Page 217 - Ana Kozina and Nora Wiium, eds. ▪︎ Positive Youth Development in Contexts. Ljubljana: Educational Research Institute, 2021. Digital Library, Dissertationes (Scientific Monographs), 42.
P. 217
mobilising the potential held by one’s entire linguistic repertoire ...
teaching practices that focus on developing a student’s plurilingual reper-
toire, we employ as synonyms the terms plurilingual or multilingual com-
petence, language multi-competence and plurilingual approaches, as well
as translanguaging and translanguaging practices. The plurilingual ap-
proach to learning is inevitably connected to the notions of pluricultur-
ality (i.e., the ability to participate in different cultures) and intercultur-
ality (the ability to experience otherness and diversity) as defined by the
Guide (Beacco et al. 2016, p. 20) in the context of acquiring several lan-
guages. The development of plurilingual and intercultural awareness has
become a leading educational goal of the Council of Europe (Council of
Europe, 2019) and a fundamental principle of language education policies,
whereas translanguaging practices in education have primarily been used
in the USA and in Asia (Garcia & Wei, 2014) and have recently also found
a place in European research on multilingualism in education (Cenoz,
2009). Apart from developing language competencies and raising ques-
tions about the key role of languages in education, both approaches em-
phasise the role of education in the respect of cultural diversity and for
ensuring social equity (cf. Beacco & Byram, 2007). However, at the mo-
ment, the importance of integrating plurilingual approaches with edu-
cation for democracy is stressed particularly in Europe (e.g., Reference
Framework of Competences for Democratic Culture, 2020).
The contemporary study of multilingualism
and why interdisciplinary research is relevant
We now briefly demonstrate the diversity in the contemporary study of
multilingualism by summarising the approaches and findings found in
Cenoz (2013b, pp. 7–10).6
Divided into two main groups and based on the individual and soci-
etal dimensions of multilanguage use, the author underlines the following
areas of the modern study of multilingualism as particularly important.
Individual dimensions in the study of multilingualism involve: 1) the
cognitive outcomes of multilingualism (e.g., positive effects of bi-/multi-
lingualism on metalinguistic awareness and cognitive development, pos-
itive effects through lifespan such as the age-related decline in episodic
6 For each perspective in the field of study, the most influential authors are presented
as well. We do not mention them here because we want to show the thematic breadth
of multilingualism’s treatment rather than individual directions. Later, when specif-
ic areas are mentioned, we name the relevant authors and their research.
217
teaching practices that focus on developing a student’s plurilingual reper-
toire, we employ as synonyms the terms plurilingual or multilingual com-
petence, language multi-competence and plurilingual approaches, as well
as translanguaging and translanguaging practices. The plurilingual ap-
proach to learning is inevitably connected to the notions of pluricultur-
ality (i.e., the ability to participate in different cultures) and intercultur-
ality (the ability to experience otherness and diversity) as defined by the
Guide (Beacco et al. 2016, p. 20) in the context of acquiring several lan-
guages. The development of plurilingual and intercultural awareness has
become a leading educational goal of the Council of Europe (Council of
Europe, 2019) and a fundamental principle of language education policies,
whereas translanguaging practices in education have primarily been used
in the USA and in Asia (Garcia & Wei, 2014) and have recently also found
a place in European research on multilingualism in education (Cenoz,
2009). Apart from developing language competencies and raising ques-
tions about the key role of languages in education, both approaches em-
phasise the role of education in the respect of cultural diversity and for
ensuring social equity (cf. Beacco & Byram, 2007). However, at the mo-
ment, the importance of integrating plurilingual approaches with edu-
cation for democracy is stressed particularly in Europe (e.g., Reference
Framework of Competences for Democratic Culture, 2020).
The contemporary study of multilingualism
and why interdisciplinary research is relevant
We now briefly demonstrate the diversity in the contemporary study of
multilingualism by summarising the approaches and findings found in
Cenoz (2013b, pp. 7–10).6
Divided into two main groups and based on the individual and soci-
etal dimensions of multilanguage use, the author underlines the following
areas of the modern study of multilingualism as particularly important.
Individual dimensions in the study of multilingualism involve: 1) the
cognitive outcomes of multilingualism (e.g., positive effects of bi-/multi-
lingualism on metalinguistic awareness and cognitive development, pos-
itive effects through lifespan such as the age-related decline in episodic
6 For each perspective in the field of study, the most influential authors are presented
as well. We do not mention them here because we want to show the thematic breadth
of multilingualism’s treatment rather than individual directions. Later, when specif-
ic areas are mentioned, we name the relevant authors and their research.
217
