Vers une valorisation des compétences plurilingues : perspectives et actions

SEDLÁČKOVÁ, Kateřina, Romain RACINE a Sabina GOLA. Vers une valorisation des compétences plurilingues : perspectives et actions. 2022.

Základní údaje

Originální název

Vers une valorisation des compétences plurilingues : perspectives et actions

Název anglicky

Appreciating Plurilingual Competencies: Current and Future Perspectives

Autoři

SEDLÁČKOVÁ, Kateřina, Romain RACINE a Sabina GOLA

Vydání

2022

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Další údaje

Typ výsledku

Uspořádání konference

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Organizační jednotka

Centrum jazykového vzdělávání

Klíčová slova anglicky

plurilingualisme, plurilingual competence, intercomprehension, cross-linguistic mediation, metalinguistic awarness

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Anotace

Anglicky

Plurilingualism, as a concept differentiated from multilingualism, first entered European debates on language policy in the 2000s. It was integrated subsequently into the 2018 CEFR Companion Volume with new descriptors and since has established itself in the language teaching and learning landscape under the operational concept of plurilingual/pluricultural competence. Plurilingualism has grown beyond the idea of a mental compartmentalization of languages as well as the ideal of the native speaker, both of which are widely considered to be utopian but nevertheless serve as the model for current language learning strategies. In contrast, the concept of plurilingual competence entails the relative mastery of receptive and productive modalities in several languages (and dialects) for communicative situations in which the concurrent and flexible use of multiple languages is required. Plurilingual competence is based on a complementarity of languages in learning, which can be seen as an almost organic continuum requiring innovative, dynamic, and transversal approaches, as well as a (re)adaptation of pedagogical and didactic devices. In this context, the notion of an individual linguistic repertoire could constitute one of the focal points for developing methodologies and practices promoting plurilingual learning. The concept of plurilingualism is broad and complex, and it poses the question of whether the operating concept described above is sufficiently operational for language learning/development(?). Pragmatically, it may be difficult to transition from existing divisions and transcend multiple monolingual practices to foster acceptance for flexible and diversified plurilingualism with generally recognized cognitive, social, and cultural advantages. In this context, this symposium adopted a highly practical and interdisciplinary approach. Language instructors working in higher education and researchers from diverse cultural and geographical backgrounds were invited to present and share their experiences and best practices, to explore and develop new perspectives, and to stimulate in-depth reflections on the issues at the heart of plurilingualism. During the two-day symposium, the aim was to establish fruitful and intense discussions and exchanges of opinions about plurilingual and pluricultural attitudes in academic contexts along with opportunities for the future.