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Social representations of languages and teaching: Guide for the development of language education policies in Europe from linguistic diversity to plurilingual education. AILA Review, 22, 5–22.Ĭastellotti, V., & Moore, D. The plurilingual tradition and the English language in South Asia. International Journal of Multilingualism, 6(2), 207–227.Ĭanagarajah, S. The M-factor, a bilingual asset for plurilinguals? learners’ representations, discourse strategies and third language acquisition in institutional contexts. Available from īono, M., & Stratilaki, S. Promoting plurilingualism: Majority language in multilingual settings. B., Aalto, A., Atanasoska, T., & Lamb, T. Weber (Eds.), Multilingualism and multimodality: Current challenges for educational studies. Superdiverse repertoires and the individual. London: Routledge.īlommaert, J., & Backus, A. Plurilingual pedagogical practices in a policy-constrained context: A northern Uganda case study. This chapter also raises fundamental issues – such as the prevalence of monolingual and neoliberal ideologies – that need further exploration in research so that knowledge about plurilingual education in different geographical locations and educational contexts can be advanced. The aim of this chapter is to link the theory of plurilingualism to its practice by exploring empirical studies that have followed a plurilingual framework, with focus on the extent to which the theory is represented in practical terms. To address issues of diversity in language education, including heritage language programs, plurilingualism is an alternative framework that can be used to teach languages while respecting and encouraging this diversity. Due to the limitations of this framework, students’ knowledge of languages and cultures have often been underused and devalued. In the field of language education, the historical prevalence of the monolingual theoretical framework has corroborated with the notion that learners should attain language proficiency based on the native speaker model, which has been mistakenly used as reference for language development. Linguistic and cultural diversity is inherent in many societies around the world and, despite its importance, this diversity is typically neglected in many educational settings.

Cultural repertoire