Plurilingualism and Curriculum Design
Toward a Synergic Vision
Bibliographic Data
| ID | 10818591 |
|---|---|
| Authors | Enrica Piccardo (0000-0002-2509-9436, University of Toronto Toronto Ontario Canada, corresponding author) |
| Year | 2013 |
| Volume | 47 |
| Issue | 3 |
| Pages | 600-614 |
| Publication date | 2013-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.110 |
| OpenAlex | W2084787755 |
| Language | EN |
| Citations received | 67 |
| References cited | 24 |
Contemporary globalized society is characterized by mobility and change, two phenomena that have a direct impact on the broad linguistic landscape. Language proficiency is no longer seen as a monolithic phenomenon that occurs independently of the linguistic repertoires and trajectories of learners and teachers, but rather shaped by uneven and ever‐changing competences, both linguistic and cultural. In the European context, research conducted over the past 20 years in multilingual realities of local communities and societies has brought to the forefront the notion of plurilingualism , which is opening up new perspectives in language education. In North American academia, the paradigm shift from linguistic homogeneity and purism to heteroglossic and plurilingual competence in applied linguistics has been observed in the emergence of such concepts as disinventing languages , translanguaging , and code‐meshing . Starting from a historical perspective, this article examines the shared principles upon which such innovative understandings of linguistic competence are based. In particular, it investigates the specificity of plurilingualism as an individual characteristic clearly distinct from multilingualism in the light of different theoretical lenses. The author discusses the potential of such vision together with its implications. Finally, this article offers pedagogical implications for English language education in the North American context, and suggests ways to investigate the new active role that English language learners and teachers can adopt in shaping their process of learning English
Applied linguistics · Competence (human resources) · Curriculum · Linguistics · Multilingualism · Pedagogy · Sociology · Translanguaging · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
When ‘Can Read’ Is Not Enough
The development of intercultural communicative competence of future translators studying german after english
Literacy engagement in the extended French and French immersion programmes (Grades 4–6)
Examining Hegemonic and Monoglossic Language Ideologies, Policies, and Practices Within Bilingual Education in Colombia
Teaching for Transfer in Multilingual School Contexts
Legitimizing Plurilingual and Pluricultural Identities
Structural alignment in L2 task-based interaction
University researcher-instructor partnership
Identifying space for mainstreaming multilingual pedagogies in European initial teacher education policies
Teaching English to multilingual immigrant students
It’s more the invisible benefits – multilingual parents’ experiences of immersion education and their reasons for choosing immersion
Transformative plurilingualism pedagogies in English academic writing
The politics of plurilingualism
Translanguaging practices in the EFL classroom - the Polish context
Irish primary school teachers’ views on heritage language maintenance in plurilingual pupils
EFL teachers’ agency in Spanish preschools
The affordances of plurilingual speaking games for recognizing, using, and developing plurilingual competences of children and pre-service teachers
Critical teacher education for equitable learning in multilingual classrooms
The impact of linguistic background on the nature of classroom dyadic interactions
“ The moment I realized I am plurilingual ”
Validating young learners’ plurilingual repertoires as legitimate linguistic and cultural resources in the EFL classroom
What does translanguaging-for-equity really involve? An interactional analysis of a 9th grade English class
Translanguaging as an emotional assessment practice
Native English-speaking teachers (Nests) on trans-speakerism in Japan
GenAidal model
The translingual digital practices of Saudi females on WhatsApp
Local problems and a global solution
The role of linguistic and cultural repertoire in novice bilingual and multilingual EFL teachers’ induction period
Teachers’ perceptions and ‘invisible’ uses of plurilingual pedagogy in UAE K-12 schools
Romance languages and EFL
Plurilingualism amid the panoply of lingualisms
But do monolingual people really exist?’ Analysing elementary students’ contrasting representations of plurilingualism through sequential reflexive drawing
Beyond the mirror towards a plurilingual prism
Plurilingual practice in language teacher education
Intercultural Communicative Component (ICC) in the English Second Language (EL2) Curricula
Going beyond the comfort zone
Valuing the multilingual repertoires of students from African migrant communities at a London university
Postgraduate students as plurilingual social actors in UK higher education
Out of many, one
The Language Friendly School
Plurilingualism, teaching and learning, and Anglophone higher education
Understanding plurilingualism and developing pedagogy
Ignored Lingualism
Pedagogical translanguaging in a multilingual English program in Canada
Plurilingual pedagogy in the Japanese language classroom
Harnessing multimodality in language teacher education
Words that don’t translate
The ‘Awakening to Languages’ approach at preschool
Towards Understanding Tajikistan’s Sociolinguistically Complex Language Ecology
We are not able to speak English, so we don't know what is happening
Generous reading expands teachers’ perceptions on student writing
Plurilingual pedagogy through mediated translation
Drop-outs, transformed professionals or change makers
Teaching and learning L2 in the classroom
Insight into plurilingual and pluricultural identity in multigenerational homes
Seminars as spaces for mediating affordances
In This Issue
Creating Third Spaces in the Linguistically Heterogeneous Classroom for the Advancement of Plurilingualism
Plurilingualism as Multimodal Practice
The ESL Teacher as Plurilingual
Towards the Development of a Plurilingual Pedagogy
Foundation for Learning
Immersive Versus Nonimmersive Approaches to Tesol
English‐Only Is Not the Way to Go”
Neither “Mono” nor “Multi”
Should the Elementary School EFL Classroom Contribute to Developing Multilingualism? Pre-Service Teacher Cognitions about Pluralistic Approaches to EFL Teaching and Cross-Linguistic Awareness
Dynamic Bilingualism to Dynamic Writing
Black linguistics
Alternative Approaches to Second Language Acquisition
Emotions and Multilingualism
Bilingualism in Development
The Place of World Englishes in Composition
The poverty-of-the-stimulus argument and multicompetence
The Common European Framework of Reference for Languages
Polylingual Languaging Around and Among Children and Adolescents
Intimations of Postmodernity
Method and Postmethod
Toward a Postmethod Pedagogy
Plurilinguisme, cultures et identités
Chaos/Complexity Science and Second Language Acquisition
Transidiomatic practices
Globalization, the new economy, and the commodification of language and identity
| Unique citing works | 67 |
|---|---|
| Citations per year | 5,15 |
| Citation span | 2013 - 2026 (14) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 63 |