The Evolution of Language Teaching: Towards Plurilingualism and Translanguaging
April 6 & 7, 2017
This roundtable raises different perspectives concerning the study of plurilingualism, bringing new concepts and different approaches to this phenomenon, with the aim to innovate educational practices in the field. Some key issues to be discussed are:
- What are the differences between the sociolinguistic concept of translanguaging and the socioeducational use of pedagogical translanguaging?
- What are the epistemological differences between translanguaging and code-switching?
- How do these concepts affect education research and practice in this particular area of study?
To enrol, go to this link. There are limited spaces.
The study of plurilingual practices poses a series of challenges for social sciences and language education. Firstly, plurilingualism must be understood in terms of mobility, and as part of socialization processes at local and international levels. It must also be considered in light of learning processes, as part of the construction of identities and ideologies, and within a perspective of how power or discrimination are exercised. In short, plurilingualism cannot be studied in a vacuum. Instead, the link between linguistic and multimodal resources, between cultural and social fields which come into play in plurilingual interaction must be taken into account. Secondly, there has been considerable research into plurilingualism as regards language contact and an imagined ideal, which casts plurilingual uses as a demonstration of a ‘lack’ of language resources. On the contrary, we propose a perspective of plurilingualism as the use of creative processes that draw from sophisticated communicative competences and which is inherent in the language(s) learning process. This approach calls into question the notions of the 'ideal' or native speaker. Thirdly, research and practice of plurilingualism must look at how these language and multimodal resources are articulated in socially situated communication practices, often in a continuum that incorporates both readily identifiable and hybrid forms of languages, emerging ad hoc, which take meaning for the interactants in the ongoing activity.