Presage conditions for deeper learning: views of post-secondary teachers working on multidisciplinary projects

The present case study aims to examine the presage conditions that practitioners highlight when working on multidisciplinary projects in different languages. Semi-structured interviews with seven teachers were conducted, transcribed and deductively analysed according to three main categories proposed by the deeper learning agenda within the Pluriliteracies Teaching for Deeper Learning framework: student characteristics, teacher characteristics and the context of instruction. Our results show that teachers’ discourses agree on most aspects of the presage phase, but different views emerge in relation to aspects related to multidisciplinarity and the role language plays in all subjects. The present study concludes that coordination regarding not only practical aspects but also pedagogical and didactic approaches is essential to develop subject-specific literacies within multidisciplinary projects.