A further characteristic of plurilingual and pluricultural competence is that it

does
not consist of the simple addition of monolingual competences but permits combin
ations and alternations of different kinds. It is possible to code switch during
the message,
to resort to bilingual forms of speech. A single, richer repertoire of this kind
thus allows
choice concerning strategies for task accomplishment, drawing where appropriate
on an
interlinguistic variation and language switching

concept questions:
In the classroom
When planning a presentation lesson on a new language point, many teachers prepa
re a series of concept questions that will fully test understanding of the new l
anguage.