Multilingualism as a Pedagogical Framework

Bibliographic Data

ID23725243
AuthorsUlrike Jessner (0000-0002-3015-3281, corresponding author)
Year2025
Pages1-7
Publication date2025-12-02
Peer ReviewedYes
Open AccessYes
TypeCHAPTER
VenueEncyclopedia of Applied Linguistics (SOURCE_BOOK)
PublisherWiley (PUBLISHER • GB)
DOI10.1002/9781405198431.wbeal20468
OpenAlexW4416917579
ISBN9781405198431
LanguageEN
References cited27

This entry provides insights into the conceptualization of multilingualism as a pedagogical framework. It starts with definitions of multilingualism and continues by outlining multilingual development from a complexity dynamics systems theoretical perspective as presented in the most comprehensive model to date, that is, the Dynamic Model of Multilingualism (DMM). In the next section, the application of DMM to teaching is presented as one of the first international perspectives on multilingual approaches. At the center of such a holistic DMM view, we find metalinguistic awareness as a driving force in self‐reflective teaching activities and strategy training in order to increase understanding of the nature of multilingualism in both teachers and learners. Subsequently, multilingual education is defined and discussed in relation to the growing role of English as the most widely learned second or third language in Europe and many countries worldwide. Multilingualism can be achieved through various instructional methods and approaches, such as immersion programs with Content and Language Integrated Learning (CLIL) as probably the best‐known form of bi‐ and multilingual instruction form. Finally, the dominance of European research on bilingual education and second language acquisition (SLA) over multilingual education and third language acquisition (TLA) in the school context is highlighted with a clear vision to expand research into other multilingual contexts. Future multilingual teaching will have to be deal with challenges such as multilingual norms and the role of English in multilingual education.

Conceptualization · Context (archaeology) · First language · Foreign language · Language acquisition · Multilingual Education · Multilingualism · Neuroscience of multilingualism

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