Abstract

Abstract This contribution tries to fill the gap concerning the place and role of readers in multilingual studies by focusing on the ways in which multilingual texts both do and do not create multilingual readers. Three scenarios are illustrated with two examples each. So-called ‘shared multilingualism’ implies bilingual competence (and excludes monolingual readers) by juxtaposing languages with little overlap. Other texts exhibit more than one language yet construct a monolingual reader, while others still reward bilingual competence and at the same time accommodate monolingual incompetence.

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