Plurilingual Research Articles

Politica linguistica, democrazia e plurilinguismo: quali prospettive?

From the point of view of political philosophy, the relationship between literacy and democracy appears quite problematic, if the issue of linguistic diversity is set aside. The debate between equalitarian liberals and multiculturalists emerging with the rise of multiculturalism as a theoretical paradigm has highlighted that the historical affirmation of the Western nation-state has been built upon the negation of internal linguistic diversity, favoring some languages over others, a trend which has not lost its strength with the advent of democracy. However, one of the main results of such debate, largely indebted to the Rawlsian conception of justice, has been seemingly the idea that the extended promotion of plurilingualism (that is, a kind of promotion which does not aim to support second or third language acquisition only for the benefit of the so called ‘minority’ or ‘disadvantaged’ groups and languages) could not be a viable alternative for contemporary democratic theory to ameliorate its performance. Drawing upon the field of language policy, this article envisages showing that such a result is tied to a certain number of theoretical assumptions concerning language, which are controversial both in political philosophy and in linguistic theory. In the final section, the article tries to provide some suggestions to develop a reflection more open towards the extended promotion of plurilingualism and to acknowledge the human ability to learn more than one linguistic code.

Lexique partagé en français et en francoprovençal des Pouilles dans la perspective du plurilinguisme

The purpose of this article is to present the results of our research into the lexicon shared between the Francoprovencal of Puglia and French, two languages belonging to the Gallo-Roman domain. The two varieties of Francoprovencal spoken in the small villages of Faeto and Celle di San Vito, located in the Monti Dauni area of the province of Foggia, are poorly endowed, with an oral tradition and endangered. Despite this, recent sociolinguistic surveys note that this language represents a communication code with a considerable linguistic vitality, determined by the extremely positive attitude of the inhabitants towards it. In addition, Faetani and Cellesi, recognizing their ethnolinguistic affiliation with French, show also a positive attitude towards the French language, which has many similarities with their local language. Hence our idea that French might represent a further incentive for Faetani and Cellesi to preserve their language, as well as its usefulness in understanding the official language of France and of other languages, in order to enjoy the benefits of plurilingualism. From this perspective, we will present a corpus of about 250 similar words in Francoprovencal and in French, organized according to the practice of intercomprehension. We find it relevant to make learners work on extracts of texts containing the sort of proposed lexicon. The learner will rely on the similarities, possibly on the lexical identities, which, by referring to the context, will allow him/her easy access to meaning.

Plurilingualism in teaching and Learning: Complexities across contexts

Book review of Plurilingualism in teaching and Learning: Complexities across contexts, Edited by Julie Choi and Sue Ollerhead, Routledge, New York, 2018, 244 pages, IBSN 978-1-138-22849-8

Towards an Identification of Provisos for the Implementation of Plurilingualism in Higher Education

espanolLa progresiva internacionalizacion de las universidades espanolas en aras de una mayor competitividad ha favorecido la introduccion del enfoque ICLHE (Integracion de Contenido y Lengua en la Educacion Superior), donde se auna el aprendizaje de una materia concreta con el desarrollo de la competencia en comunicacion linguistica en una lengua extranjera. Las investigaciones previas a este estudio se han centrado en factores que tienen un claro efecto en la puesta en marcha de ICLHE, como el nivel de la lengua utilizada en el aula por los docentes o el uso de estrategias de ensenanza efectivas. Sin embargo, practicamente no existen investigaciones que determinen el conjunto de especificaciones o factores que ayudan a llevar a cabo una puesta en marcha efectiva del plurilinguismo en la educacion superior. Este articulo contribuye a cubrir ese vacio de informacion, examinando los principales parametros que contribuyen a llevar a cabo un enfoque ICLHE de calidad y que han sido clasificados en cuatro grandes bloques: condiciones, estructura de los programas, destrezas de docentes y estudiantes, y consideraciones metodologicas. Los resultados del articulo se presentan en una tabla-resumen que especifica las categorias y subcategorias con las estipulaciones clave para guiar la implantacion de titulaciones o itinerarios plurilingues en la educacion superior. EnglishThe ongoing internationalization of Spanish universities has led to the introduction of ICLHE (Integration of Content and Language in Higher Education), where the aim is not only learning about a given academic subject but also developing linguistic competency in a foreign language. Some factors, such as lecturers’ mastery of the language of instruction or effective teaching skills, have proved to have a clear impact on ICLHE. However, the literature reviewed reports a lack of research on clear specifications for an effective implementation of plurilingualism in higher education. This article aims at closing that gap, providing a number of provisos that may help universities to take linguistic, academic and political decisions towards a quality implementation of ICLHE. As a method to this general aim, requisites that plurilingualism demands at higher education have been analysed and categorised into four different groups: conditions, programme structure, lecturers’ and students’ skills, and methodological considerations. Findings of the article are illustrated by means of a final summary table that highlights categories and subcategories to be taken into consideration for ICLHE to be effective.

Paisajes lingüísticos de la migración. Contextos mediáticos, urbanos y formativos

New plurilingual spaces reflect a (super)diversity, which represents, in turn, an important indicator of the fluid and dynamic changes taking place in the structure of society today. Based on these considerations originating within the sociolinguistic paradigm that considers the interrelationship between plurilingualism and pluriculturalism in interactional space, the authors of the papers collected in this special issue adopt interdisciplinary views. They combine social theories and media studies, pragmatic, discourse and linguistic analysis, the theory of perception, aesthetics and semiotics to shed light on the complexity and plurality of the experience, practice and perception of the new spaces in media, urban and educational environments.

Linguistic landscape e contesti educativi. Uno studio all’interno di alcune scuole italiane

Abstract – Linguistic Landscape (LL) is defined as the study of languages in their written form in the public space. One of the most recent and interesting developments in the field sees LL related to educational contexts. The aim of the study presented here was to observe, document and analyse the linguistic occurrences in written form on signs in a sample of Italian secondary schools. The research seeks to give a full overview of the functions of the so-called Linguistic Schoolscape, paying particular attention to the presence of immigrant languages, the characteristics of multilingual signs and the differences between top-down and bottom-up signs. The data presented here are intended to contribute to research in a number of respects: to the development of LL studies in school structures, towards a greater understanding of language dynamics within Italian schools and as a contribution to educational research. The Italian school is in a moment of great linguistic turmoil due to many factors, such as the high number of first and second generation immigrant pupils and the pressure from the Council of Europe, which is pushing for plurilingual and intercultural education to be implemented. The observation of the LL of classrooms and corridors appears to be a useful tool in order to obtain a first picture of how these factors influence and find space within the school walls.

Paesaggio linguistico e atmosfere. Alcune riflessioni metodologiche

Abstract – Beyond the significant results achieved in field research, the study of the Linguistic Landscape (LL) offers a testing ground for the theoretical and categorical changes that have impacted the latest sociolinguistic research. It is in fact through this concept that linguistic studies have participated in the so-called ‘spatial turn’ so pervasive in the human and social sciences in recent decades marked by an increasingly complex interpretation of space. Compared with this debate’s other arenas, however, sociolinguistic research has so far proved to be less attentive to consideration of the affective component of space, which always involves a person who experiences it, perceives it, crosses it, works in it, speaks it (lived space). By means of a novel crossing with the notion of atmosphere, developed by the new aesthetic of phenomenological orientation to indicate the emotional feel of human space, the present essay aims to question the conception of landscape itself at the base of sociolinguistic research, opening the way to a more complex and articulated analytical model that can more effectively tackle key dimensions of the contemporary linguistic experience, such as speakers’ modes of perception and representation in urban spaces characterized by growing plurilingualism.

The Internet as a global speech community. Towards plurilingualisms and English Lingua Franca

Abstract - Languages have traditionally been associated with specific ethnic groups confined to defined geographical areas and sometimes to certain discourse contexts or domains of use (e.g. French for diplomacy). Increasingly, telecommunication and most recently internet has meant that languages are no longer tied to particular geographical territories but may be found in various non-territorial dimensions. This has created a fluid, constantly changing global speech community in which different languages co-exist and interact in myriad ways and to varying degrees depending on the speakers’ backgrounds. Within this complex scenario, not only does English become in effect translocal language (ELF; Lingua Francas; Plurilingualism; Global Language Networks; Translanguaging.Pennycook 2007, Blommaert 2010) but English as a Lingua Franca (ELF) variations gain in influence, very possibly replacing traditional native-speaker varieties as the international standard (Seidlhofer 2011, Christiansen 2015), they will increasingly reflect the plurilingual reality in which speakers typically have at their disposal a repertoire of different languages. English, we can predict, will thus become in itself a microcosm of the wider linguistic situation especially on media such as the internet. In this paper, we will look at how far internet is leading to greater plurilingualism on the part of individuals and at how far ELF variations are emerging to reflect the multifarious linguistic backgrounds of members of the internet-based global speech community. To do this, we will analyse data from a variety of recent sources, comprising both big data (Pimienta et al 2010; Ronen et al. 2014) and specific case studies from samples of different typologies of websites (e.g. railway companies).

E-training for the CLIL teacher: e-tutoring and cooperation in a Moodle-based community of learning

The multicultural and plurilingual dimension of contemporary European society together with the growing interest in CLIL (Content and Language Integrated Learning) educational approach determined an increasing demand of methodological training for the CLIL teacher in Italy, also following the recent Educational Reform introducing CLIL instruction in upper secondary schools. This scenario encouraged the Orientale University to develop a blended methodological training course for CLIL teachers, integrating face-to-face activities with Web 2.0 virtual classrooms. This paper focuses on the online component of the course as it offered teachers the opportunity to experiment with new training environments based on technology, interaction and collaboration. Particular attention is given to the nature of the interactions among teachers and on the role of the e-tutor, acting as mediator and facilitator of learning and supporting the process of community building in the virtual learning environment. Data collection and observation confirmed that online collaborative activities not only helped teachers acquiring the methodological contents of the course but also contributed to the formation of an online community of learning that, with the constant presence of the e-tutor and the support of a well-structured virtual classroom, contributed to the success of the whole training programme.

Reflecting on CLIL innovation. An interview with Do Coyle and Elisabet Pladevall

The authors reflect on the role of CLIL in experimental teaching, teacher education and university research, from discussions with Prof. Do Coyle (University of Aberdeen, Scotland) and Dr. Elisabet Pladevall (Universitat Autonoma de Barcelona, Catalonia), in the framework of the Masters in Advanced English Studies at the Universitat Autonoma de Barcelona (January 2014). They give a brief but significant outlook on needs in the context of university studies and highlight the urgency of conducting a review of CLIL for the plurilingual Digital Age, as well of focusing on cross-curricular and transmedia exchanges in the multiple scenarios of university education.

Plurilinguismo e multilinguismo in Europa per una Educazione plurilingue e interculturale

This article provides a general outline of the language policy followed by European organizations in order to propose a definition of terms such as plurilingualism , multilingualism , bilingualism and consideration of multilingualism peculiarities and benefits either for the single person or communities. The literature has considered multilingualism linked to cognitive, psychological, cultural, educational, social and economic benefits. It is also described in terms of plurilingual and intercultural competence in the Common European Framework, which is the most important European guideline on learning and teaching languages. Plurilingual and intercultural competence as a plural repertoire of language and cultural transversal knowledge, competences and resources, is the aim of plurilingual and intercultural education : focus is on personal development, learners’ needs, linguistic and intercultural abilities in order to develop not a “native speaker” but an “intercultural speaker”.

Un elemento de prolongado consenso en la política educativa española: la acción educativa de España en el exterior

The theoretical approaches of Postmodernism and Postcolonialism are indeed very critical with the actions of linguistic and cultural projection undertaken by emblematic institutions such as l´Alliance Francaise, the Goethe Institut, the British Council and the Instituto Cervantes. In spite of these criticisms, it can be stated that those institutions, not only develop an academically excellent task, but also indeed develop an extremely laudable and irreplaceable action in respect of the construction of the global multicultural and plurilingual societies. Spanish foreign educational policy stands as one of the most solid and stable elements of the precaurious consensus of the Spanish society in educational policy. Such policy is articulated by a coherent and stable legislative frame which has been constructed by the two main Spanish political parties. Spanish foreign educational policy is vertebrated by a collection of institutions of diverse kind which hold the common feature of developing an excellent education. The contents of the teachings in those institutions disseminate the excellence of the Spanish cultural and linguistic heritage. The Spanish teachers that teach abroad hold certain knowledge, aptitudes and motivation and readiness which are not equally present in the Spanish teaching forece that does not participate in those programmes. It can be stated that, if PISA assessements had been undertaken on the basis of our pupils abroad, the ranking of Spain in PISA would have been very different. The excellence of the task and performance of the Spanish teaching abroad requires a diffusion and a presence in the educational debate of Spanish society far much higher than the one it has in the present.

Neither “Mono” nor “Multi”: Plurilingualism and Hybrid Competence

Neither “Mono” nor “Multi”: Plurilingualism and Hybrid Competence

Transdisciplinary Dialogue about the Wider Europe: Europeanization, Multiculturalism, Plurilingualism and Other Issues

Transdisciplinary Dialogue about the Wider Europe: Europeanization, Multiculturalism, Plurilingualism and Other Issues

NOTE FOR EDITOR: Development And Validation Process Of A European Language Portfolio Model For Young Learners

The European Language Portfolio (ELP) was developed and piloted by the Language Policy Division of the Council of Europe, Strasbourg, from 1998 to 2000. It was launched on a pan-European level during the European Year of Languages as a tool to support the development of plurilingualism and pluriculturalism (http://www.coe.int/T/DG4/Portfolio/?L=E&M=/main_pages/welcome.html).

What's Indian about Indian Plurilingualism?

ZUSAMMENFASSUNG Was ist das Indische an der indischen Mehrsprachigkeit? Dies ist ein Beitrag zu den Debatte über die Einmaligkeit der indischen Mehrsprachigkeit. In den letzten fünfzig Jahren hat man sich im Westen über das, was eine monistische Betrachtungs-weise Indiens Sprachenwirrwarr nennt, lustig gemacht. Hierauf hat es Reaktionen indischer Wissenschaftier gegeben, die das Gerücht, Indien sei sprachlich einmalig, übernehmen und diese Einmaligkeit als etwas Wertvolles hegen und pflegen. Dies wird besonders deutlich, wo die These aufgestellt wird, die indische Mehrsprachigkeit sei im Grunde konkurrenz- und konfliktfrei. Indische Wissenschaftier haben das Konfliktpotential der soziolinguistischen Vielfalt beschrieben, die Szene dabei jedoch als im ganzen harmonisch und friedlich dargestellt. Neuere Arbeiten zeigen demgegenüber, daß es beispielsweise durchaus eine Tendenz zur Aufgabe schwacherer Sprachen gibt. Die Vorstellungen in den Arbeiten mancher Autoren geben den Wunsch nach analytischer Homogenitat und ein Denken in gesamtstaatlichen Kategorien wieder. Ein echter Fortschritt läßt sich nur durch eine entschieden realistischen Analyseansatz erreichen, der genialen Verallgemeinerungen, Klischees und Stereotypen Einhalt gebietet und statt dessen von den Grundtatsachen ausgeht. RESUMO Kio estas hinda pri la hinda plurlingveco? Či tio estas kontribuo al la debato pri la unikeco de la hinda plurlingveco. Dum la pasinta duonjarcento la okcidenta moko pri tio kion monistoj perceptas kiel lingvan fatrason de Hindio, instigis reagojn de hindaj sciencistoj kiuj emas akcepti la onidiron pri tio, ke Hindio estas lingve unika, sed flegas tiun unikecon kiel valorajon. Tio farigas aparte evidenta en iuj tezoj, ke la hinda plurlingveco estas esence senkonkura kaj senkonflikta. Montrigas, ke hindaj sciencistoj verkis pri la konflikteco de la socia-lingva diverseco preferante bildigi la scenon harmonia kaj paca. Lastatempaj studoj tamen montras, ke ekzemple ekzistas tendenco cesi uzi kelkajn malfortajn lingvojn. La misperceptoj en la verkoj de kelkaj aŭtoroj reflektas deziron pri analiza unuececo en tutstataj kategorioj. Veran progreson eblas atingi nur per decide realisma analiza sinteno, kiu baras glorajn generaligojn, klisojn kaj stereotipajojn, kaj kiu kontraŭe respektas la bazajn faktojn.