Reshaping pedagogies for a plurilingual agenda.

The realisation of plurilingualism requires a more open and inclusive approach to language teaching and one which takes account of various factors involved in working with learners who have a background in the target language and culture. This article seeks to identify these factors within the context of a set of broader principles for second language teaching and thereby to provide a basis for the development of flexible, personalised pedagogies. The theoretical model presented emerges from interviews carried out with former student teachers of Arabic, Mandarin, Panjabi and Urdu currently working in London schools as well as from the development of an innovative initial teacher education course at Goldsmiths, University of London, introduced to cater for the needs of teachers of these languages.