Teachers’ reflections on the practice of plurilingual education in high schools

Interviews with German, French, and Chinese teachers

Abstract

This article examines the significance of plurilingual education in high schools and the role of teachers. Specifically, through interviews with three high school teachers of foreign languages other than English, qualitative data analysis was used to examine how teachers deal with individual students’ language experiences, and help with students’ own language experiences. Consequently, the significance of plurilingual education in high schools was to promote students' independence and autonomy, and teachers are expected to play a role in supporting and encouraging.