Cover not available
Part of
Plurilingual Education: Policies – practices – language development
Edited by Patrick Grommes and Adelheid Hu
[Hamburg Studies on Linguistic Diversity 3] 2014
► pp. 15–32

Plurilingualism and the challenges 
of education

| ENS de Lyon
The purpose of this contribution is to retrace a movement of extension and integration from foreign language teaching to plurilingual education. Extension in so far as foreign language learning is more and more seen as one of the most important goals for school systems. Integration in so far as foreign language learning may be acknowledged today as a fundamental part of a more general plurilingual education serving several aims well beyond developing communicative competence in different languages. Within the Modern languages projects of the Council of Europe focus has shifted onto the place and function of languages in the whole curriculum and their key role in the educational process. This is largely due to a reinterpretation of the notion of plurilingual (and pluricultural) competence and to the inclusion of the language of schooling in the analyses and proposals regarding languages in/for education.
Published online: 15 July 2014
DOI logo
https://doi.org/10.1075/hsld.3.03cos
References (19)
References
Beacco, J.-C. & Byram, M. 2007. Guide for the Development of Language Education Policies in Europe. From Linguistic Diversity to Plurilingual Education . Strasbourg: Council of Europe, Language Policy Division.Google Scholar
Beacco, J.-C., Byram, M., Cavalli, M., Coste, D., Egli Cuenat, M., Goullier, F. & Panthier, J. 2010. Guide pour le développement et la mise en œuvre de curriculums pour une éducation plurilingue et interculturelle . Strasbourg: Conseil de l’Europe.Google Scholar
Candelier, M. (ed.). 2003a. Evlang – l’éveil aux langues à l’école primaire – Bilan d’une innovation européenne . Bruxelles: De Boeck.Google Scholar
. (ed.). 2003b. Janua Linguarum. La Porte des Langues. l’Introduction de l’éveil aux langues dans le curriculum . Strasbourg: Editions du Conseil de l’Europe.Google Scholar
(ed.) 2007. CARAP – Cadre de référence pour les approches plurielles des langues et des cultures . Graz: CELV-Conseil de l’Europe. <[URL]>Google Scholar
. 2008. Approches plurielles, didactiques du plurilinguisme: Le même et l’autre. Cahiers de l’ACEDLE 5(1): 65–90. <[URL]>Google Scholar
Candelier, M. & Castellotti, V. 2013. Didactique(s) du/des plurilinguisme(s). In Sociolinguistique du contact, modèles, théories, Dictionnaire encyclopédique des termes et concepts , J. Simonin & S. Wharton (eds). Lyon: Editions de l’ENS.Google Scholar
Candelier, M. & de Pietro, J.-F. 2011. Les approches plurielles: Cadre conceptuel et méthodologie d’élaboration du Cadre de référence pour les approches plurielles. In Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées , P. Blanchet & P. Chardenet (eds), 261–273. Paris: Editions des Archives contemporaines.Google Scholar
Castellotti, V. & Moore, D. 2011. La compétence plurilingue et pluriculturelle: genèse et évolution d’une notion-concept. In Guide pour la recherche en didactique des langues et des cultures. Approches contextualisées , P. Blanchet & P. Chardenet (eds), 241–252. Paris: Editions des Archives contemporaines.Google Scholar
Cavalli, M. 2008. Didactiques intégrées et approches plurielles. Babylonia 1: 15–19.Google Scholar
Council of Europe 2001. Common European Framework of Reference for Languages: Learning, teaching, assessment . Cambridge: CUP.Google Scholar
Coste, D., Moore, D. & Zarate G. 1997. Compétence plurilingue et pluriculturelle . Strasbourg: Conseil de l’Europe. On line in English: <[URL]>Google Scholar
Coste, D. 2001. De plus d’une langue à d’autres encore. Penser les compétences plurilingues. In D’une langue à d’autres. Pratiques et représentations , V. Castellotti (ed.), 191–202. Rouen: Presses universitaires de Rouen.Google Scholar
. 2002. Compétence à communiquer et compétence plurilingue. In La notion de compétence en langue [Notions en Questions 6], V. Castellotti & B. Py (eds), 115–123. Lyon: ENS Editions.Google Scholar
Dabène, L. 1994. Repères sociolinguistiques pour l’enseignement des langues . Paris: Hachette.Google Scholar
Lave, J. & Wenger, E. 1991. Situated learning: Legitimate peripheral participation . Cambridge: CUP. DOI logoGoogle Scholar
Moore, D. 2006. Plurilinguismes et école . Paris: Didier.Google Scholar
Vollmer, H.J. 2006. Toward a Common European Framework for the Languages of Education . Strasbourg: Conseil de l’Europe. <[URL]>Google Scholar
Wenger, E. 1998. Communities of Practice: Learning, Meaning, and Identity . Cambridge: CUP. DOI logoGoogle Scholar
Cited by (4)

Cited by four other publications

Krulatz, Anna & MaryAnn Christison
2023. Teacher and Learner Language Use. In Multilingual Approach to Diversity in Education (MADE), ► pp. 199 ff. DOI logo
Krulatz, Anna & MaryAnn Christison
2023. Multilingual Approach to Diversity in Education (MADE): An Overview. In Multilingual Approach to Diversity in Education (MADE), ► pp. 25 ff. DOI logo
Polyakova, O. & L. de Ros Cócera
2022. Educational Breakout and Sustainable CLIL Teacher Training. Psychological Science and Education 27:2 ► pp. 96 ff. DOI logo
Krulatz, Anna & Jonas Iversen
2020. Building Inclusive Language Classroom Spaces through Multilingual Writing Practices for Newly-Arrived Students in Norway. Scandinavian Journal of Educational Research 64:3 ► pp. 372 ff. DOI logo

This list is based on CrossRef data as of 23 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.