ABSTRACT
This chapter explores the research project among researchers, practitioners and adult migrant learners in a nongovernmental Catalan language education program in the Barcelona area. Its goal is to promote collaborative relations of power by means of interactions between educators and learners where identities are negotiated in ways that recognise diversity for a critical, multilingual and intercultural society. The chapter presents the multilingual approach to teaching Catalan with a focus on translanguaging and intercultural debate. The nongovernmental organisations (NGO) constructs multilingualism as an exceptional concession to newcomers restricted to the two international linguae francae, English and French. It raises volunteer teacher’s awareness of interculturality and multilingualism to avoid establishing oppressive relationships in classroom interactions with students. Finally, in the future, volunteer teachers ought to collaborate with students in workshops, session planning and tandem teaching for the action research to have lasting results.
