The Swiss have decided to teach three languages, the local language, a second national language and English, from Primary school on. This should enable communicative encounters between persons from different linguistic backgrounds. An asymmetry between productive and receptive competences should foster the receptive bilingualism in a form sometimes called “Swiss model”: everyone speaks his or her own language and understands the other. But real communicative practices do not match this stereotype fully. This paper analyses the complex dynamics of face to face interaction in some key examples of authentic cross-linguistic communication at work in Switzerland. It shows how native and non-native speakers take mutual profit from all the languages they know. Neither monolingual models nor receptive bilingualism strictu sensu dominate; “mixed” forms of exploiting the respective repertoires emerge. In order to understand this language use, the paper questions the traditional representations of language competence.
Gazzola, Michele, Torsten Templin & Lisa J. McEntee-Atalianis
2020. Measuring Diversity in Multilingual Communication. Social Indicators Research 147:2 ► pp. 545 ff.
Herkenrath, Annette
2012. Receptive multilingualism in an immigrant constellation: Examples from Turkish–German children’s language. International Journal of Bilingualism 16:3 ► pp. 287 ff.
Härmävaara, Hanna-Ilona
2017. Official Language Policy as a Factor in Using Receptive Multilingualism Among Members of an Estonian and a Finnish Student Organization. In Language Policy Beyond the State [Language Policy, 14], ► pp. 201 ff.
Khalyapina, Liudmila, Ekaterina Shostak, Svetlana Koltsova & Elena Vdovina
2022. Examining Plurilingual Training Principles in Teaching Foreign Languages to Engineering Students. In Integration of Engineering Education and the Humanities: Global Intercultural Perspectives [Lecture Notes in Networks and Systems, 499], ► pp. 233 ff.
Lüdi, Georges
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Melo-Pfeifer, Sílvia & Maria Helena Araújo e Sá
2018. Multilingual interaction in chat rooms: translanguaging to learn and learning to translanguage. International Journal of Bilingual Education and Bilingualism 21:7 ► pp. 867 ff.
2012. Lingua receptiva (LaRa) – remarks on the quintessence of receptive multilingualism. International Journal of Bilingualism 16:3 ► pp. 248 ff.
ten Thije, Jan D.
2013. Lingua Receptiva (LaRa). International Journal of Multilingualism 10:2 ► pp. 137 ff.
Wodak, Ruth, Winston Kwon & Ian Clarke
2011. ‘Getting people on board’: Discursive leadership for consensus building in team meetings. Discourse & Society 22:5 ► pp. 592 ff.
Zimmermann, Martina & Anna Häfliger
2019. Between the plurilingual paradigm and monolingual ideologies in the compulsory education system of multilingual Switzerland. Lenguaje y Textos :49 ► pp. 55 ff.
Смирнова , Мария Александровна
2021. Реализация принципа лингвистической паритетности в швейцарской армии (на примере итальянского и ретороманского языков). ГУМАНИТАРНЫЕ НАУКИ :№05/2 ► pp. 169 ff.
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