Advertisement

Plurilingualism: Vision, Conceptualization, and Practices

  • Enrica Piccardo
Living reference work entry
Part of the Springer International Handbooks of Education book series (SIHE)

Abstract

In response to increased mobility and the consequent multiplication of cultural and linguistic diversity, a new paradigm is emerging in language education and its conceptualization that stresses interconnection, interdependence, and a synergic vision. The notion of plurilingualism is a cornerstone of such a paradigm. In this paper, plurilingualism is presented and analyzed by highlighting its tenets, implications, and possible applications in education. The paper aims to investigate the paradigm shift represented by plurilingualism by explaining the historical roots of the plurilingual vision and by considering the value and potential of such a vision through different conceptual lenses. It explains how this notion has the potential to provide the foundation for a conceptual framework in language education and beyond.

The paper operates on two levels. The first part, on vision and conceptualization, moves from the roots of the idea of coexistence and the synergic interaction of linguistic and cultural diversity to highlighting the conceptual and theoretical development that prepared the ground for thinking in terms of linguistic plurality. The second section addresses the potential of plurilingualism for language education and discusses some of the emerging practices and their implications in reshaping the nature of classroom realities.

Keywords

Plurilingualism Multilingualism Complexity theories CEFR Plurilanguaging 

References

  1. Alexander, N. (2008). Evolving African approaches to the management of linguistic diversity. Keynote address delivered at the AILA Conference, 24 August 2008 in Essen Germany.Google Scholar
  2. Auger, N. (2004). Comparons nos langues. Démarche d’apprentissage du français auprès d’Enfants Nouvellement Arrivés (ENA), DVD. Languedoc-Roussillon: CRDP.Google Scholar
  3. Baker, C. (1988). Key issues in bilingualism and bilingual education. Clevedon: Multilingual Matters.Google Scholar
  4. Bakhtin, M. M. (1981). The dialogic imagination. Austin: University of Texas Press.Google Scholar
  5. Bialystok, E., Craik, F. I., & Luk, G. (2008). Cognitive control and lexical access in younger and older bilinguals. Journal of Experimental Psychology: Learning, Memory, and Cognition, 34, 859–873.Google Scholar
  6. Blommaert, J. (2012). Complexity, accent and conviviality: Concluding comments. Tilburg papers in culture studies, 26. Tilburg: Tilburg University.Google Scholar
  7. Bourdieu, P. (1991). Language and symbolic power. Cambridge: Polity Press in association with Blackwell.Google Scholar
  8. Broch H. (2005). Logique d’un monde en ruine. Six essais philosophiques. Paris-Tel Aviv: Édition de l’éclat.Google Scholar
  9. Canagarajah, S. (2006). The place of world Englishes in composition: Pluralization continued. College Composition and Communication, 57(4), 586–619.Google Scholar
  10. Canagarajah, S., & Liynage, I. (2012). Lessons from pre-colonial multilingualism. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 49–65). London/New York: Routledge.Google Scholar
  11. Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18.CrossRefGoogle Scholar
  12. Cook, V. (1992). Evidence for multicompetence. Language Learning, 42, 557–591.CrossRefGoogle Scholar
  13. Corcoll López, C., & González-Davies, M. (2016). Switching codes in the plurilingual Classroom. ELT Journal, 70, 67–77.CrossRefGoogle Scholar
  14. Council of Europe. (2001). Common European Framework of Reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.Google Scholar
  15. Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching. Modern Language Journal, 94, 103–115.CrossRefGoogle Scholar
  16. Dacrema, N. (2012). Il ‘caso Austria’. In I. Putzu & G. Mazzon (Eds.), Lingue, letterature nazioni: centri e periferie tra Europa e Mediterraneo (pp. 294–346). Franco Angeli: Milan.Google Scholar
  17. Darcy, N. T. (1963). Bilingualism and the measurement of intelligence: Review of a decade of research. Journal of Genetic Psychology, 103, 259–282.CrossRefGoogle Scholar
  18. Davis, B., & Sumara, D. J. (2005). Challenging images of knowing: Complexity science and educational research. International Journal of Qualitative Studies in Education, 18(3), 305–321.CrossRefGoogle Scholar
  19. Doidge, N. (2007). The Brain that changes itself. New York: Viking press.Google Scholar
  20. García, O. (2009). Education, multilingualism and translanguaging in the 21st century. In T. Skutnabb-Kangas, R. Phillipson, A. Mohanty, & M. Panda (Eds.), Social justice through multilingual education (pp. 140–158). Bristol: Multilingual Matters.Google Scholar
  21. Gogolin, I. (1994). Der monolinguale Habitus der multilingualen Schule [The monolingual habitus of multilingual school]. Münster: Waxmann.Google Scholar
  22. Jaquemet, M. (2005). Transidiomatic practices: Language and power in the age of globalization. Language and Communication, 25, 257–277.CrossRefGoogle Scholar
  23. Jørgensen, J. N. (2008). Polylingual languaging around and among children and adolescents. International Journal of Multilingualism, 5, 161–176.CrossRefGoogle Scholar
  24. Kharkhuriu, A. (2012). Multilingualism and creativity. Bristol: Multilingual Matters.Google Scholar
  25. Kramsch, C. (2000). Social discursive construction of self in L2 learning. In J. P. Lantolf (Ed.), Sociocultural theory and second language learning (pp. 133–154). Oxford: Oxford University Press.Google Scholar
  26. Lahire, B. (2011). The plural actor. London: Polity.Google Scholar
  27. Larsen-Freeman, D., & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford University Press.Google Scholar
  28. Lindemann. H.-J. (2002). The principle of action-oriented learning. In: Linking German TEVT with Anglo-Saxon CBET, International Workshop – Weimar GTZ. http://www.halinco.de/html/docde/HOL-prinzip02002.pdf
  29. Lüdi, G. (2014). Dynamics and management of linguistic diversity in companies and institutes of higher education: Results from the DYLAN project. In P. Gromes & H. Wu (Eds.), Plurilingual education: Policies – Practices – Language development (pp. 113–138). Amsterdam/Philadelphia: John Benjamins.Google Scholar
  30. Makoni, S., & Pennycook, A. (2007). Disinventing and reconstituting languages. Clevedon: Multilingual Matters.Google Scholar
  31. Marsh, D., & Hill, R. (2009). Study on the contribution of multilingualism to creativity. Final report. European Commission: Brussels.Google Scholar
  32. May, S. (2008). Language and minority rights: Ethnicity, nationalism and the politics of language. New York: Routledge.Google Scholar
  33. Mitchell, C. B., & Vidal, K. E. (2001). Weighing the ways of the flow: Twentieth century language instruction. The Modern Language Journal, 85(i), 26.CrossRefGoogle Scholar
  34. Mondada, L., & Pekarek, D. S. (2004). Second language acquisition as situated practice: Task accomplishment in the French second language classroom. The Modern Language Journal, 88(iv), 501–518.CrossRefGoogle Scholar
  35. North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the Common European Framework of Reference (CEFR). Research report. Strasbourg: Council of Europe.Google Scholar
  36. Pavlenko, A. (2005). Emotions and multilingualism. Cambridge: Cambridge University Press.Google Scholar
  37. Peal, E., & Lambert, W. E. (1962). The relation of bilingualism to intelligence. Psychological Monographs, 76(27), 1–23.CrossRefGoogle Scholar
  38. Piccardo, E. (2005). Dichtung und Wahrheit. Considérations en marge du concept de frontières dans la connaissance. Synergies France, 4, 110–120.Google Scholar
  39. Piccardo, E. (2010). L’enseignant un stratège de la complexité: quelles perspectives pour la formation? In G. Baillat, D. Niclot, & D. Ulma (Eds.), La formation des enseignants en Europe: approche comparative (pp. 79–98). Bruxelles: de Boeck.Google Scholar
  40. Piccardo, E. (2013). Plurilingualism and curriculum design: Towards a synergic vision. TESOL Quarterly, 47(3), 600–614.CrossRefGoogle Scholar
  41. Piccardo, E. (2014a). Sprachenunterricht im Zeichen der Komplexität: Rückblick und Ausblick. In H. Drumbl & A. Hornung (Eds.), Proceedings IDT 2013. Band 1Hauptvorträge (pp. 69–92). Bolzano: Bozen-Bolzano University Press.Google Scholar
  42. Piccardo, E. (2014b). The impact of the CEFR on Canada’s linguistic plurality: A space for heritage languages? In P. Trifonas & T. Aravossitas (Eds.), Rethinking heritage language education (pp. 183–212). Cambridge: Cambridge University Press.Google Scholar
  43. Piccardo, E. (2014c). From communicative to action-oriented: A research pathways. Curriculum Service Canada- Ontario Ministry of Education. Available at: http://www.curriculum.org/storage/241/1408622981/TAGGED_DOCUMENT_%28CSC605_Research_Guide_English%29_01.pdf
  44. Piccardo, E. (in press). Créativité et complexité: quels enjeux? In I. Capron Puozzo (Ed.), La Créativité en education et en formation. Perspectives théoriques et pratiques. Bruxelles: de Boek.Google Scholar
  45. Piccardo, E., & Capron, P. I. (2015). Introduction. From second language pedagogy to the pedagogy of ‘plurilingualism’: A possible paradigm shift?/De la didactique des langues à la didactique du plurilinguisme: un changement de paradigme possible? The Canadian Modern Language Review/La revue canadienne des langues vivantes, 71(4), 317–323.CrossRefGoogle Scholar
  46. Piccardo, E., Berchoud, M., Cignatta, T., Mentz, O., & Pamula, M. (2011). Pathways through assessing, learning and teaching in the CEFR. Strasbourg: Council of Europe. Available at: ecep.ecml.at. isbn:978-92-871-7159-7.
  47. Porcelli, G. (2005). La Glottodidattica come scienza interdisciplinare. Synergies France, 4, 121–130.Google Scholar
  48. Prasad, G. (2014). Portraits of plurilingualism in a French international school in Toronto: Exploring the role of the visual methods to access students’ representations of their linguistically diverse identities. Canadian Journal of Applied Linguistics, 17(1), 55–71.Google Scholar
  49. Swain, M. (2006). Languaging, agency and collaboration in advanced language proficiency. In H. Byrnes (Ed.), Advanced language learning: The contribution of Halliday and Vygotsky (pp. 95–108). London/New York: Continuum.Google Scholar
  50. Verspoor, M., de Bot, K., & Lowie, W. (Eds.). (2011). A Dynamic approach to second language development. Amsterdam: John Benjamins Publishing Company.Google Scholar
  51. Wandruska, M. (1979). Die Mehrsprachigkeit des Menschen. [The plurilingualism of the human being]. Stuttgart: Kohlhammer.Google Scholar
  52. Williams, C. (2002). Extending bilingualism in the education system. (Education and Lifelong Learning Committee ELL-06–02). Available online http://www.assemblywales.org/3c91c
  53. Zweig, S. (1944). Die Welt von Gestern. Stockholm: Bermann-Fischer Verlag AB.Google Scholar

Copyright information

© Springer International Publishing AG 2016

Authors and Affiliations

  1. 1.OISE – University of TorontoTorontoCanada
  2. 2.Université Grenoble-Alpes FRANCEGrenobleFrance

Personalised recommendations