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Functional plurilingualism

It is important to analyze the plurilingualism as a mechanism to understand the

significance of communication when different languages are crossing out among them into a

particular social structure. Firstly, it is necessary to distinguish the differences between

plurilingualism and multilingualism. These two terms are regularly used synonymously;

however, it is highly imperative comprehend the using of plurilingualism particularly in the

educational context which not only encloses differences in its application but also in its function.

In terms of educational contexts, the term plurilingualism has been conceptualized in a way that

aligns with a complex vision of language education and use (Council of Europe, 1996, 2001;

Coste et al., 1997/2009). Hence, the functional plurilingualsm is accurately connected with

linguistical scenarios where several concepts and methodologies are being implemented into

particular learning process of some students. For instance, the EAL/D students who come to

school with a complex set of language skills, or “multilingual repertoire” (set of language skills)

for learning (Busch, 2012), use their knowledge of their multiple languages to interconnect and

integrate languages, even if they have different degrees of proficiency and literacy in Standard

Australian English and their home languages or English dialect varieties (Stroud & Heugh,

2011). This determine that functional and plurilingual approaches complement each other to

support EAL/D students’ learning students use language to achieve a range of personal, social

and academic functions, for example, telling a story, retelling what they did on their holidays, or

persuading an audience of a particular point of view (Victorian Department of Education and

Training, 2021)

In addition, based on learning new concepts to take into consideration respecting

functional plurilingualism, is necessary to foster into the students the acquiring and developing

different competences which will be determined by their skills. It focusses the individual’s ability
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to make use of two or more languages in speaking, reading and writing at varying levels of

competence and in varying contexts. It is assumed that these languages do not coexist in

separate silos in a person’s mind, but that they form a composite competence (Grommes & Hu,

2014). Nevertheless, in spite of the plurilingualism education is partially divided in some polices,

practices and language development; the last one is basically the scenario where the function of

plurilingualism is accurately demanding in regard to the learning and interacting with different

languages. In our societies we find students with migrant backgrounds who first acquire their

heritage language and as they grow into the surrounding society acquire the societal language

as a second language, usually at latest when they enter primary education. Sooner or later in

their school career these students have to learn at least one additional foreign language as

required by the curriculum. So, in these individuals societal multilingualism meets politically

desired plurilingualism (Grommes & Hu, 2014). Alternatively, the context where plurilingualism

is being demanded meticulously into academic contexts also corresponding to teaching

methods. Since, basically, to complement and to interact with plurilingualism as a tool of

teaching as well, is essential to be aware of its pertinent function.

Subsequently, inside the process of teacher’s training in regard to the using

plurilingualism, the development of certain strategies bring near the conditions of how functional

plurilingualism is being used at the moment to integrate pedagogical strategies. Bernaus et al.,

(2007) Plurilingual and pluricultural competence is not achieved by overlapping or juxtaposing

different competences; rather it constitutes a global and complex competence of which the

speaker can avail himself or herself in situations characterized by plurality (Council of Europe,

2001). And this complexity would seem to depend on four main dimensions:

 the socio-affective dimension.

 the dimension of linguistic and communicative registers.

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 the dimension of learning strategies.

 the dimension of interaction management

Based on these properties, the interaction between the educator and plurilingualism as a way to

deliver cognitive development into the classroom goes beyond to uncluttered analysis of cultural

elements or individual backgrounds. Furthermore, those dimensions previously mentioned are

also commonly part of the student which also correspond to his process of developing learning

based on the interaction between the professor and the student as a function of plurilingualism.

To conclude, functional plurilingualism regarding educational context, resides into the

common interaction between two languages or more awarded to some participants (teachers –

students) taking into account context and cultures which precisely they are immersed. The idea

that linguistic abilities in a first and a second or foreign language are intimately related has been

around for a long time. Much research has been devoted to the question of transfer of language

properties from L1 into L2, querying the external and internal conditions under which knowledge

of a first language would impact on learners’ knowledge and use of a second language (Jarvis

2000).

 
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References

Busch, B. (2012). The Linguistic Repertoire Revisited. Applied Linguistics, 33(5), 503–523.

Stroud, C., & Heugh, K. (2011). Language in education. In R. Mesthrie (Ed.), The Cambridge
Handbook of Sociolinguistics (pp. 413–429). Cambridge: Cambridge University Press.

Victorian Department of Education and Training (VDET). (2018). English as an Additional

Language in Victorian Government Schools 2017 (pdf - 1.02mb)

Grommes, P & Hu, A. (2014). Hamburg Studies on Linguistic Diversity, Plurilingual Education.

Bernaus et al., (2007). Plurilingual and pluricultural awareness in language teacher education