The Routledge Handbook of Plurilingual Language Education

List of Contributors

Acknowledgements

An Introduction to Plurilingualism and This Handbook

Summaries of Chapters in the Handbook

1 Promoting Plurilingualism and Plurilingual Education: A European Perspective

2 Plurilingualism and the Tangled Web of Lingualisms

3 The Mediated Nature of Plurilingualism

4 Cosmopolitanism and Plurilingual Traditions: Learning from South Asian and Southern African Practices of Intercultural Communication

Part I: Critical Friend Response

5 Language, Languaging, Plurilanguaging: Considerations on the Nature of Language and Language Education

6 Evaluating Theoretical Constructs Underlying Plurilingual Pedagogies: The Role of Teachers as Knowledge-Generators and Agents of Language Policy

7 Latin American Postcolonial Approaches to Plurilingualism: The Mexican Experience

8 Linguistic Hybridity and Global Mobility

Part II: Critical Friend Response

9 Neuroscience and Plurilingual Education: Trends for a Research Agenda

10 The Cognitive and Psychological Dimensions of Plurilingualism

11 A Sociocognitive Theory for Plurilingualism: Complex Dynamic Systems Theory

12 Plurilingual Creativity: A New Framework for Research in Plurilingual and Creative Practices

Part III: Critical Friend Response

13 Questioning Human and Material Boundaries in Plurilingual Identity Construction

14 Social Sciences’ Last Hope: Giving Plurilingualism a Chance?

15 Online Plurilingual Interaction: Identity Construction and Development of Plurilingual Competence in Students and Teachers: A Focus on Intercomprehension

16 What Can Theatre Contribute to Plurilingual Education?

Part IV: Critical Friend Response

17 Plurilingual Mediation in the Classroom: Examples from Practice

18 Intercomprehension: Strengths and Opportunities of a Pluralistic Approach

19 Language Assessment in the Context of Plurilingualism

20 A Multi-Perspective Tour of Best Practices

Perspective 1: Plurilingual Education in Europe: Contexts, Initiatives and Ongoing Challenges

Perspective 2: Challenges to Implementing Best Practices in Complex Plurilingual Environments: The Case of South Asia

Perspective 3: Plurilingualism in Southern Africa

Perspective 4: Plurilingual Possibilities in the US: Beyond Translanguaging with Minoritized Bilinguals to Critical Multilingual Language Awareness for All Learners

Perspective 5: Plurilingual Teachers in a Monolingual Disguise: Linguistic Landscapes and Language Pedagogy in Two Brazilian Language Programmes

Perspective 6: Plurilingual Practices: A Canadian Perspective

Perspective 7: Plurilingual Perspectives in Australian Education

Part V: Critical Friend Response

21 Language Revitalization as a Plurilingual Endeavour

22 Plurilingualism in Digital Spaces

23 Examining the Nature and Potential of Plurilingual Language Education: Towards a Seven-Step Plurilingual Language Education Framework

24 The Ongoing Role of the CEFR in Our Plurilingual Landscape

Part VI: Critical Friend Response

Biography

Enrica Piccardo is Professor of Language Education at the Ontario Institute for Studies in Education, University of Toronto and Director of the CERLL Research Centre. Co-author of the Common European Framework of Reference for Languages (CEFR) Companion Volume (Council of Europe, 2020), she has coordinated international research projects in Canada and Europe. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity, and complexity in language education.

Aline Germain-Rutherford is Professor in the Faculty of Education at the University of Ottawa. Her research interests include faculty development, second language pedagogy, speech technology, and the integration of active pedagogy into online learning practices. She is the recipient of the 3M National Teaching Fellow Award, a Canadian award for excellence and leadership in higher education.

Geoff Lawrence is Associate Professor in Applied Linguistics and English Language Teaching at York University, in Toronto, Canada. His research and publications focus on technology-mediated, intercultural, and plurilingual approaches in language teaching and teacher education.

"This is an important and timely contribution, exploring comprehensively the significance, reach, and influence of plurilingualism, conceptually, geographically, and pedagogically. It highlights how a theoretical concept with its genesis in Europe can further inform and expand those sociolinguistic and applied linguistic fields worldwide which focus on language plurality as their starting point. Read it."

Stephen May, University of Auckland, New Zealand.

　

"This comprehensive volume is an outstanding contribution to the study of plurilingualism and plurilingual education. It is an excellent resource for scholars and for all those interested in how to value plurilingual repertoires and how to consider linguistic and cultural diversity as an asset."

Jasone Cenoz, University of the Basque Country, Spain.

　

"This collection of insights into plurilingual education presents a significant contribution for all interested in plurilingual education, multilingualism, language teaching and language learning in general. It summarizes the state-of-the-art of contemporary knowledge in an extraordinary variety of topics and thereby gives evidence of the multifaceted nature of the fairly new domain. This indispensable resource will certainly open up new research avenues in the field of language pedagogy in its relation to the dynamics and complexity of pluri- and multilingualism."

Ulrike Jessner, University of Innsbruck, Austria and University of Pannonia, Hungary.

　

"Plurilingualism is a phenomenon whose significance has become more evident, and analysed, in the contemporary world, and one of which educators must take into account. With contributions from authoritative scholars, this handbook provides the foundation on which new educational practices and　outcomes can be constructed. It is a volume for every language professional and educators’ library."　

Michael Byram, University of Durham, UK.

 

"This much needed handbook consolidates theories, philosophies and practices around plurilingualism in education from different disciplinary, cultural and geographical angles. An essential companion for researchers, educators and teacher educators!"

Gabriela Meier, University of Exeter, UK.