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This book addresses contemporary issues in the assessment of
plurilingual competence and plurilingual learners. Offering
theoretical and practical lenses, it contributes towards an
integrated and holistic assessment of plurilingual competence and
plurilingual learners. The book provides both theoretical
considerations and empirical approaches around how the
specificities of plurilingual learners can be considered when
assessing their various competences. It covers topics relating to
learners in a variety of plurilingual settings: from the education
of adult immigrants, assessment of young refugees and assessment of
students in school and university, to the assessment of
plurilingual competence in foreign language education. Showcasing a
wide range of international authors, the book provides cutting-edge
research in the domain of multilingual foreign, second and heritage
language assessment, and assessment of content knowledge of
plurilingual students. It bridges the gap between the fields of
language policies and practices, research on plurilingual
competence, and assessment in language education. Providing new
insights into a crucial and contentious issue, this volume will be
essential reading for researchers and postgraduate students in the
fields of educational language policies, applied linguistics and
multilingualism, in particular those involved in the assessment of
plurilingual competence.
Shortlisted for the 2020 BAAL Book Prize This book brings together
empirical studies from around the world to help readers gain a
better understanding of multilinguals, ranging from small children
to elderly people, and their lives. The chapters focus on the
multilingual subjects' identities and the ways in which they are
discursively and/or visually constructed, and are split into
sections looking specifically at the multilingual self, the
multilingual learner and multilingual teacher education. The
studies draw on rich visual data, which is analysed for content
and/or form and often complemented with other types of data, to
investigate how multilinguals make sense of their use and knowledge
of more than one language in their specific context. The topic of
multilingualism is addressed as subjectively experienced and the
book unites the current multilingual, narrative and visual turns in
Applied Language Studies. It will be of interest to students and
researchers working in the areas of language learning and teaching,
teacher education and bi/multilingualism, as well as to those
interested in using visual methods and narratives as a means of
academic research.
Shortlisted for the 2020 BAAL Book Prize This book brings together
empirical studies from around the world to help readers gain a
better understanding of multilinguals, ranging from small children
to elderly people, and their lives. The chapters focus on the
multilingual subjects' identities and the ways in which they are
discursively and/or visually constructed, and are split into
sections looking specifically at the multilingual self, the
multilingual learner and multilingual teacher education. The
studies draw on rich visual data, which is analysed for content
and/or form and often complemented with other types of data, to
investigate how multilinguals make sense of their use and knowledge
of more than one language in their specific context. The topic of
multilingualism is addressed as subjectively experienced and the
book unites the current multilingual, narrative and visual turns in
Applied Language Studies. It will be of interest to students and
researchers working in the areas of language learning and teaching,
teacher education and bi/multilingualism, as well as to those
interested in using visual methods and narratives as a means of
academic research.
This book addresses the value of literature in intercultural
perspective in two interrelated spheres: foreign or second language
learning and language teacher education. It brings together
researchers of several disciplinary fields who crisscross research
and empirical evidence about the valuable role of literature in the
development of intercultural competence. The authors, through their
different approaches and diverse contexts, from lower to higher
education, hope to encourage others to explore literature in a
foreign or second language as a space for readers of all ages to
generate critical thinking, empathy, and intercultural learning
The notion of the native speaker and its undertones of ultimate
language competence, language ownership and social status has been
problematized by various researchers, arguing that the ensuing
monolingual norms and assumptions are flawed or inequitable in a
global super-diverse world. However, such norms are still
ubiquitous in educational, institutional and social settings, in
political structures and in research paradigms. This collection
offers voices from various contexts and corners of the world and
further challenges the native speaker construct adopting
poststructuralist and postcolonial perspectives. It includes
conceptual, methodological, educational and practice-oriented
contributions. Topics span language minorities, intercomprehension,
plurilingualism and pluriculturalism, translanguaging, teacher
education, new speakers, language background profiling, heritage
languages, and learner identity, among others. Collectively, the
authors paint the portrait of the "changing face of the native
speaker" while also strengthening a new global agenda in
multilingualism and social justice. These diverse and
interconnected contributions are meant to inspire researchers,
university students, educators, policy makers and beyond.
This book offers a variety of theoretical and empirical foundations
regarding the development of plurilingual literacy practices in
primary school contexts around Europe. It presents a range of
concepts related to multilingual education and multilingual teacher
education, such as pluriliteracy, identity, the pluralistic
approaches (namely intercomprehension and "eveil aux langues") and
translanguaging in pedagogy. From an empirical perspective, the
authors present and discuss suggestions regarding the integration
of multilingual activities in the classroom and in teaching
education programs.
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