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The study reported in this article examined the dynamics of plurilingualism, ethnicity, and effectiveness in intercultural encounters among a sample of 221 participants from Chinese universities via an online questionnaire and a situational judgement test comprised of three scenarios involving plurilingual and intercultural encounters. It employed latent profile analysis to identify distinct profiles based on participants' plurilingualism, including how they used their languages, their exposure to linguistic diversity in oral interactions, and their experiences with plurilingualism in society, school, and university. The study also considered participants' ethnic backgrounds and self‐reported intercultural effectiveness. The findings revealed two latent profiles characterised by notable differences in ethnic background, language proficiency, language use, and experiences of plurilingualism in society, school, and university. Additionally, the most consistent predictors of participants' behaviour in the three scenarios were their fluid language use and exposure to linguistic diversity during oral interactions. [ABSTRACT FROM AUTHOR]

This article examines the transformation of Australian EAL/D (English as an additional language/dialect) classrooms, transitioning from a monolingual focus on Standard Australian English (SAE) to embracing plurilingual and intercultural approaches in English language and literacy teaching and learning. Employing hermeneutic phenomenological and narrative analyses, the study reflects on the lived experiences of 16 English teachers who learned English as an additional language and migrated to Australia. The research highlights the significance of fluid affective processes, cultural responsiveness, plurilingualism, and intercultural identity development in language and literacy classrooms. Findings emphasise the central role of affect in EAL teaching and its implications for cultural responsiveness and linguistic diversity. The lived experiences of these teachers underscore the transformative potential of diverse teaching strategies that resonate with students on affective and cultural levels. Implications include fostering plurilingual literacy and identity development, promoting global identity, and cultivating intercultural capabilities among learners and educators. Ultimately, the article highlights the paradigm-shifting power of English language and literacy education when enriched with empathy, creativity, and a commitment to linguistic and cultural diversity. This approach not only enhances EAL/D education but also offers valuable insights and implications for other areas of the curriculum and pedagogical practices, promoting a more inclusive and responsive educational environment across disciplines. [ABSTRACT FROM AUTHOR]

While studies have shown that additional language (Lx) learners build on knowledge of previously acquired languages (Ringbom 2007), the natural interaction between languages is rarely exploited in Lx classrooms. This study explores the nature of metalinguistic reflections and crosslinguistic connections during plurilingual consciousness-raising tasks (PluriL-CRT). Three collaborative PluriL-CRTs targeting specific target language (TL) structures were implemented and recorded in a higher education German Lx classroom in Quebec, Canada. Discussions were analyzed for metalinguistic reflections with or without crosslinguistic connections and for levels of analysis (superficial vs. complex) in terms of Form – Meaning – Use (Larsen-Freeman 2014). Analyses suggest that when crosslinguistic connections are made, learners engage in qualitatively different levels of analysis depending on the given TL structures and specific language combinations. The framework of analysis detailed in this study is meant to serve future research into the effects of plurilingual classroom practice that involves metalinguistic reflection on Lx development. [ABSTRACT FROM AUTHOR]

The current article studies the competencies of plurilingual students and how these competencies are exploited in the learning of French as a Foreign Language. Adopting a translanguaging theoretical approach, we argue that learners of foreign languages who already speak at least one other language have some linguistic competencies which manifest during their learning of the French language. Through observation of learners of French at the University of Ghana Business School and analysis of their written production, we confirm that some of these plurilingual competencies in students are demonstrated in the nature of the errors identified. The paper therefore recommends that learners' existing competencies be taken into account and built upon when developing lessons for the foreign language classroom and during classroom delivery. [ABSTRACT FROM AUTHOR]

This article summarizes two studies by Leffa (1999) and Rodrigues (2016) on the laws modifying the Brazilian national curricular policies on foreign language teaching and learning, as well as information drawn by the authors of the present paper from the National Curricular Common Core. Comparatively, it aims to research the laws practiced in São Paulo and other countries, constituted by a linguistic and cultural diversity inherent or as a consequence of intense migratory flows. To analyze the results of this research, some theoretical tools proposed by Hall (1997), Castro-Gómez (2007), Monte Mor (2013), and Spolsky (2016) are used. The results show that the Brazilian policies for foreign language teaching, despite having already valued plurilingualism at some points, in other, especially the current one, have submitted its students to a monolingualist and monoculturalist point of view, resulting from the globalizing process of Americanization of the world. The results have also demonstrated the necessity of the existence of investments and tools to demand closer official control on the implementation of such laws. [ABSTRACT FROM AUTHOR]

Due to the increased mobility and linguistic and cultural diversity internationally, there has been a renewed interest in the linguistic practices of immigrant families. Earlier scholarship focused on the difference between parenting in monolingual contexts and bilingual parenting conceptualised as management of more than one language in a family. To better understand the complexity of language practices in immigrant families, this article develops a new concept of plurilingual parenting. This analysis is based on empirical data from Canada and uses plurilingualism as a theoretical framework. I found that immigrant parents adopt plurilingual parenting, which is characterised by the following features: (1) parental beliefs in the dynamic and fluid nature of language practices; (2) family language policies that are flexible and allow for partial proficiency in languages in familial linguistic repertoires; and (3) interconnectedness of language and culture. Implications include the possibility to use the concept of plurilingual parenting in the scholarship related to family language policy and identity negotiation in immigrant families. Educators working with immigrant students will benefit from the familiarity with the concept of plurilingual parenting by aligning their expectations with parental practices and appreciating students' funds of knowledge. [ABSTRACT FROM AUTHOR]

The participation of multilingual children in minority language immersion programmes is under-researched internationally. The Republic of Ireland (RoI) has become a linguistically and culturally diverse society. In the RoI, parents have the opportunity to educate their child in English-medium or Irish-medium (IM) schools. However, the cohort of multilingual children attending IM schools is very small. This study investigated the reasons why parents who spoke a home language other than Irish or English chose to enrol their children in IM primary education. It also investigated parents' perceptions of the benefits of this form of education. Semi-structured interviews were undertaken with 15 parents from a variety of language backgrounds. It was found that parents were motivated to enrol their child in IM primary schools to provide them with the opportunity to learn a variety of languages at an early age. Benefits associated with learning multiple languages and immersion in Irish culture and heritage were seen as the main advantages of IM education. A minority of parents chose an IM school when there was no space for their child in an English-medium school. Parents reported that they did not experience significant challenges in IM immersion. Recommendations arise to support the participation of multilingual families in immersion education. [ABSTRACT FROM AUTHOR]

In this article I introduce a new mode of writing within the creative-critical paradigm termed 'creatical'. This practice involves merging creative and critical discourses to generate embodied, theoretical, metatexual, poetological and plurilingual insights. I explore each of these five modes of enquiry against the backdrop of an illustrative anecdote recounting linguistic discoveries that I made while walking in a foreign-language urban setting. [ABSTRACT FROM AUTHOR]

This paper addresses linguistic and epistemic justice by exploring multilingual practices in tertiary contexts in an English‐dominant linguistic ecology. The paper argues that the university linguistic space (linguascene) governs language choices toward English monolingualism, and this has implications for epistemic justice in multilingual universities. While the top‐down policy of institutional monolingualism serves as the backdrop to the research, the paper is focused on individual voices and student perspectives. The study collected semi‐structured interviews from 14 tertiary students studying in Australia to interrogate their dispositions of the affordances that university spaces provide for multilingual practices. The findings of this study expose monolingual ideologies where English is seen as the legitimate norm and students do not engage with other languages through translanguaging practices. The study also reveals that students’ language norms are driven by ideologies of linguistic entrepreneurship directed at the priority of English. Students expressed doubts about the practicality of embracing multilingualism, therefore, perpetuating existing monolingual practices. The paper points to ideological barriers in the development of multilingual practices and calls for developing critical language awareness in students and academics to ensure that they become more aware of the benefits and the epistemic justice aspects of multilingual practices during their academic studies. [ABSTRACT FROM AUTHOR]

Aims: The authors develop a contrast between grounded and ungrounded language ideologies, defining grounded ideologies as those which are anchored empirically and ungrounded ideologies as those which are not. This framework guides a description of the history of translanguaging theory from early translanguaging theory, grounded in empirical research on codeswitching and other scholarship on bilingualism, to late translanguaging theory, which changed under the influence of a postmodernist approach to language policy known as deconstructivism. The authors further discuss charges of "abyssal thinking" attributed to those who do not accept deconstructivism. Approach: The approach is argumentative. Data and Analysis: The authors draw on a wide range of previously published empirical work to support their conclusions. Conclusions: The authors conclude that late translanguaging theory is at odds with empirical research and holds negative consequences for pluralist language ideologies and civil rights advocacy. Originality: The article makes original contributions to language ideology, the history of translanguaging theory, and the relationship between language theory and language ideology. Significance: The article makes a significant critical contribution to the literature on multilingual language theory by drawing attention to significant limitations of translanguaging theory as a resource for language ideology. [ABSTRACT FROM AUTHOR]

This study investigates the implications of engaging plurilingual children in creative multilingual placemaking practices on their language awareness and sense of belonging. Children participated in carefully designed class activities, engaging in tasks focused on reflecting on their own identities, the community's, and the neighbourhood's, alongside continuous research conversations. This process led to children creating multilingual placemaking design initiatives to propose changes in their schoolscape to make their school linguistically more inclusive. Through these activities, children reported that (1) they became more aware of the presence of different languages and cultures around them and (2) they became more aware of the power of language(s) in creating belonging; they argued that (3) this allowed them to acknowledge the fluidity of meanings between their L1 and L2; and they explained that (4) the project supported them in cultivating curiosity about languages and language learning. Overall, the findings suggest that creating a space for children to analyze the geographical, sociological, and linguistic aspects of their environment would impact their learning, social awareness, critical thinking, and transdisciplinary knowledge. [ABSTRACT FROM AUTHOR]

This study investigates how pre-service Teachers of English in Bilingual Streams’ (TEBs) perceptions of plurilingualism are elicited through carrying out small-scale research with learners. It builds on previous studies showing positive relations between teacher education and shifts in pre-service teachers’ predispositions towards plurilingual education, particularly when opportunities for critical reflection on the interplay between course- and field work is emphasised. TEBs (N = 6) were introduced to visual and spoken data collection methods consisting of language mapping and focus group interviews during coursework and administered these during fieldwork. Spoken and written research reports were analysed deductively using language ideologies adapted from Ricklefs (2023). Results show all participants have a positive disposition to plurilingualism on completion of the course and fieldwork, particularly in relation to valuing plurilingualism as a potential resource in CLIL. Implementing multimodal research methods makes linguistic variation visible and draws out learner experiences. This helps TEBs make connections between their own beliefs and experiences, and those articulated by their learners and in their placement schools. This approach builds on the dynamic nature of the interaction between teacher beliefs and practices and confirms that critical reflection can play a key role in shaping TEBs’ dispositions towards plurilingualism and plurilingual pedagogies. [ABSTRACT FROM AUTHOR]

This study investigates first-year undergraduates when starting their studies in a highly internationalised public university settled in a multicultural and multilingual European city. It focuses on to what extent individual differences as regards plurilingualism and previous intercultural experience are related to a higher or lower degree of Intercultural Sensitivity (IS), in the five dimensions of this construct (Chen and Starosta 2000). 881 students from 15 Bachelor's degrees answered two questionnaires covering background profile and Chen and Starosta's Intercultural Sensitivity Scale (2000). Both descriptive and inferential analyses were performed. Participants from and in such a context showed high IS at the start of university. However, the analysis yielded differences between the IS Scale dimensions: from highest to lowest means, Respect for Cultural differences, Interaction Enjoyment, Interaction Engagement, Interaction Attentiveness, and Interaction Confidence. Gender, individual plurilingualism, family plurilingualism, and intercultural friendships emerged as the profile variables most correlated with higher IS; birthplace and place of schooling, the least. Results raise awareness on what profile of undergraduates may be more in need of educational interventions not just aiming at their individual Intercultural Sensitivity but also making truly intercultural Higher Education possible. [ABSTRACT FROM AUTHOR]

Linguistic diversity emerging from international student mobility, in non-anglophone universities, is typically eclipsed by the existing tensions between the national language(s) and English as 'Lingua franca'. Through a series of semi-structured interviews with university lecturers, this study highlights the tensions surrounding national languages and English and the attention paid to international student languages as resources for learning. Furthermore, using enunciation theory it seeks to show what shapes lecturers' attitudes to language use at university. It concludes that while there is some evidence that international student languages are recognised in teaching practices, there are also real concerns over maintaining the national language(s). This obscures the role that international student languages could play in teaching and learning. [ABSTRACT FROM AUTHOR]

This study continued an in-depth investigation of the Plurilingual Creativity paradigm. It examined how Big Five personality traits moderated the relationship between plurilingualism/pluriculturalism and creativity. Data collection included assessments of plurilingual experience (measured by the abridged version of the Multilingual and Multicultural Experience Questionnaire), multicultural experience and desire (measured by the Multicultural Experience Questionnaire), intercultural competence (measured by Integrative Intercultural Competence Survey), and divergent thinking (measured by Unusual Uses test). A series of regression analyses using moderation models obtained evidence that neuroticism interacted with the plurilingual index (composed of the number of languages spoken by participants and their overall language proficiency), contributing to flexibility in divergent thinking. Extraversion interacted with the intercultural competence component, namely the management of intercultural interaction, contributing to fluency, flexibility, and originality in divergent thinking. It also interacted with multicultural experience in contributing to fluency. These findings emphasized the importance of considering personality traits in plurilingual creativity. [ABSTRACT FROM AUTHOR]

In an era marked by rapid change, educators face a persistent call to nurture creativity in students, prompting them to explore innovative solu- tions. This study investigates the role of students' plurilingual resources in fostering creativity within a foreign language classroom at secondary school level. Students collaboratively produced literary writings (songs, poems, and short stories) in which they applied their plurilingual resources (all of languages they knew). This case study employs a bottomup approach to analyse students' texts to determine whether facilitating the use of their diverse linguistic resources, including the blending of codes and modes, acts as a catalyst for creativity. The research results indicate that the foreign language classroom can indeed serve as a platform for students to engage in various forms of language creativity. The findings also suggest that encouraging students to utilize their diverse linguistic resources enhances language creativity. Additionally, the analysis highlights that the collaborative nature of the task supports the no- tion that exploring multiple solutions, rather than adhering to a single correct answer, fosters creativity. Furthermore, evidence indicates that creating a safe environment for learners is crucial for encouraging playful and unconventional language use for creative purposes. [ABSTRACT FROM AUTHOR]

Resorting to ecolinguistic theories, underscoring the concept of (trans)languaging and methodologies highlighting the need for analytical contextualization (Steffensen, Fill, 2014), the author presents the understanding of success in learning English as an L2 among selected multilingual students of Applied Linguistics at his home university, for whom knowledge of English and other languages is to be a final product of a professional character. Data has been elicited via focus group interview methodology (Parker, Tritter, 2006; Lankiewicz, 2023) with the use of a semi-structured interview and thematic framework analysis. The research findings suggest that English occupies a special place in students' plurilingual repertoires and its pluricentric character helps them to be legitimate L2 users of their linguistic repertoires who do not measure their success by native speaker standards. The research undertaken offers insights into the process of the language learning evaluation of multilinguals via including their full linguistic repertoires to account for language learning processes. [ABSTRACT FROM AUTHOR]

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Plurilingualism is an inclusive language teaching approach to sustain multilingual societies, but there is little investigation on teacher candidates' (TCs) beliefs and challenges before and after its implementation. This interpretive qualitative study introduced plurilingualism in teacher education at a Canadian university. Sixteen TCs participated in the study, which 1) investigated TCs' conceptualizations of plurilingualism, and 2) examined TCs' perceptions of overall affordances of critical plurilingual pedagogies before and after their practicum. For four months, participants experimented with plurilingual pedagogies such as translanguaging and cross-linguistic analysis, designed tasks, and taught lessons. Five types of data were generated: 1) weekly annotations of readings on Perusall, 2) designed language tasks, 3) task delivery demonstrations, 4) lesson plans, and 5) final reflection after the teaching practicum. Inductive content analysis was conducted on NVivo with data triangulation. Findings suggest that TCs shifted their views of language, and aligned plurilingual pedagogies with equity, diversity, inclusion and decoloniality principles. Findings also show that TCs transgressed the monolingual discourses often present in schools, and felt empowered after the training. We call for the inclusion of critical plurilingual practices in teacher education programs for the sustainability of multi/plurilingualism. [ABSTRACT FROM AUTHOR]

In Spain, the learning of foreign languages has become one of the most interesting educational challenges in recent decades. Regulatory changes have been proposed to align with the Council of Europe's language policy, which aims to promote plurilingualism and pluriculturalism among European Union citizens. Although the development of plurilingual competence in students has become a key goal, there is little evidence regarding the beliefs of current teachers, especially in monolingual contexts, where multilingualism is mainly developed through instruction. This study involved 307 teachers who taught languages or subjects in a foreign language. The results reveal beliefs about the promotion of plurilingualism, the objectives of language learning, the importance of plurilingual competence, and its characterization that at times do not align with the European language policy and its approach to plurilingualism, though there is agreement on other issues. Among the variables analyzed, two variables—academic training and the number of languages known—were found to significantly influence the beliefs revealed. [ABSTRACT FROM AUTHOR]

This article explores the existing dynamics between languages and identities in a changing multilingual indigenous context in Nunavik. Although immersed in Inuit culture throughout their lives, many Inuit today do not understand or speak their ancestral language, Inuktitut. This ethno-sociolinguistic study (Blanchet, 2012) exposes Inuit cultural and linguistic experiences which revealed that by actively participating in their Inuit way of life, young and old alike learn to live their "inukness" (Qilavaaq, 2012), the Inuit way to say, act, think and live. An identity cultivated through the myriad practices that make up the Inuit oral tradition. I examine the emerging representations of Inuit participants through the way they expressed their experiences in their ancestral culture. Culture which, today, is undergoing significant sociolinguistic changes (Weinreich, 1953; Thomason & Kaufman, 1988; Wendel & Heinrich, 2012; McCarty & Nicholas, 2014). [ABSTRACT FROM AUTHOR]

In the midst of a multicultural society, cultivating intercultural awareness is a part of the political framework of plurilingualism,as European linguistic policy is based on a multilingual phenomenon. Plurilingualism is a renewal of the individual's ability to communicate on paralinguistic and paratextual aspectsand developintercultural skills,likely their cultural roots. This political hegemony unwittingly developed massively before the infiltration of Frenchlanguage in Indonesia through flavourcontact in the form of gastro diplomacy. Starting with the European cookery heritage in Indonesia, this study aims to explore the presence of European flavours inculinary development to set up the attitudes of respect and understanding of the uniqueness of language culture based on Frenchlanguage learners. In addition to intercultural communication skills, this term contains nationalism as a political goal of plurilingualism, which ideally can eliminate cultural contestation. Therefore, the research methodsare document studies, observations, and questionnaires, whichaim to explore the existence of intercultural flavours as a form of cultural contact, authenticate cultural knowledge, build intercultural awareness,and diplomatic efforts from Frenchlanguage didactic. The result is a significant change,increasing interest in learningFrench, and also the development of national identity through knowledge, skills andbehaviouras a part of intercultural awarenesswith authentic language materials.

The paper examines the impact of plurilingual teaching on the ability of secondary school students to mediate interlinguistically. The objective of the presented study was to investigate the effectiveness of the plurilingual approach and its influence on students' abilities to transfer information obtained in one language to another. The seventh graders (n=22) were divided into two groups: the experimental group (11) and the control group (11). The intention was to identify the extent to which the plurilingual approach can enhance one mode of communication (mediation). Furthermore, the experiment initiated in 2022 permitted a comparison of the students' achievements in mediation with other abilities that were developed intentionally over a two-year period. This correlation serves to reinforce the reliability of the results. [ABSTRACT FROM AUTHOR]

Drawing on trans/plurilingual approaches, this paper describes a collaborative action research project between an education researcher and two university instructors of French as a second or other language (L2/Lx) in Quebec, Canada to explore holistic and dynamic ways of L2/Lx education for critical language and cultural awareness. Valuing research as praxis, we examine our three-year interdisciplinary collaboration processes, describing how our various research expertise and theoretical orientations as well as our language learning and professional experiences shaped and facilitated our research partnership. Through vignettes from our professional learning community, we each articulate in our own voice the co-learning processes with one another and with students. Using the lenses of co-stance, co-designs, and co-shifts (Tian and Shepard-Carey 2020. (Re)imagining the future of translanguaging pedagogies in TESOL through teacher–researcher collaboration. Tesol Quarterly 54(4). 1131–1143), we captured moments of our emerging nuanced understanding of what and how trans/plurilingual practices supported more in-depth French learning and critical language awareness. As we translanguaged using a mix of English, French, and other languages, we also found ourselves constantly re/trans-languaging our disciplinary expertise and theoretical framings to negotiate our co-stances and practices. Through these transknowledging processes (Heugh 2021. Southern multilingualisms, translanguaging and transknowledging in inclusive and sustainable education. In Philip Harding-Esch & Hywel Coleman (eds.), Language and the sustainable development goals: Selected proceedings of the 12th Language and Development Conference, 37–47. Dakar, Senegal: British Council), we engaged in translingual reflexivity and expanded each other's fields of vision, supporting more critical reflections and careful listening for transformative change. [ABSTRACT FROM AUTHOR]

As plurilingual/multilingual research advances, factors that contribute to or hinder individual's flexible language use are still underexplored. Questions such as Why do some people identify as plurilingual and pluricultural while others do not? and What factors contribute to high levels of plurilingual and pluricultural competence (PPC)? remain unknown. This article presents results of a mixed methods study with 250 plurilingual participants in the multilingual city of Montreal, Canada. Data was collected through a demographic questionnaire, the Plurilingual and Pluricultural Identity Questionnaire (PPIQ) and the Plurilingual and Pluricultural Competence (PPC) scale. Results show that a vast majority of participants identified as plurilingual and pluricultural, and seven reasons for shaping this identity were found: rich repertoire, lived experiences, awareness of differences and similarities, transculturalism, adaptation and integration, translanguaging, and openness. Moreover, there was a significant difference in PPC scores between Canadian-born participants and participants born outside of Canada, suggesting that speakers of minority languages in Canada have lower PPC scores compared to speakers of Canada's official languages. These results are significant as they enhance our understanding of language use and identity, suggesting that plurilingualism and pluriculturalism can be the new norm in multilingual contexts but minority languages need further recognition. [ABSTRACT FROM AUTHOR]

Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. The study relied on in-depth one-on-one interviews with 20 participants, ten from each Indigenous group. The findings show that despite older generations' relative proficiency and interest in their respective Indigenous languages, motivation to master them is fading among younger Indigenous populations. There is also a lack of opportunities to learn the languages including informal settings despite protections within the federal legal system. The participants identified three reasons for the rapid decrease of language speakers that include assimilation of the Indigenous groups, differences in rural and urban development, and globalisation. The article concludes with recommendations on how to revitalise Indigenous languages in Russia. [ABSTRACT FROM AUTHOR]

This article explores cross-linguistic lexical influence (CLI), i.e. idiosyncratic borrowings and creations based on other languages, in texts written by pupils learning French and English as foreign languages, and whose language of instruction is German. The study, carried out in German-speaking Switzerland, was based on a plurilingual conception of language learning and drew on research on tertiary languages. Two groups of learners at the end of Grade 7 (age 13/14) were compared before and after a reform in the teaching of English. While both groups had been learning French since Grade 5, one group had been learning English before French since Grade 3 (Group 3/5, n = 220) and the other after French since Grade 7 (Group 5/7, n = 94). The L3 French texts of group 3/5 revealed a higher number of idiosyncratic borrowings and creations based on English L2, while the English L3 texts of group 5/7 borrowed more from L2 French and presented more lexical creations that drew on German. The correlations showed that learners who use lexemes with a detectable cross-linguistic influence in one language also tend to do so in the other. The results are interpreted in relation to the educational context, and to the concept of translanguaging. [ABSTRACT FROM AUTHOR]

Plurilingual pedagogies determine that the totality of the students' linguistic and cultural repertoires should be brought into the teaching and learning process. Despite the still prevailing monolingual norm in educational institutions of today, more and more reports on student and teacher recognition of plurilingual approaches as a valuable resource for learning start to emerge. As one of the most multicultural and multilingual countries in the world, the UAE offers a plethora of curricula where the languages of instruction vary, thus appearing as the ideal setting to explore affordances and challenges of plurilingual pedagogies. Therefore, the goal of this study was to understand UAE K-12 teachers' perceptions and potential uses of plurilingual instruction in their mostly bi- or multilingual classrooms. The results seem to indicate that the majority of the teachers surveyed acknowledged the value of other languages, apart from the language of instruction, as support for learning in diverse contexts, choosing to discretely challenge the monolingual stance preferred by their school policies by instinctively implementing plurilingual practices in their teaching. [ABSTRACT FROM AUTHOR]

The article aims to provide a brief summary of what has been realized in Italian schools as far as plurilingualism is concerned. After a short introduction where figures concerning foreign students in Italian schools are provided, the article mentions what schools have designed and realized in the last decades. Critical issues are then examined, regarding all the different subjects involved: students, families, teachers and schools. An international project about language learning and plurilingualism is then described. The project was realized thanks to a partnership between Ufficio Scolastico Regionale per la Lombardia and Ontario Institute for Studies in Education (OISE) - University of Toronto. It was coordinated by Professor Enrica Piccardo and Inspector Gisella Langé during the school year 2020-2021 and was entirely carried out on line. About one hundred and twenty language teachers of different levels took part in it. Theoretical issues are described, as well as the project development and its results. [ABSTRACT FROM AUTHOR]

This case study endeavored to investigate such difficulties, challenges and issues that are generally faced by the English language teachers operating at the primary level in Dera Ghazi Khan. It tried to find out the causal relationship between the adverse impact of the challenges to teachers and the implementation of the state-owned language education policy at the primary level. A qualitative study approach coupled with convenient sampling techniques was employed for collecting data from 14 primary school teachers (7 males & 7 females). The data, mainly recorded through semi-structured interviews and class observations, was subjected to thematic analysis. The results exposed challenges like poor English foundations, crowded and diverse classrooms, insufficient teacher training, and lack of parental involvement which hamper the way of proper policy implementation and cause probable acts of linguicism. Study recommends continuous specialized training and modern resources for the teachers. Additionally, it recommends proper restructuring in the existing (macro-micro) level language in education policy to accommodate more of teachers' agency for having plurilingualism/ multilingualism in classrooms. [ABSTRACT FROM AUTHOR]

Europe and its Languages: The Fluctuating Ambiguity. Humanity has never given up the quest for the perfect language. From the lingua franca to the construction of a perfectly rational multilingual algorithmic code that would deliver us from what we believe to be the curse of Babel; automatic language processing has revived the dream of a standardized multilingual communication tool, fully motivated, transparent, angelic, without loss or redundancy. But the more analytically coherent and semantically bi-univocal a language is, the less able it is to signify the world and ideas. Indeed, speaking is not just about communicating, it is also about putting thought into dialogue with itself, so that it can exist with others in the polis. By delegating the encounter between people to artificial intelligence, has mankind been foolish enough to try to resolve the “faltering equivocality of the world”? Let us explore how European thought, since Antiquity, has envisaged the essence of language; perhaps we can catch a glimpse of Europe’s Being?

Plurilingual-inspired pedagogies show multiple potential benefits for teaching and learning languages and have therefore been strongly promoted by the European Union through various policies. Nonetheless, their implementation is not exempt from limitations and difficulties concerning teaching practices and availability of resources. Meanwhile, technology has long been seen as a chief factor in supporting and enhancing learning in the foreign language classroom, and it can now serve plurilingual-inspired pedagogies due to its flexibility and heterogeneity. The present study reports on the results obtained from a questionnaire completed by 306 teachers across Eu- rope, which explores their perspectives on the use of technology-mediated plurilingual practices. The survey has been designed ad hoc and then distributed among in- and pre-service teachers at pri- mary and secondary levels in 10 European countries. Our final aim is to investigate the integration of technology and plurilingual-inspired pedagogies in terms of awareness, use and training needs. Results indicate that almost half of the participants have implemented a digital-based activity that involved the use of different languages in the past, but yet claim that there is a scarcity of available information and resources. Further results look into the nature and characteristics of these plurilin- gual practices, as well as the role played by technology in such activities. Finally, teacher training implications derived from the results are discussed.

This mixed-methods study explores whether undergraduates in a multilingual, multicultural university – and more specifically in a multi-dimensionally internationalised classroom – manifest transcultural competence when starting university studies. The article precisely focuses on the role of intercultural friendships and personal and family plurilingualism in the construction of an identity that reveals such competence, namely, a transcultural identity. Data include profile and transcultural competence questionnaires as well as interviews and classroom observations. Descriptive statistics and regression analyses show that first-year undergraduates in such a university display transcultural competence at the start of their studies, but more so students with intercultural friendships, personal or family plurilingualism, or belonging to a multi-dimensionally internationalised classroom. Qualitative data document that this educational context may trigger affordances for diversified plurilingual intercultural interactions in which transcultural competence may manifest in the form of a complex transcultural 'twenty-first-century youth identity' that is linked to sensitivities and attitudes valuing heritage as well as a transnational way of life. [ABSTRACT FROM AUTHOR]

As part of a larger project investigating language awareness in plurilingual settings across educational levels through a multiple case study, this article zooms in on students' language awareness as it unfolds in a classroom in a Danish upper secondary school, in the context of a compulsory, plurilingual general language awareness course. Considering language awareness as a sociocognitive phenomenon that may meaningfully be observed through students' engagement with language in the classroom, qualitative data were collected through observation, interviews, and collections of student work, and analyzed using an abductive form of qualitative content analysis. The initial deductive analysis is based on a theoretical model of language awareness; additional, inductive analyses lead to more nuanced descriptions of students' metalinguistic, practical, and critical language awareness. Finally, a contextualized analysis of one example is given to illustrate the collaborative unfolding of language awareness in this context, leading to the conclusion that the different forms of language awareness studied are often interlinked and that they should be viewed as such both in research and teaching practice. [ABSTRACT FROM AUTHOR]

For many years, French and Canadian schools have welcomed students from around the world. This article presents the Binogi/ESCAPE project, which supports the integration of a multilingual digital resource in the classroom that presents STEM content through a multilingual lens with associated animated videos and quizzes. The study aims to encourage the inclusion of multiple languages in STEM content in both language-based (FSL/ESL) and content-based (STEM) classrooms. Researchers collected data during the 2020–2022 school years through focus groups, interviews, logs, observations, and questionnaires. Study participants included 17 teachers in France and 18 teachers in Canada. The results show that opening up to languages through a multilingual resource works as a springboard, allowing teachers and their students to find innovative ways to include other languages. Teachers who have used the resource have also appreciated the use of Binogi for instructional differentiation. Binogi's multilingual features supported translanguaging activities in the classroom, linking STEM content to literacy activities. However, more research is needed to understand how to train teachers to use multilingual resources to better support newcomer students. [ABSTRACT FROM AUTHOR]

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This article focuses on the effects of a 21-hour Romance Intercomprehension (RIC) module on the plurilingual competence in Romance languages of no prior knowledge and EFL reading comprehension skills of a group of Italian schoolchildren aged 10–11. Data were collected pre- and post-training through a simple language identification and comprehension questionnaire (within subjects, n = 19), and an EFL reading comprehension test (between subjects, RIC group n = 15; control n = 23), to answer the following questions: 1) What type of plurilingual reading strategies and competence can a short RIC module develop in a school con-text? and 2) Do the competences and strategies acquired through such a RIC course affect proficiency in EFL reading comprehension? Comparisons of pre- and post-test results indicated not only that the RIC-trained group did develop an initial level of plurilingual competence in Romance languages, but also that their EFL reading comprehension skills improved more than those of the control group. Further research is needed to substantiate these data and confirm this strategy transfer. However, alongside validating Intercomprehension methodology for quick development of plurilingual reading competence, this study seems to indicate that such competence can be extended outside a language family even in young learners. [ABSTRACT FROM AUTHOR]

The rise of ELF in an increasingly multilingual society presents a great array of challenges as regards teachers’ stereotypical perspectives, generating the need to revisit teacher education both for English language teaching (ELT) and Content and Language Integrated Learning (CLIL). Multilingual classrooms require that teachers update their understanding of language in use, of the new status of English, of material development, of authenticity, and of the use of ICT and of mediation strategies. Adopting these aspects in teacher education can indeed bring about significant change in the language classroom, where the contributions of non-native teachers, as well as of their learners, may offer novel pedagogical insights. The study described in this article is partly based upon the ENRICH CPD course and two methodological courses for CLIL subject teachers using English in their classrooms, which aimed primarily at developing teachers’ awareness of the role of English in communication and their multilingual classrooms. The study investigated their responses to the approach adopted and to ELF through questionnaires, lesson plans and comments in discussions among the course participants. [ABSTRACT FROM AUTHOR]

In this article, we propose an aesthetic and plurilingual/pluriliteracies approach to additional (or second, foreign...) language teaching and learning. The research reported on took place in a secondary school in Barcelona where young people take on the role of teachers of the host languages (i.e., Catalan and Spanish) to adult migrants. We focus on a plurilingual poetry workshop offered in this program as an empirical foundation for the proposed approach. Data was collected ethnographically during the poetry workshop (i.e., through participant observation, field notes, conversations, video, photography) allowing the exploration of processes and outcomes. We consider, on the one hand, the opportunities for language learning made possible by incorporating arts-based methods and plurilingualism/ pluriliteracies in the workshop. On the other hand, we ask what an aesthetic lens, combined with a recognition of plurilingualism/pluriliteracies, can offer to our understanding of language learning outcomes. Our results suggest that co-artistry is an opportunity for enhancing additional language learning in our aesthetic and plurilingual/pluriliteracies approach to additional language teaching and learning. [ABSTRACT FROM AUTHOR]

We've set out to explore the notion of "language centrality", a notion virtually nonexistent in linguistics, whose theoretical implications, at linguistic, semiotic and philosophical levels, deserve to be explored, but whose consequences for educational policies seem to us of the utmost importance. On a theoretical level, the notion of "centrality" leads to a radical change of perspective, and an absolute challenge to the semiotic triangle as a mode of representation of the relationships between the real world, ideas and words, a mode of representation that is so well established in people's minds as to be common sense. At the political level, analysis reveals that many educational policies, by neglecting the importance of language skills in the child' s development process, are in fact dead ends, leading to disastrous social consequences. Decades of effort are needed to reverse the trend and correct errors that have been widely highlighted by advances in neuroscience. [ABSTRACT FROM AUTHOR]

In order to contribute to a more nuanced understanding of the varied ways multiple language competencies are invoked in scientific communication and publication, this study features a content analysis of a collection of English, French, and Arabic abstracts from 14 articles of Al-Awamia, a Moroccan agronomic journal. Mapping rhetorically significant differences across abstracts in different languages suggests that EN/FR abstracts are tailored to an international specialist audience and Arabic abstracts favor a domestic policymaker audience in several key ways. The textual moves made to address these different audiences are typical of those studied by scholars of science communication, and accordingly this study indicates that plurilingual textual practices in scientific writing are associated with differences in audience and stakeholders. These findings carry implications for trans/pluri/multilingually oriented scholars of scientific communication, as well as for those who prepare future researchers for the demands of publication, suggesting that the flexible use of diverse linguistic resources is important to scientific practice in a globalized world. [ABSTRACT FROM AUTHOR]

The article presents the findings of a mixed exploratory study called "Diagnosis of multilingualism needs in Antioquia," which seeks to identify the demands in this area in the department of Antioquia, Colombia. Through the use of surveys, interviews, and documentary analysis of municipal plans to collect data, it was found that four main languages coexist in Bajo Cauca Antioqueño: Spanish, English, Colombian Sign Language, and Emberá. In addition, there was a lack of investment and actions to promote multilingualism, as well as deficiencies in teacher training in English, Colombian Sign Language, and Emberá. From the analysis, we conclude the need to implement coordinated actions to address these demands, by promoting inclusion, preserving cultural diversity, and facilitating communication in a linguistically diverse environment. [ABSTRACT FROM AUTHOR]

This article sought to identify and describe the aspects present in the linguistic repertoires used in the contact zone of Porto Murtinho and Carmelo Peralta, as well as analyze how the sociocultural characteristics of this conurbation are represented in the peculiar way in which people negotiate such repertoires and perform their exchanges. linguistics. This research is characterized as exploratory, based on a bibliographical review, in a selective and critical manner. Analysis through indexicality allowed the identification of sociolinguistic characteristics in the local context and what are the meanings, values and status that are attributed to contact languages in their respective uses, which the different groups and social strata belonging to the conurbation attribute to the codes used in daily events and relational dynamics. The multiple discourses, observed in the speeches of local residents and in their fluid form, denote the need to rethink the notion of what language is in contact zones from the perspective of superdiversity. The linguistic varieties and the uses that residents make of the different languages available in the repertoire are characteristic of this contact zone and this is a condition that is best evidenced in the coexistence of Spanish, Portuguese and indigenous languages in this territory. Linguistic plurality and the ways of using the languages that make up the repertoire together, even if in fragments, are evidenced through translingual approaches and fluid views that not only take into account the situation of the speaker and his condition in society, but also its super diverse characteristics, compared to subjective emotional aspects. [ABSTRACT FROM AUTHOR]

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