Page 213 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
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mobilising the potential held by one’s entire linguistic repertoire ...
in the multilingual context, and the role of the number of languages (two
or more) in use in society or by the individual (e.g., Cenoz, 2013b; Dewaele,
2016; Kemp, 2009). For example, a social situation is foregrounded in soci-
etal multilingualism, which “conveys the ability of societies, institutions,
groups, and individuals to have regular use of more than one language in
their everyday lives over space and time” (Franceschini, 2011, p. 346). On
the other hand, in individual multilingualism, a person’s ability to use two
or more languages in different communicative situations with various de-
grees of competence is emphasised (Cenoz, 2013b, p. 5). The social and in-
dividual dimensions cannot be neatly separated. While observing multi-
lingual practices, other subdimensions can also be distinguished, such as
additive and subtractive multilingualism (Lambert, 1974) where the individ-
ual’s linguistic repertoire is connected to the social context and refers to the
formal interventions of languages added or subtracted from a person’s rep-
ertoire due to the specifics of the education system or immigration.
Within the (European) social context, it is essential to mention the
European Commission’s education agenda where multilingualism is seen
as a critical pillar of education that enables better integration into Europe’s
social, learning and professional processes. Further, in the context of lan-
guage learning the multilingual perspective shows the importance of valu-
ing linguistic diversity as one of the constitutive notions of Europe and as a
result of the recent migration processes and increased within-EU mobility
(2019). The European Commission and the Council of Europe are the two
central European institutions when it comes to issuing education policies.
With resolutions and policy guides, they encourage their member states to
develop new “multilingual and whole-school approaches that equally in-
clude the language of schooling, foreign languages a nd home languages
of students across all school subjects’ curriculum, as well as involving par-
ents and the wider school community in their learning process” (Staring &
Broughton, 2020, p. 17). In the Council of Europe’s Guide for developing and
implementing plurilingual and intercultural education (Beacco et al., 2016;
henceforth Guide), two separate concepts (i.e., multilingualism and pluri-
lingualism) are defined, which broadly correspond to the societal and indi-
vidual dimensions.3 According to the Guide, the difference between multi-
lingualism and plurilingualism is seen multilingualism’s reference “to the
3 They originate from the Common European Framework of Reference for Languages
(CEFR, 2001, 2018, 2020), an essential document for language education in Europe
that provides a basis for elaborating language syllabuses, curriculum guidelines, ex-
aminations, textbooks etc.
213
in the multilingual context, and the role of the number of languages (two
or more) in use in society or by the individual (e.g., Cenoz, 2013b; Dewaele,
2016; Kemp, 2009). For example, a social situation is foregrounded in soci-
etal multilingualism, which “conveys the ability of societies, institutions,
groups, and individuals to have regular use of more than one language in
their everyday lives over space and time” (Franceschini, 2011, p. 346). On
the other hand, in individual multilingualism, a person’s ability to use two
or more languages in different communicative situations with various de-
grees of competence is emphasised (Cenoz, 2013b, p. 5). The social and in-
dividual dimensions cannot be neatly separated. While observing multi-
lingual practices, other subdimensions can also be distinguished, such as
additive and subtractive multilingualism (Lambert, 1974) where the individ-
ual’s linguistic repertoire is connected to the social context and refers to the
formal interventions of languages added or subtracted from a person’s rep-
ertoire due to the specifics of the education system or immigration.
Within the (European) social context, it is essential to mention the
European Commission’s education agenda where multilingualism is seen
as a critical pillar of education that enables better integration into Europe’s
social, learning and professional processes. Further, in the context of lan-
guage learning the multilingual perspective shows the importance of valu-
ing linguistic diversity as one of the constitutive notions of Europe and as a
result of the recent migration processes and increased within-EU mobility
(2019). The European Commission and the Council of Europe are the two
central European institutions when it comes to issuing education policies.
With resolutions and policy guides, they encourage their member states to
develop new “multilingual and whole-school approaches that equally in-
clude the language of schooling, foreign languages a nd home languages
of students across all school subjects’ curriculum, as well as involving par-
ents and the wider school community in their learning process” (Staring &
Broughton, 2020, p. 17). In the Council of Europe’s Guide for developing and
implementing plurilingual and intercultural education (Beacco et al., 2016;
henceforth Guide), two separate concepts (i.e., multilingualism and pluri-
lingualism) are defined, which broadly correspond to the societal and indi-
vidual dimensions.3 According to the Guide, the difference between multi-
lingualism and plurilingualism is seen multilingualism’s reference “to the
3 They originate from the Common European Framework of Reference for Languages
(CEFR, 2001, 2018, 2020), an essential document for language education in Europe
that provides a basis for elaborating language syllabuses, curriculum guidelines, ex-
aminations, textbooks etc.
213
