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Part of
Plurilingual Education: Policies – practices – language development
Edited by Patrick Grommes and Adelheid Hu
[Hamburg Studies on Linguistic Diversity 3] 2014
► pp. 139–160

Discourse, representation and language practices

Negotiating plurilingual identities and spaces

| University Sorbonne Nouvelle-Paris 3

The present study seeks to ascertain whether the learners’ representations of languages shape the strategies they develop and implement for language learning and use. According to our hypothesis, representations are linked to the learner’s linguistic practices; as objects of discourse, they are subject to variation, on-going negotiation and reconstruction. That is, on the one hand, representations are closely related with learning processes, which they either enhance or hinder; on the other hand, representations are flexible and changing, and can therefore be changed. Assuming that knowledge of more than one language constitutes a strategic resource that can be reinvested in further language learning, we will address the following question: What is the influence of these representations on the discourse strategies that learners apply in language use? We try to reveal how the language repertoire of learners takes shape, through typological profiles and examining the constituent components of representations of plurilingual identity.

Published online: 15 July 2014
DOI logo
https://doi.org/10.1075/hsld.3.10str
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Li, Jing & Danièle Moore
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Li, Jing & Danièle Moore
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Stratilaki-Klein, Sofia
2019. Dynamic conceptions of plurilingual and intercultural competence in the multilingual environment of Luxembourg. European Journal of Higher Education 9:3 ► pp. 300 ff. DOI logo

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