Abstract Language education has often been conducted based on monoglossic ideologies that keep L1 and L2 separate, a practice that receives growing criticism as out of sync with today’s multilingual globalized world. Informed by interdependence hypotheses and translanguaging theory, this research study explored the effects of a pluri-centric approach to learning L1 and L2 simultaneously. Through a bilingual intervention course with data collected from interviews, parents’ logbooks, observation field notes, questionnaires, and L1 and L2 reading and writing tests, this case study (n = 9) revealed that the approach effectively improved learners’ L1 and L2 proficiency, learning behaviour outside the classroom, self-efficacy, and confidence. Overall, the participants also perceived the bilingual course as effective, efficient, and innovative. The study provides a basis to reflect upon transferrable skills and core underlying proficiency as powerful concepts to draw upon in enhancing bilingual proficiency and effecting positive changes in learners’ behaviour and psychological well-being.

中文翻译：

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通过以多元为中心的方法进行双语教育：同时学习两种语言对 L1 和 L2 阅读和写作能力影响的案例研究

摘要 语言教育通常基于将 L1 和 L2 分开的单语意识形态进行，这种做法因与当今多语言全球化世界不同步而受到越来越多的批评。在相互依赖假设和跨语言理论的指导下，这项研究探索了以多元为中心的方法对同时学习 L1 和 L2 的影响。通过从访谈、家长日志、实地观察笔记、问卷以及 L1 和 L2 阅读和写作测试中收集数据的双语干预课程，该案例研究 (n = 9) 表明该方法有效地提高了学习者的 L1 和 L2 熟练程度、课堂外的学习行为、自我效能感和自信心。总体而言，参与者也认为双语课程有效、高效和创新。