Language:

Plurilingualism and Curriculum Design: Toward a Synergic Vision

TESOL quarterly, 2013-09, Vol.47 (3), p.600-614 [Peer Reviewed Journal]

Copyright © 2013 TESOL International Association ;2013 TESOL International Association ;ISSN: 0039-8322 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.110 ;CODEN: TESQA3

Full text available

Citations Cited by

Actions
1. Add to My Research
2. Remove from My Research
3. E-mail
4. Print
5. Permalink
6. Citation
7. EasyBib
8. EndNote
9. RefWorks
10. Delicious
11. Export RIS
12. Export BibTeX

Title:
Plurilingualism and Curriculum Design: Toward a Synergic Vision
Author: Piccardo, Enrica
Subjects: Applied Linguistics ; Bilingual education ; Code Switching (Language) ; Cultural Context ; Curriculum Design ; English (Second Language) ; English Language Learners ; European Council ; Foreign Countries ; Individual Characteristics ; Language ; Language acquisition ; Language Attitudes ; Language of Instruction ; Language Proficiency ; Language Teachers ; Language Usage ; Linguistics ; Multilingualism ; Nonnative languages ; North American English ; Pedagogy ; Second Language Instruction ; Second language learning ; Student Role ; SYMPOSIUM ; Teacher Role ; Teaching Methods
Is Part Of: TESOL quarterly, 2013-09, Vol.47 (3), p.600-614
Description: Contemporary globalized society is characterized by mobility and change, two phenomena that have a direct impact on the broad linguistic landscape. Language proficiency is no longer seen as a monolithic phenomenon that occurs independently of the linguistic repertoires and trajectories of learners and teachers, but rather shaped by uneven and ever-changing competences, both linguistic and cultural. In the European context, research conducted over the past 20 years in multilingual realities of local communities and societies has brought to the forefront the notion of plurilingualism, which is opening up new perspectives in language education. In North American academia, the paradigm shift from linguistic homogeneity and purism to heteroglossic and plurilingual competence in applied linguistics has been observed in the emergence of such concepts as disinventing languages, translanguaging, and code-meshing. Starting from a historical perspective, this article examines the shared principles upon which such innovative understandings of linguistic competence are based. In particular, it investigates the specificity of plurilingualism as an individual characteristic clearly distinct from multilingualism in the light of different theoretical lenses. The author discusses the potential of such vision together with its implications. Finally, this article offers pedagogical implications for English language education in the North American context, and suggests ways to investigate the new active role that English language learners and teachers can adopt in shaping their process of learning English.
Publisher: Blackwell Publishing Ltd
Language: English
Identifier: ISSN: 0039-8322
EISSN: 1545-7249
DOI: 10.1002/tesq.110
CODEN: TESQA3
Source: Education Resources Information Center (ERIC)
Alma/SFX Local Collection

Back to results list


INSPIRE LIBRARY - TON DUC THANG UNIVERSITY	(84-028) 37 755 057	Feedback
19 Nguyen Huu Tho St. Dist.7, HCM	thuvien@tdtu.edu.vn	Feedback

Plurilingualism and Curriculum Design: Toward a Synergic Vision

Copyright © 2013 TESOL International Association ;2013 TESOL International Association ;ISSN: 0039-8322 ;EISSN: 1545-7249 ;DOI: 10.1002/tesq.110 ;CODEN: TESQA3

Searching Remote Databases, Please Wait