTELA MUÑOZ MONZÓ

Conclusion

Chapter 2

Hello everyone! I'm Àngels Machí Hervàs. I'm happy to see you all! Let's start with my story!

TIMELINE

Step 1

Bosch Marín. (Public School)

Step 2

Eduardo Primo Marqués (Public High School)

Step 3

Universitat de València

I am 22 years old and I have a twin brother. I was born in Carlet and lived there until last year when I moved to Benimodo. My native tongue is Valencian, and most of my education has been in this language. However, I also speak Spanish and English. I love reading, listening to music and going camping. A big part of my education was carried out in the scouts.

Hello! I am Nerea Marzá Sánchez and I will be glad to tell you a little bit about me. So, let’s open my door and start the journey through my linguistic autobiography!

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TIMELINE

CLICK ON EACH PURPLE STAR TO DISCOVER MORE

Step 3

Universitat de València (public university)

Step 1

CEIP Benipeixcar (public shcool)

Step 2

IES Ausiàs March (public highschool)

ONCE UPON A TIME...

Once upon a time… there was a little girl who was born in Gandia, Valencia. This girl was raised in a Valencian family whose mother tongue was Valencian. Her parents decided to take their kid to a public school called CEIP Benipeixcar, a very little but familiar one. There, she started to grow as a person and became acquainted with more languages such as Spanish and English. Now, this girl is 22 years old and apart from speaking Valencian, Spanish and English, as well as having studied a degree in English Studies, she also speaks French. Currently, she is studying and working as an English teacher in an English academy in her hometown. She really loves what she does!

Hi! My name is Estela Muñoz Monzó, and I am excited to share my educational journey with you. Let's get started!

TIMELINE

Step 3

Step 1

Universitat de València

CEIP Fransesc Carròs (Public school)

Step 2

IES Joan Fuster (Public High School)

I was born and bred in La Font d'En Carròs, a small town near Gandia. I am 22 years old and have a twin sister. Valencian is my native language and the foundation of both my education and self-expression. This deep-rooted connection to my language and culture has been essential in shaping who I am. In addition to Valencian, I am fluent in Spanish and English. My passion for English emerged early, driving me to pursue a degree in English Studies. Along the way, I developed a strong interest in German, which I began studying at the EOI. This fascination ultimately led me to complete a Minor in German Studies, further broadening my academic and personal horizons.

CHAPTER 1

LANGUAGES & CAMPS

Hi hi hii! Well, let's start with my education autobiography! I hope you have a great time

ONCE UPON A TIME...

When I was a teenager, as I had expressed my love for the English language my parents had the objective of putting me in contact with the language and that is why, to every English camp that the government offered as well as my high school exchanges, my parents gave me the opportunity to go. While I had so much fun in these camps and exchanges, learned English, met with people from different backgrounds and experiences and went to other places around Spain and Europe, I started to develop a new identity in which English was considered the best language and the top priority, while Valencian and Spanish went to the back. I believe that this was created because in these experiences my native language (Valencian) was criminalized and we were encouraged (well, sometimes forced) to only communicate in English, even if we did not know a word or how to explain something, we were forced to go around and find a way. Thus, the dominant ideology was the British one.

While this can be quite helpful to learn a language, I believe that the way in which they criminalised my native language was not correct because I started to believe that my culture and background were not as good as the British one (I am saying British because I was in Europe and hence, the English and culture that I was being taught was this one). In other words, on the one hand, I had the opportunity to learn English while having fun, having contact with other people and their culture. On the other hand, my language was criminalised and its importance was lowered. Hence, I believe that although they sometimes used asset pedagogies, the act of criminalising one’s native tongue was a deficit perspective because the native language of someone can be useful too to learn another language because we can make connections and use the knowledge that we already have of our language. In conclusion, in these camps and exchanges, English linguistic imperialism was always present which affected the perspective of the participats' view towards their own backgrounds. And dominant ideology was that English was better than any other language. .

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ONCE UPON A TIME...

I continued with my academic journey in a public high school called IES Ausiàs March in my hometown Gandia. At that time, I was fond of English and pretty sure I wanted to become an English teacher. I was in the 1st year of ESO and it was a new place for me. One day, my English teacher told the pupils about an English camp (" The English Week") organised by the high school. This trip would last for an entire week and it would take place in Moragete (València). I was quite thrilled about this announcement, as I really loved English since she was a child. I saw this camp as an opportunity to be in contact with native speakers and also to improve her English skills. My parents quickly agreed on the idea of taking her daughter to that camp since they saw it as an opportunity to enhance her English competences as well as a means to grow as a person. During the camp, the setting seemed like an English village. We were in contact with English almost twenty-four hours a day during the whole week. Moreover, each pupil was given the same T-shirt with the company logo that they should wear everyday. Apart from this trip, when I passed all the secondary education courses and arrived at the baccalaureate years (it was the first year of baccalaureate), the high school also offered a linguistic exchange with a German high school. Students of both educational centres, that of Spain and that of German, would have to host a student from the opposite country and live with them for two weeks, one in Spain and the other in Germany. That being the case, they would have to communicate only in their common language: English.

It is a truth universally acknowledged that English opens many doors and it is an excellent vehicle to communicate with people around the world. Besides this, the camp and the language exchange that I have presented are part of the hidden curriculum. We are used to only focusing on studying English by means of having a teacher-centred lesson and using the Student’s Book and Workbook. However, through these activities outside the educational centres but linked to them, learners have the possibility to boost their English linguistic competences. Nevertheless, as much as both events, the camp and the linguistic exchange, can be regarded as highly beneficial for students of English as a foreign language, we should not overlook how English linguistic imperialism governs, controls and manipulates us and our lives. On the one hand, as for the English camp in Moragete, the fact that we should be dressed with a specific T-shirt, which in this case was a mere advertisement of the camp’s company logo, corroborates how English is used to dominate society. Apart from this case, if we pay attention to the language exchange programme, it could be seen that forcing students to only communicate in English does not allow them to develop culturally and express themselves. Then, it is not so uncommon for it to look like an overwhelming language which controls every aspect of our lives, thus suppressing the other native languages and their use.

Hi again! Let's dive into my lingusitc autobiography! I wish you a wonderful time!

once upon a time...

Since I was little, my parents have always emphasised the great importance of studying languages. They often told my twin sister and me that languages could open doors for us in the future, helping us in both personal and professional settings. They particularly stressed the importance of learning English, as it is considered the global language. As a result, I began my English education at the age of three and have had numerous opportunities to deepen my understanding of the language over the years. I participated in several English camps organised by the government for high-achieving students and attended various summer programme that immersed me in the language. One particularly formative experience was spending a month near London, which not only improved my English but also broadened my cultural horizons. Additionally, I consistently attended language academies and took private lessons with native speakers throughout the academic year, which significantly enhanced my proficiency and confidence in using the language.

Moreover, my secondary school, IES Joan Fuster, organised various exchange programmes to help us improve the languages we were studying. I was fortunate to participate in one such programme, which involved spending a week in Germany with a host family. Later, the German students came to stay with us in Spain. During my time in Germany, I had the opportunity to explore the city, try traditional German dishes, and practise both English and a bit of German (my German level was A2 at the time). Through these experiences, I developed a new identity, much like Àngels and Nerea, where English was seen as the superior language. At that time, I wished I had been born and raised in an English-speaking country. I viewed Valencian and Spanish as less important and sometimes undervalued languages other than English. However, as time passed, I came to realise that every language is unique in its own way, as are the cultures and traditions they represent. I now understand that it is crucial to preserve and nurture all languages to ensure they continue to thrive.

CHAPTER 2

THE 4 "MULTIS"

Now, let's see how my story continues! Have an wonderful time!!

ONCE UPON A TIME...

When I went to Bosch Marín, the International Day of Peace, we organised the “Esmorzar de la Pau” which consisted of those families who wanted to participate, to bring something typical from their culture to eat all together and give it out to all the students. This took place in the playground after we finished our “act” to claim for peace for everyone. The school put a long set of tables where the families left the food and then they were expected to stay there and share the food with the teachers and the students. It is important to take into account that my school was quite multicultural because there were people from different parts of the world such as Morocco, India, Poland, Romania, Algeria, etc., and different cultural backgrounds such as a big percentage of gypsies, almost a 40% of students.

This event was seen as something totally normal by me and my classmates. We looked forward to it because we could eat whatever we wanted and I must say that everything was really good. Now, looking back into it, I see that my school created this event for different purposes and with different intentions. First of all, I consider that they wanted to embrace multiculturalism, being a school where people from completely different backgrounds, not only due to their culture and language but also their economy (different social status quo), were enrolled, they wanted to normalise the existence of all this people in one place at the same time and normalise through typical foods those different cultures. I believe that they wanted to create a specific school culture where everyone was accepted and welcomed. On the other hand, they helped create a third space for the students. What I mean with this is that when the students saw that the school embraced the different backgrounds, they saw that everything was okay and they could be themselves inside of school, hence, encouraging them to develop their own identity inside a protected space where they knew that they were going to be accepted and included, they were not marginalised and separated from their classmates because they were seen as different. On the contrary, differences were the norm and that was okay. In simpler words, home and school came together to help creating a new cultural meaning and educate together.

Additionally, this helped students develop their funds of identity by enabling a place to reflect about their backgrounds and that of other students, to broaden their cultural understanding and being able to create their own identity, to feel pride of their culture through other students eating the food that they are used to eat at home and liking it, by creating happy experiences in which all backgrounds were accepted and embraced equality. Furthermore, it also helped to develop the students and teachers’ funds of knowledge by exposing them to practical knowledge (bringing typical food from their cultures), enabling teachers to learn the students background and integrating it in their classes, sharing experiences all together (families, students and teachers), thus enhancing the relationship between the students’ home and the school. Lastly, I would like to say that by organising this event, my school made use of the hidden curriculum because although we did not learn anything related to Mathematics, Spanish, P.E., etc., we learned to embrace everyone’s background and feel accepted inside a protected space, strengthen the relationship with the families, creating happy experiences through food, etc., which is something that we normally could find in the hidden curriculum. To briefly paraphrase, “L’esmorzar del dia de la pau” helped creating a multicultural school, where students developed their funds of identity, funds of knowledge and third space by creating happy experiences through food. Lastly, they integrated something from the hidden curriculum inside an event of the school.

Nice to meet you again! After having dived into my linguistic experience thanks to camps and language exchanges, I encourage you to continue with this journey :) .

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ONCE UPON A TIME...

I started university in order to become an English philologist. Once having successfully passed the first year, I had to decide which minor (to be specialised in a second language apart from English) I would do. After reflecting on the languages offered (French, Italian, German, Catalan, Portuguese, Chinese, among others), I decided to go for French. My choice was the result of a short reflection process in which I looked back at my high school years and discovered that I also loved French. I had studied it since 4th year of ESO and had obtained the French certificate at the A2 level. On that account, I immersed myself in polishing up my French linguistic skills. One of the most important characteristics of those French lessons was the implementation of games as well as the use of songs and group projects to develop the activities. French teachers were in general creative and motivating and they wanted their students to become involved in the learning process. For instance, they looked for and brought French songs to fill in the gaps to review vocabulary previously seen in class. Moreover, we used to work in groups and through cultural projects in which we had to present some cultural traits, such as the language pronunciation or the gastronomy, of different French regions. Besides this, the PowerPoints had to be recorded in order to enhance our French pronunciation.

As far as it has been explained, it could be observed how the “4 multis” were integrated in the French lessons by my professors and how it helped students make their voices more powerful. On the one hand, multilingualism was present in our lessons as all students spoke Spanish but we could also speak French fluently, with a B2 level. Thus, we were a class of pupils proficient in both languages, our native tongue and a foreign one. Nevertheless, as there were also Erasmus students from different countries (Spain, Germany, France and Russia), we were a multicultural class in which multiculturalism was highly praised through the activities, not only talking about the French culture (which was the vast majority of the time), but also about other students’ heritage. On top of that, multiliteracy and multimodality were also present regarding the learning approach based on group projects as I have mentioned before. Through these collaborative projects, we came acquainted with loads of technological resources and their use, such as Canva or Genially, which greatly helped us to become more resourceful and more up-to-date, as well as to avoid the traditional tools that could be considered outdated. One of the advantages or benefits is the incorporation of images, videos and audio that can accompany and complement the text. The audience then will be more engaged with the information being displayed.

On the whole, it is important to highlight the fact that the idea of a third space was created, consciously or unconsciously, in the classroom. Students from different parts of the world could learn a new language and its culture at the same time they expressed their own with total freedom and being respected. Thus, there was a hybridisation of cultures, rather than separating them, and both extremes (students’ cultures and curricular ones) met. It could be seen how diversity and multiculturalism was one of the most important goals of the lessons. Therefore, it is also important to mention the professors’ recurrence to the hidden curriculum. Additionally, thanks to those diverse personal experiences, cultures, skills and resources that each student brought to class, we presented and developed our funds of knowledge and of identity, thus showing, emphasising and creating a sense of respect for each one’s identity.

Hey! I'm back. I hope you are enjoying this journey with us. Let's continue with my educational autobiography!

ONCE UPON A TIME...

I attended a large public high school, where students came from eight different towns. This resulted in a blend of cultural backgrounds, including those from Morocco, Romania, and the Gypsy community. However, this diversity presented challenges in the classroom. For instance, some students did not wish to celebrate certain festivities that are common in Spain, such as Halloween or Christmas. Ramadan, too, was unfamiliar to many Spanish students, yet some classmates observed it in class, which sparked discomfort and sometimes made others feel excluded or questioned about their cultural identities. In the 2nd year of ESO, my English teacher recognised the tensions surrounding cultural differences. As a result, she suggested an activity where we worked in groups of four to explore the festivals, customs, and typical dishes from various countries. This task not only encouraged us to research the cultures present in our classroom but also extended to the greater diversity in the high school. By presenting our findings, followed by a class debate, we discussed the importance of mutual respect for different cultures. It was an implicit exploration of multiculturalism, as we recognised the value of each culture and began to appreciate how shared experiences can shape one’s identity. Students from non-Spanish backgrounds were invited to share their cultural practices, giving them the opportunity to assert their identities and challenge misconceptions. This activity highlighted the hidden curriculum, emphasising the importance of respect, acceptance, and inclusivity beyond academic content.

This project, along with other multicultural activities, fostered a "third space" in which students’ cultural knowledge and identities could be acknowledged and celebrated. By connecting personal experiences with academic learning, our teacher empowered us to embrace diversity, encouraging us to rethink our previously narrow perceptions. Since that day, many of us learned to value the richness that different cultural backgrounds bring to a community. I realised that it is crucial for both families and teachers to collaborate in ensuring that each student feels accepted and understood, regardless of their cultural or national origin. Additionally, my school offered a range of foreign languages beyond English, such as German, French, and Italian. This approach not only promoted multilingualism but also exposed students to different cultures and their respective traditions. Students had the opportunity to take A2 exams in both English and Italian, which reinforced our growing literacy skills across different languages and cultures. Every year, a language assistant for each language would come to the high school, providing opportunities to practice conversation and engage with the language in real-life contexts. They also held workshops where students could attend free lessons to further improve their language skills. These interactions supported the development of multiliteracy, as we were exposed to not only linguistic competence but also the ability to navigate various modes of communication and cultural expressions. The exchange programmes, mentioned in the previous chapter, complemented this by offering opportunities for immersive experiences in foreign countries.

In my German classes, we regularly participated in projects that combined language learning with technology. For example, we created individual and group videos where we explained topics in German, blending linguistic skills with digital tools. Though these activities required significant time and effort outside of class, they were highly rewarding and enhanced my understanding of technology as a medium for learning. Another typical project was creating presentations on German culture, where we could explore a specific city or explain how to prepare a traditional dish. These activities not only enhanced our language proficiency but also deepened our understanding of the connections between language, culture, and identity, reinforcing the idea that language learning is not just about mastering grammar, but about embracing the stories and traditions behind words.

CHAPTER 3

EDUCATION

Hi once again! Let's gooo!

ONCE UPON A TIME...

When I went to high school, they decided to introduce a plurilingual program. Although this program was sold as quite innovative, with many opportunities to learn English while learning content of another subject (CLIL) and seemed like a great opportunity for students and teachers to improve the education system in my high school (Asset pedagogies), in reality this was totally the contrary, or that is what at least I thought. First of all, this program, although it seemed to be open to everyone, most teachers directed it to the students with higher grades and followed those who did not want to be enrolled to try and convince them to start the plurilingual programme. What this created was a segregation between those students with lower grades, and those who were not interested. However, I also noticed that those in the plurilingual classrooms were mostly people with a Spanish background and no other students with different backgrounds were enrolled. Hence, children from immigrants and lower grade students were separated from those with higher grades and with a Spanish background. In my case, although having a Spanish background, I decided not to enrol in that programme because I considered that I was not going to learn much English and that the content of the subject would have to be adapted to a lower level, hence, lowering my level too. Therefore, in my class we were those who were not really “appreciated” by most teachers, in fact, we used to have those teachers that were not too cooperative with students or that they did not have their destination yet, thus they could not choose which high school they wanted to be in.

What I mean with this is that although the plurilingual programme may have been seen as one to include asset pedagogies, in reality this was totally the contrary and the school aimed to separate those different from the majority of people and have them feel as less than the others. I want to remark, that in my class we were few students with a Spanish background, people from other backgrounds such as Indian, Polish, Moroccan, Algerian… (who did to have to have lower grades, in fact they used to have the best grades) and those students with lower grades or that showed little interest with the education system. One positive aspect that I take from not enrolling into the plurilingual programme was that I could enjoy meeting people from other backgrounds and learning from them, as well as, being mixed with people with lower grades because we were able to work together and improve all our grades. On the other hand, we had teachers that did not pay attention to us and the classes were quite monotone, in other words, what we had to do to pass the subject was on our hands. Nevertheless, this took us to work together, at least most of the class, and fight for our rights as students. I cannot talk about the experience of those who were in the plurilingual programme, I can just say that, when in Batxillerat, they were mixed with the rest of the classes, they did not know more English than us, most of the students had the same level, or even those who were not in the plurilingual programme (some of the students) hade better level than others from the programme. Which showed that maybe all of us had experience with deficit perspectives, some because we had teachers who did not take students needs into account, and others because the objective of learning English was not achieved.

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ONCE UPON A TIME...

Wow, we go back to my school years! What a great time. I remember when we celebrated some of the most typical events, not only local ones such as the Fallas, but also international ones like the Carnival or the International Day of Peace. It is this last event which I remember the most. The month before the celebration day, the teaching team arranged a meeting in which they talked about and decided the plan for the celebration of this day. Once they had all in mind and noted down everything, each teacher of each course started to work on the project. But the tasks delivered for each class and course were different. I remember one of my primary teachers, Victoria, being very committed to the project. So much so that we went ahead with our handicraft the same day the meeting took place. All students were pretty motivated and encouraged with the activity since we adored that celebration. Therefore, Victoria brought all the necessary material, kicked off to play music on the computer and thus we spent the whole lesson doing the craftwork. Each week we devoted two or three entire lessons to it. The day before the celebration we finished polishing it up and then we went to the playground, along with other courses, their corresponding tutors and the management team who will officiate the ceremony. We always had a good time on that day!

It is true you do not know my teacher Victoria, but I can assure you she was the best example of a resourceful teacher who constantly defeated the deficit model. She always did her best and tried to apply what she knew in the classroom. Every single step was supervised carefully by Victoria and she had everything organised. Nothing went out of her control. Over and above that, she was always concerned with and fostered the development of multiculturalism in the classroom and how to emphasise the need for respect and diversity among all of us, her students. As a consequence, she was one of the most pioneering in my school in creating a third space, where the expression of the culture of all the pupils had a place in total freedom. It is the students' voices that she was using. Working with the International Day of Peace project from the very first moment, my teacher allowed us to channel our voices, to express ourselves, to write about us, as well as to think about the world carefully and express how we saw it. Our cultural wealth was channelised and manifested through real assignments. Overall, her teaching practices were also connected to multimodalities and multiliteracies, since she wanted to point out the need to access multiple multiliteracy resources in learning.

In general, I dare say that my teacher Victoria was pivotal in dismantling the deficit model in most schools, and which unfortunately continues nowadays, due to focusing on and putting the emphasis on how to make her students’ cultural backgrounds meet the curricular cultures. Therefore, these asset pedagogies serve as a base to create a new space in which both cultural realms can start to organise and articulate themselves. It is about hybridisation and the blending of cultures, as well as considering all the cultural differences as highly contributing to the process of learning. On the whole, she tried to dismantle the societal model that governs our lives and that is based on the cultural capital of a dominant culture.

Hi again! Let's see how my educational autobiography continues!

ONCE UPON A TIME...

When I decided to study English Studies, I faced several critiques. Some friends, and even family members, questioned my choice, saying they did not understand why I would study English when “everything can be translated with a translator.” These comments hurt me because, for me, studying a language was far more than learning how to communicate. It meant exploring its literature, culture, and history, which I found deeply enriching. As a result, I began to doubt whether I had made the right choice. I wondered if studying English was truly useful or if I could contribute anything meaningful in a globalised world where English is everywhere. However, after thinking about it for a few days, I realised that these critiques came from a narrow view that focused on the negatives and ignored the true value of the subject. Today, I recognise this mindset as a deficit perspective, which tends to overlook the intrinsic value of something by concentrating on what it seems to lack.

I have also witnessed similar attitudes towards languages spoken in specific regions, such as Valencian, my native tongue. As a Valencian speaker, I have always seen multilingualism as a source of richness. Yet, I have often heard people underestimating Valencian. Some claim that speaking it at home hinders the development of Spanish skills and argue that focusing solely on Spanish would make it easier for Valencian speakers to master the national language. My experience, however, tells a different story. Growing up with two co-official languages in the Region of València gave me a solid foundation in understanding linguistic structures, which, in turn, made learning other languages, such as English and German, much easier. Learning German was another challenge that deepened my understanding of the importance of focusing on strengths rather than deficits. Some people questioned why I chose to study such a difficult language and suggested that I should learn Italian or French instead, as they are more similar to Valencian and Spanish. While these remarks were often well-meaning, they underestimated both my capacity and my passion for languages. Each language I have studied has taught me not just new vocabulary and grammar but also new ways of thinking and connecting with other cultures.

These experiences have shaped my belief in the importance of adopting an asset pedagogy in education. As a future English teacher, I want to help my students see their experiences, knowledge, and abilities as valuable tools for learning, rather than focusing on what they lack. My goal is to show them that every language they speak, every culture they encounter, and every interest they pursue can become a pivotal part of their education. When I teach English in private lessons, I strive to instil this mindset in my students. For example, when one of them says, “I do not understand this because I am not good at languages,” I make an effort to highlight their strengths in other areas, such as sports or music, and show them how these skills can help in language learning. I believe that each of us possesses a unique set of strengths, and my role as a teacher is not to emphasise what my students lack, but to help them discover and embrace what they already have.

I hope you don't get tire of me! In the next part, Nerea and Estela were present too. But I'm talking from my own experience

ONCE UPON A TIME...

In the English Studies degree, there is a subject called “English Language 3”, in our case (Estela, Nerea and Àngels) we had an English teacher who liked to put TED talks in every class in order to practice listening but also for us to learn something new apart from English. Moreover, he also instructed us to create groups and pick out any English song we liked and translate it to our native language, then we had to make an exposition in class were we had to present the original song and the translated version. For the translated version, we had free range to do whatever we wanted, sing it, write it down, make other people sing it, etc. Analysing these classes now, I see that this professor made use of multiliteracy. In other words, he made us use different media to communicate in class and to practice our English skills. Additionally, he wanted us to learn to adapt our English to different contexts such as speaking in front of an audience, for example the presentation in class, in this case the audience were our classmates and hence, they were not experts on the topic.

Nonetheless, with the TED talks we had the opportunity to see how experts talk in front of other experts and how they lead their presentation.In conclusion, in this subject, students were able to focus not only how to write and read in English but also how to speak in front of audiences and different contexts. The professor introduced ICT (teaching innovation) and multiliteracies in his classrooms to improve the way in which English was being taught and emphasise the importance of adapting our English to the modes, context and places we are. Lastly, I consider that this is an example of asset pedagogies in which students’ needs are taken into account and they also learn in a cooperative way peer to peer. .

Hi... We are coming to the end of the journey and I am a little bit sad. I hope you have enjoyed it and that you have learned some interesting stuff! Let's end on a high note!

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ONCE UPON A TIME...

I was in the 4th year of ESO. That year, the headmaster of IES Ausiàs March decided to embrace the plurilingual project that some of the schools and high schools in my hometown had already adopted. In this case, in my high school, it began to be implemented only in some courses of secondary education, more specifically in 3rd and 4th grades. Although not all families were in agreement with its application, it proved to be a good resource for improving pupils’ language skills. This project focused on teaching several subjects, such as Mathematics, Physical Education (P.E.), Computer Science (I.T.) and History in English. In this way, it was intended that significant progress would be noted in the learners’ various English language competences (reading, writing, speaking and listening). In general, those students who found it difficult to follow the entire lesson in English and could not afford to pay for an English academy to revise the content they had learnt at school considered this project to be somewhat discriminatory. Meanwhile, those who either had a good level of English or had any kind of help with the language outside the school, regarded it as a good way to become more proficient in the English language. Overall, the plurilingual project was in a trial period and the management team would have to gather all the experiences and decide whether to go ahead with it or not.

Related to this plurilingual project, professors adapted some of their lessons to their students’ needs and struggles with the English language. I remember one of my favourite teachers who taught us History in English, thus following the plurilingual project. He was aware of the fact that his subject was a little bit tough in general and even more if it were to be taught and studied in English. Consequently, he agreed on beginning the lesson in English in order to have pupils get used to the language. However, when he had to explain something more complicated and in detail, he switched to Spanish or Valencian. Moreover, the professor very often organised us in small groups to discuss some points covered in class. Of course they were in English and we were supposed to discuss them in that foreign language, but we could also provide an explanation of the most demanding concepts in our mother tongue, either Spanish or Valencian. Thus, pedagogical translanguaging was implemented in his lessons and students could reinforce and improve their linguistic abilities to communicate ideas in both languages, as well as the instructor would foster language inclusivity in the classroom.

I hope you are enjoying this as much as we are! In the following experience, Àngels and Nerea were also present. Take a look at what we did!

ONCE UPON A TIME...

Àngels, Nerea, and I took a subject in the English Studies degree called “English Language 2.” One of the topics covered in this subject was learning about the different accents of the English language. Some of the accents included Cockney, Texas, Yorkshire, Australian, and Irish. The lecturer asked us to divide into groups and create a presentation on one of these accents, including information about a famous person who spoke it. My group was assigned the Essex accent, and we introduced Rupert Grint, a British film star who was born in Harlow, Essex. For the presentation, we had to create a video that included all the information. Additionally, we had to create an interview featuring Rupert Grint and other personalities, all speaking in the Essex accent. This task pushed us to engage with different modes of communication, including written, spoken, and visual. We not only researched and presented factual information, but we also used digital tools to create a video and integrate audio-visual elements. By conducting interviews and adopting accents, we practised how to adapt language to different contexts and audiences, reflecting the idea of multiliteracies.

Through this activity, we recognised that learning a language goes beyond grammar and vocabulary. It involves exploring how language functions in diverse contexts, formats, and mediums. In this case, we used multimodal resources like videos and interviews to communicate our ideas, while also developing our spoken English, listening skills, and understanding of regional accents.

CONCLUSION

Comparing our educational experiences, we have noticed that we all have experienced cultural sustaining pedagogies although the emphasis is made on primary school rather than secondary education and university. However, we are overjoyed that we do not have undergone any pathologisation of oppressed cultures. Nevertheless, our take on this issue is that having a higher experience on cultural sustaining pedagogies would have enriched our education more. Hybridisation of cultures is paramount to foster diversity and inclusivity in our society since childhood.

THANK YOU!