FOSTERING PLURALISTIC VERBAL INTERACTION IN HIGHER EDUCATION: THEORETICAL FOUNDATIONS AND PRACTICAL APPLICATIONS

Abstract

This article examines theoretical foundations of pluralistic-oriented instruction through verbal interaction in higher education and discusses their practical implementation in the foreign language (FL) classroom. In the contemporary educational context, FL instruction facilitates the effective development and practical acquisition of language skills through the implementation of modern teaching methods and pedagogical approaches.

From this perspective, verbal and interactive activities designed for teaching French as a FL are developed in accordance with the principles and standards of the pluralistic-oriented teaching model.

The system of interactive tasks devised for multilingual and multicultural contexts is based on the concept of pluralistic approaches to language instruction, specifically on the pedagogical model and descriptors proposed in the CARAP (Framework of Reference for Pluralistic Approaches to Languages and Cultures).

Accordingly, the theoretical foundations, didactic lesson models, and sample activities presented in this article provide students with opportunities to compare cultural diversity and different social contexts based on their own reflections and experiences within multilingual and multicultural learning environments.