6th International Conference ‘Crossroads of Languages and Cultures (CLC6): Plurilingualism, Variation, Spaces of Literacy. abstracts (original) (raw)
Related papers
TESOL Quarterly, 2013
Enrica Piccardo (2013, this issue) makes a cogent case for the post-structural redesign of language teaching and learning within a paradigm of plurilingualism, in concert with the linguistic landscape of the global village. She conceptualizes the individual’s communicative competence as a plurilingual facility that encompasses knowledge of language varieties in addition to different languages. This fluid notion of plurilingualism is a radical proposition for language education, moving pedagogical designs beyond language, structurally defined, as the basis of second language, foreign language, and bilingual education towards models accommodating customized, plural and hybridized language education, conceived as linguistic inclusion in the culturally diverse classroom. In describing our research, I address political barriers to conscripting plurilingualism as a base for pedagogical development, as well as digital possibilities in the linguistic landscape of the global village.
International Journal of Multilingualism, 2016
Today, scholars and students face an array of lingualisms: bilingualism, multilingualism, polylingualism, metrolingualism plurilingualism, codeswitching, codemeshing, and translanguaging, among others. Plurilingualism can be understood as the study of individuals' repertoires and agency in several languages, in different contexts, in which the individual is the locus and actor of contact; accordingly, a person's languages and cultures interrelate and change over time, depending on individual biographies, social trajectories, and life paths. The term 'plurilingual competence' adds emphasis on learners' agency, and constraints and opportunities in educational contexts. We discuss where and how plurilingualism fits among the other lingualisms, its similarities and differences, with an example of plurilingual pedagogy and practice from a university in Vancouver, Canada. In doing so, we challenge three common critiques of/ misconceptions about plurilingualism: (i) that it is based on an invalid static binary between the social and the individual, (ii) that it is over-agentive, and (iii) that it can serve to reinforce social inequities within a neoliberal world order.
International Journal of Bilingual Education and Bilingualism, 2019
This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learning. The articles in this special issue illustrate the varied and exciting possibilities that can be afforded by these approaches that aim to locate speakers' fluent, hybrid, multimodal and creative communicative practices at the centre of research and practice. The texts also underscore key commonalities and divergences which demonstrate that these frameworks are best analysed, compared or applied after first acknowledging that they emerge from different research traditions and socio-political backgrounds. Perhaps most importantly, the articles demonstrate that as long as socioeducational inequalities persist there is need for reflection, expansion and complementary actions, especially since both approaches share an interest in social and educational transformation of current models of bi/ multilingual education around the globe.
“We are all (potential) plurilinguals”: Plurilingualism as an Overarching, Holistic Concept
OLBI Working Papers
In spite of the spark that plurilingualism has given throughout Europe and beyond to the idea that linguistic and cultural diversity is an asset rather than an obstacle, the term plurilingualism itself has not frequently been used in the English-speaking world. Beginning with an analysis of this issue, this paper aims to help readers better understand the nature of the concept of plurilingualism and reflect on its social and educational value. To do so, it firstly presents the term from a historical and comparative perspective in relation to other terms used in the English-speaking literature. It then moves on to explain the crucial difference between plurilingualism and multilingualism, thus introducing the notion of dynamic repertoire and its underlying theoretical perspective. Finally, the article introduces the descriptors for plurilingual and pluricultural competence from the newly released CEFR Companion Volume, together with the potential for these descriptors to facilitate m...
OLBI Working Papers, 2019
In spite of the spark that plurilingualism has provided throughout Europe and beyond to the idea that linguistic and cultural diversity is an asset rather than an obstacle, the term plurilingualism itself has not frequently been used in the English-speaking world. Moving from an analysis of this issue, this paper aims to help readers better understand the nature of the concept of plurilingualism and reflect on its social and educational value. To do so, it firstly presents the term from a historical and comparative perspective in relation to other terms used in the English-speaking literature, it then moves to explaining the crucial difference between plurilingualism and multilingualism, thus introducing the notion of dynamic repertoire and the underlying theoretical perspective. Finally, the article introduces the descriptors for plurilingual and pluricultural competence from the newly released CEFR Companion Volume (Council of Europe, 2018) together with the potential of these descriptors to facilitate mediation and plurilanguaging among learners and to foster a new, open and positive attitude towards linguistic and cultural diversity in language classes. Malgré le rôle déclencheur que le plurilinguisme a joué en Europe et au-delà de l'idée que la diversité linguistique et culturelle est un atout plutôt qu'un obstacle, le terme correspondant en anglais plurilinguisme-'plurilingualism'-n'est pas utilisé fréquemment dans le monde anglophone. Partant d'une analyse de ce constat, cet article vise à aider le lecteur à mieux comprendre la nature du concept de plurilinguisme et à réfléchir sur ses atouts. Pour cela, il présente d'abord le terme en partant d'une perspective historique et comparative par rapport à d'autres termes qui sont utilisés dans la littérature scientifique de langue anglaise, ensuite il se tourne vers l'explication de la différence profonde entre plurilinguisme and multilinguisme, ce qui permet d'introduire la notion de répertoire dynamique et la
2013
This symposium begins with a lead paper that outlines key tenets of plurilingualism and plurilingual pedagogy, and how/why embracing student plurilingualism in pedagogy (re-)presents a paradigm shift. The six papers that follow enable TESOL practitioners and researchers to see and hear school-aged children engaging in plurilingual pedagogy in content-based instruction focusing on science, physical education, and developing English literacy in formal classroom settings, homework clubs and community schools. The symposium contributions provide windows onto the range of forays into plurilingual pedagogies in which educators who are committed to bridging plurilingual students' linguistic capital and teaching English, the language prioritized at school and socially valued in today's global village, are engaging.
2013
While Laura is working on these selected papers in Buenos Aires, Darío is in Esquel. Laura knows that beyond her door, Spanish, Portuguese, English, Chinese, and many other languages are there, interacting, living, inhabiting different settings and identities which come to shape and be shaped by a constellation of voices. She knows that there are children and teenagers learning some of these languages at school, at home, with the help of their families and the internet. Darío knows that beyond his doors, Spanish, Welsh, Mapudungun, English and others are being used to create and recreate the world. He knows that there are children attending a mapudungun-español school in Lago Rosario, Chubut.