Please note: These definitions relate to this specific project. The same terms may be defined differently elsewhere.
autonomous
Having the freedom and ability to act independently, for example in education. The autonomous language learner takes responsibility for the totality of his/her learning situation. S/He does this by determining his/her own objectives, defining the contents to be learned and the progression of the course, selecting methods and techniques to be used, monitoring this procedure, and evaluating what s/he has acquired.
bilingualism
“The coexistence of two languages within a community or a person.”
“A bilingual person is not two monolinguals, but a whole person with a particular linguistic competence, who should be analyzed as such.” (Grosjean, 1993, p. 16)
Baker C. & In Jones S. P. (1998), Encyclopedia of bilingualism and bilingual education, Multilingual Matters.
CIEP (2010), Bilinguisme et enseignement bilingue (bibliography), March 2010.
Duverger J. (2005), L’enseignement en classe bilingue, Hachette FLE, Paris, p. 133-134.
Grosjean F. (1993), « Le bilinguisme et le biculturalisme – Essai et définition », Tranel, 19, p. 13-41.
CEFR
The Common European Framework of Reference for Languages (CEFR) is an internationally recognized system for describing language proficiency. The CEFR is designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency.
CLIL
CLIL (Content and Language Integrated Learning) has established itself as the generic term for content and language integrated learning.
CLIL is a dual focused educational approach in which an additional language is used for the learning and teaching of content and language with the objective of promoting both content and language mastery to predefined levels (Maljers, Marsh, Wolff, Genesee, Frigols, Martín, Mehisto, 2010).
This broad term includes a number of approaches that A. Geiger-Jaillet, G. Schlemminger, and C. Le Pape Racine have set forth more precisely (see A. Geiger-Jailet, G. Schlemminger & C. Le Pape Racine (2016), Teach a subject in another language: Methodology and professional practice: CLIL-EMILE approach, 2nd edition, Peter Lang GmbH, Frankfurt, chapter 1).
Émilangues, EMILE / CLIL, site d’accompagnement pour les sections européennes ou de langues orientales,
www.emilangues.education.fr/formation/bibliographies/Emile__clil_ouvrages_et_articles
Coyle D., Hood P., Marsh D. (2010),
Content and Language Integrated Learning, Cambridge University Press.
Mehisto P., Marsh D. & Frigols M. J. (2008),
Uncovering CLIL, Macmillan Education.
Geiger-Jaillet A., Schlemminger G. & Le Pape Racine C. (2016),
Enseigner une discipline dans une autre langue : méthodologie et pratiques professionnelles : Approche CLIL-EMILE, Peter Lang GmbH, Frankfurt, 2
e édition.
CLIL in other subjects
CLIL in other subjects means that languages that are not the language of schooling are used in subject teaching, e.g. by reading texts in French or German as additional language in social sciences.
Term in French:
EMILE dans d’autres matières
EMILE dans d’autres matières signifie que des langues qui ne font pas partie de langues de scolarisation sont utilisées dans l’enseignement des matières,
par exemple en lisant des textes en français ou en allemand comme langue supplémentaire en sciences sociales.
Term in German:
CLIL LOTE in anderen Fächern
CLIL in anderen Fächern bedeutet, dass Sprachen, die nicht Unterrichtssprachen sind, in Sachfächern benutzt werden, z.B. wenn man Texte auf Französisch oder Spanisch als zusätzliche Sprache(n) in Fächern wie Gesellschaftskunde liest.
CLIL in the language classroom
CLIL in the language classroom means that content from other subjects is integrated in language teaching, e.g. by using materials from biology, history or art in foreign language education.
Term in French:
EMILE en classe de langue
EMILE en classe de langue signifie que le contenu d’autres matières est intégré dans l’enseignement des langues, par exemple en utilisant des matériaux de biologie, d’histoire ou d’art dans l’enseignement des langues étrangères.
Term in German:
CLIL im Sprachenunterricht
CLIL im Sprachenunterricht bedeutet, dass Inhalte aus anderen
(Sach-)Fächern in den Sprachenunterricht integriert werden, z.B. indem Materialien aus den Fächern Biologie, Geschichte oder Kunst im Sprachenunterricht verwendet werden.
cross-linguistic mediation
Cross-linguistic mediation is an everyday social activity and occurs when there is a need to communicate information from (at least) one language into another (or others), to have something clarified, to (re)interpret a message, to sum up what a text says for one or more persons, for an audience or for a group of readers, etc. taking into account the addressee, the communicative scenario or situation and the aim of the communicative encounter or task.
Term in French:
médiation interlangues
La médiation interlangues est une activité sociale quotidienne qui intervient lorsqu’il est nécessaire de communiquer des informations d’une langue (au moins) vers une autre (ou plusieurs), de clarifier des informations, de (ré)interpréter un message, de résumer ce que dit un texte pour une ou plusieurs personnes, pour un public ou pour un groupe de lecteur·rices, etc. en tenant compte du destinataire, du scénario ou de la situation de communication ainsi que de l’objectif de la rencontre ou de la tâche communicative.
cultural competence
The capacity, based on knowledge acquired about the history, civilisation and culture of a country or a group of countries with at least a partly shared history, to identify, understand and respect references shared by the inhabitants of a cultural area, their collective behaviour and the ways of living together which are prevalent there. When people have cultural competences related to several different areas, they possess a pluricultural competence which also enables them to put this knowledge into a relative perspective.
cultural mediation
A cognitive and communicative activity which involves, on the one hand, seeking to reduce any possible tension between several individuals or groups of individuals possessing different cultural references and, on the other, promoting mutual knowledge and understanding of these references to foster cohesion and co-operation between these individuals or groups.
diversity
Linguistic diversity is the coexistence of different languages within the same geographical area. While the PLURIWELL project is chiefly concerned with diversity in terms of languages, it is worth defining diversity in broader terms. In the classroom, teachers encounter students with a wide range of social identities. Differences can be found in terms of students’ abilities, learning styles, gender and sexual identities, ethnicities and countries of origin, religions, socioeconomic status, etc. Schools should seek to harness all the potential of diversity, as research has shown that attending schools with classmates from diverse backgrounds is beneficial for all students. It should be noted that diversity should be viewed as both a reality on the ground (classrooms around the world are becoming increasingly diverse) and as a subject to be embraced and explored with students (as learning about diversity can help them become more thoughtful, respectful and empathetic).
empowerment
Authority or power given to someone to do something. The process of becoming stronger and more confident, especially in controlling one’s life and claiming one’s rights.
European Language Portfolio (ELP)
A tool promoted by the Council of Europe since 2002 enabling users to record their experiences and competences in the different languages they know or are learning in a comprehensive and internationally comparable manner. This personal document invites users to take stock of their experience, conduct self-assessments, plan their future learning and document all their linguistic competences – whether or not they were acquired in a formal educational setting. The European Language Portfolio is developed locally, on the basis of the guidelines set out by the Council of Europe, to take account of the needs of particular target groups and the distinctive features of different education and training systems.
intercomprehension
The process of intercomprehension refers to speakers’ making links between two or more linguistic systems that they are familiar with to varying degrees in order to communicate.
Note:
The intercomprehension process is based on the interaction of the following two principles: the exploitation of the language contact phenomenon and the strategies of convergence and divergence during intergroup contact.
In Council of Europe (European Centre for Modern Languages) (2013), Glossary: ECML programme 2008-2011 “Empowering language professionals”, p. 182.
Blanche Benveniste C. & Valli A. (eds.) (1997), “L’intercompréhension: le cas des langues romanes”,
Le Français dans le Monde, Recherches et applications, Hachette, Paris.
Council of Europe (European Centre for Modern Languages) (2013), Glossary: ECML programme 2008-2011 “Empowering language professionals”, Graz, p. 182, available at
www.ecml.at/Portals/1/20140130_Glossary_ECML%20MTP3_EmpoweringLanguageProfessionals_with%20index_FINAL.pdf, accessed 23 February 2017.
Dabène L. & Degache C. (eds.) (1996), “Comprendre les langues voisines”,
Études de linguistique appliquée, 104.
Doye P. (2005),
L’intercompréhension – Etude de référence, Conseil de l’Europe (Division des politiques linguistiques), Strasbourg.
Gajo L. (2006), “L’intercompréhension entre didactique intégrée et enseignement bilingue”, in
Actes du Colloque “L’intercompréhension entre langue voisines” organisé par la DLF, CIIP, Suisse, les 6 et 7 novembre 2006 à Genève.
intercultural awareness
Knowledge, awareness and understanding of the relation – similarities and distinctive differences – between the ‘world of origin’ and the ‘world of the target community’ and beyond; intercultural awareness is enriched by awareness of a wider range of cultures than those carried by the learner’s L1 and L2.
intercultural competence
The ability to communicate and interact effectively and appropriately with people of other national, regional or social cultures.
language awareness
This approach to language education involves putting in place activities to stimulate observation, analysis and reflection in relation to a plurality of languages, including languages which are neither spoken nor being learnt by the children. It helps children to acquire positive, open-minded attitudes towards linguistic and cultural diversity and to feel confident about their own repertoires.
language component of work
Concept proposed in 1993 (with further development in 2002) by J. Boutet. It refers to the role played by language (written or spoken) in a specified occupational task, as well as in more informal communicative practices at work – which, if ignored, may hinder proper integration at work. Linked to this are the issues of occupational culture and workplace sociability.
For more on informal aspects of workplace communication, see Teiger Catherine (1995), “Parler quand même : les fonctions des activités langagières non fonctionnelles”, in Borzeix Anni and Fraenkel Béatrice (eds.) (2001), Langage et travail, communication, cognition, action, CNRS Éditions, Paris, 379 .
Boulet J. (2002), “La part langagière du travail, bilan et perspectives”, Langage et société, 98, Paris, pp. 17-42.
language diversity / linguistic diversity
Presence of different language varieties in the same geographical area.
language learning strategies
“Foreign or second language (L2) learning strategies are specific actions, behaviors, steps, or techniques students use -- often consciously -- to improve their progress in apprehending, internalizing, and using the L2.”
Oxford R.L. (1990), Language learning strategies: What every teacher should know, Heinle & Heinle, Boston.
language of schooling
Gérard Vigner was the first to define language of instruction. This term refers to a “language used to teach subjects other than the language itself and which can, in certain countries, also be present in the students’ social environment”. Language of instruction is often the L1 but it can also be an L2: for example, when it is the official language in a multilingual society, among migrant populations, or in a CLIL classroom.
Schleppegrell M.J. (2001), “Linguistic features of the language of schooling”, in Linguistics and Education, Volume 2, Issue 4.
Vigner G. (1992), “Le français langue de scolarisation”, in Études de linguistique appliquée, “Français langue seconde”, no. 88, Didier Érudition, Paris.
language of work
In the context of the Language for Work Network the term “language for work” embraces three different strands of language development for adult migrants in the context of their linguistic integration into the labour market and into the society at large.
1. Pre-employment language provision
This aims to equip learners with the language skills they need for generic work tasks, common to different sectors and trades. Such as telephoning, explaining a procedure, dealing with forms. It is also likely to include job-search activities, including CV and cover letter and/or email writing, application form filling and job interviews. Lerner groups are typically mixed, e.g.
- unemployed, employees, students/trainees;
- different occupational expertise and work experience;
- different educational backgrounds, personal histories and levels of education.
2. Language provision for specific occupational areas
Targets specific work tasks identified through needs analysis. The training takes place either in the workplace or in a training centre.
Learner groups are more homogeneous regarding for example:
- from the occupational area;
- focused on the same areas of competence, including the same certification, but
- have different cultural backgrounds, personal histories and levels of education.
3. Provision in the workplace covers
- formal language learning provision tailored to the needs of specific groups of employees of a specific company taking place either in the company or in a training centre. It can take the form of classroom provision, coaching, etc.;
- non-formal language learning provision in the company, for example through mentorship or the designation of a specific member of staff to act as a “language champion” within the organisation;
- informal language learning support, e.g. ad hoc language support offered by managers and staff to migrant colleagues.
In some instances, provision in the workplace seeks to make the workplace a space for learning and language development. In these cases it adopts a systemic approach that takes into account the interests and perspectives of the relevant stakeholders/actors involved in the interaction, including the learners, co-workers, management (mainly HR and L&D), trade union representatives, etc. The learning provider acts not only as language teacher, but also as language consultant, advising the different actors on various language and communication issues that arise around the language skills at work.
Learner groups reflect the composition of the staff re age, gender, etc.
The learners are colleagues in the same organisation, although they may come from different parts of the organisation. They may also have different personal, cultural, linguistic and educational backgrounds.
language(s) of instruction
"There are (…) many programmes in which the official language is used as the language of instruction: in situations in which learners who are speakers of a minority language are, as it were, immersed in the official school language, their first language will, if it is not in use in the community, tend to die out (…) or, conversely, acquisition of the linguistic variety used in the host country (...) will not lead to the loss of the first language“ (Language Policy Division (2003), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version, Council of Europe. Strasbourg, 56. Download here. (Access date: March 30, 2009). "This supposes that in private communication citizens may use any linguistic varieties“ (…)
"National language does not (…) coincide with citizenship (...), even if some knowledge of the official variety is expected or required of those applying for citizenship“ (Beacco & Byram 2003, 52). "
„Receiving newly arrived migrants involves setting up language education structures for them and their children, in the absence of which the acquisition of the national or official language will take place spontaneously only with respect to oral forms. This would lead to later handicaps as a result of an inability to write the language. (…) The need to maintain the stability of official languages leads dominant social groups and the state apparatus to set norms which are disseminated by education systems, in particular by the teaching of the so-called mother tongue and the teaching of other subjects in that language“ (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 21. Download here. (Access date: March 30, 2009).
Term in German:
Unterrichtssprache(n)
„Um andere Gegenstände als die Sprache selbst zu unterrichten, benützen Schulen eine linguistische Varietät, die in der Regel die (oder eine der) Amtssprachen(n) ist. Für Migrantenkinder (deren Erstsprache nicht die Sprache ist, die in der Schule verwendet wird, wurden Angebote entwickelt, in denen die Muttersprache diese Rolle übernimmt, um ihnen die Dinge zu erleichtern, obwohl einige Familien dies als Hindernis für ihre Integration im Aufnahmeland ansehen können“ (Beacco & Byram 2003, 56, Übersetzung: K.-B. Boeckmann).
language(s) of origin
“Language of origin: language variety, often the first language, of persons or groups who have moved to live in other States. These speakers must adapt linguistically to the new environment and learn, at least partially, the language (or languages) of the host country.” (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 115. Download here. Access date: June 18, 2009). "The language of origin is the individual => first language [or mother-tongue] of people who reside in a host country with a different language from the language or language variety of their home country. The term is mainly used in connection with processes of migration due to the fact that it expresses the spatial, cultural and linguistic distance between the place of origin and the receiving country. The acquisition of the language of origin for migrants takes place directly in their country of origin. The Language of origin basically contributes to the signalling of group identity (Extra/Verhoeven, 1999, 9). For the next generations the Language of origin will be transmitted in the country of immigration within the family (so called “intergenerational transmission” after Brizić, 2007, 197).
Therefore language of origin mostly occupies the domain of family or group language in contrast to the language of the host country as the language of education or the language of environment. Especially as far as the second generation we can use the term family- or parental language, or heritage language, precisely because the language of origin is the language used by immigrant family members of the speakers; however, it does not reveal anything about the real birthplace of the following generation.
Other terms used in a similar or partly synonymous sense for language of origin are: family- or parental language, immigrant language, immigrant-family-language, source language, native language, mother-tongue, first language. Like the words heritage language (in terms of language of familiar and cultural heritage) or home language (in terms of language of homeland and used language at home) these terms are not the same as the term language of origin, but bring with them a range of diverse connotations or underline different aspects of meaning.
Sources: Brizić, Katharina (2007): Das geheime Leben der Sprachen. Gesprochene und verschwiegene Sprachen und ihr Einfluss auf den Spracherwerb in der Migration. Münster [u.a.]: Waxmann; Extra, Guus & Verhoeven, Ludo (1999): Bilingualism and migration. Berlin [u.a]: Mouton de Gruyter.
[Comment by Franziska Plathner]"
"But this also raises the question of recognising the mother tongues of the migrants’ children in a manner comparable to those of established national minorities. These languages are likely to be lost and, by the third or fourth generation, to be merely a heritage language. ‘Ethnic mobilisation’ around cultural identities does not necessarily focus on the transmission of original languages.” (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 23. Download here. Access date: June 18, 2009)
“[…] language varieties of the countries of origin are often learnt as a first language (L1) in the process of primary socialization, and they are used for in-group communication.” (Extra, Guus & Verhoeven, Ludo. (1999), Bilingualism and migration. Mouton de Gruyter. Berlin [u.a.], 14).
"More typical are those families in which the language of origin takes the bulk of communication while alongside the usage of German language is also applied in some scale, whereas generally the migrants’ children tend to a more comprehensive use of German language [note: Ex. for Germany]. […] It means for small children growing up in family in many cases the language of origin is taken as basis of their language development"" (Ehlich, Konrad. (2005), Anforderungen an Verfahren der regelmäßigen Sprachstandsfeststellung als Grundlage für die frühe und individuelle Förderung von Kindern mit und ohne Migrationshintergrund. Bundesministerium für Bildung und Forschung. Bonn [u.a.], 131). [Translation by Franziska Plathner]"
Term in German:
Herkunftssprache(n)
"Herkunftssprache: Sprachvarietät, vielfach die Erstsprache, von Personen oder Gruppen, die migrieren, um in einem anderen Staat zu leben. Sie müssen sich sprachlich an ihre neue Umgebung anpassen und sie müssen, zumindest teilweise, die Sprache oder die Sprachen des Aufnahmelandes erlernen". (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 115. Hier herunterladen. Zugriff: 18. Juni 2009). [Übersetzung ins Deutsche von Franziska Plathner].
languages in/ for education
All languages/ language varieties present in school: mother tongue(s)/native/ home languages, regional/migrant/minority languages, second/ majority languages and foreign languages. This term does not only refer to "taught" varieties or "Bildungssprachen", but also to all of the languages that pupils bring to school, even if they are not part of the curriculum. The
image illustrates the contents of the concept. FR: Langue(s) de l‘éducation - (LE)
Michael Fleming: Languages of schooling within a European framework for languages of education: Learning, teaching, assessment. Intergovernmental Conference. Prague, 8-10 November 2007. Report. Strasbourg 2008.
Term in German:
Sprachen (in) der Bildung
Alle Sprachen bzw. Sprachvarietäten, die in der Schule vorkommen: Mutter-/Herkunftssprachen, Regional-/MigrantInnen-/ Minderheitssprachen, Zweit-/ Mehrheitssprachen und Fremdsprachen. Dieser Terminus bezieht sich also nicht nur auf "Bildungssprachen", sondern eben auch auf "mitgebrachte Sprachen" der SchülerInnen, auch wenn sie im Schulcurriculum keinen Platz finden.
learners as social agents
Learners draw upon all of "their linguistic and cultural resources and experiences in order to fully participate in social and educational contexts, achieving mutual understanding, gaining access to knowledge and in turn further developing their linguistic and cultural repertoire" (Council of Europe 2020: 123).
Term in French:
apprenant·es en tant qu’acteur·rices sociaux·ales (les)
Les apprenant·es puisent dans toutes leurs ressources linguistiques et culturelles ainsi que dans leurs expériences afin de participer pleinement aux contextes sociaux et éducatifs, en parvenant à une compréhension mutuelle, en obtenant les moyens d'accès à la connaissance et en développant à leur tour leur répertoire linguistique et culturel (Conseil de l’Europe, 2020: p. 129).
learning strategies
These are the different strategies used by learners to facilitate learning. They may be techniques or behaviours to which children have recourse – consciously or sometimes unconsciously – to improve their performance in the use of a language other than their first language.
linguistic / language repertoire
The set of languages and language varieties, including first language(s), regional language(s), language(s) learned in the education system and in other contexts, acquired by an individual.
The levels of competence as well as the function of in these languages and language varieties can vary and change over the course of an individual’s life.
Bernaus Mercè, Furlong Áine, Jonckheere Sofie, Kervran Martine (2012),
Plurilingualism and pluriculturalism in content-based teaching: A training kit, Glossary, “Linguistic repertoire / Répertoire linguistique”, Council of Europe (European Centre for Modern Languages), Graz, available at
http://conbat.ecml.at/Resources/Glossary/Languagerepertoire/tabid/1509/language/en-GB/Default.aspx, accessed 10 May 2019.
Council of Europe, Linguistic Integration of Adult Migrants (LIAM), Key terms, “Language repertoire”, available at
www.coe.int/en/web/lang-migrants/repertoire-language-, accessed 10 May 2019.
mobility
Refers to educational experiences in new contexts that are explicitly aimed at enhancing the development of the plurilingual and intercultural (and professional) skills of students. The length of learning mobility activities typically ranges from a few days or weeks for primary and secondary school learners to a longer period, such as one or two university semesters in the case of young adults attending teacher training colleges or universities. Mobility can refer not only to cross-border contacts, but also to cooperation within one country, especially in the case of multilingual countries.
Bleichenbacher Lukas, Brogan Kristin, Cole Josephine, Cuenat Mirjam Egli, Höchle Meier Katharina, Muller Chantal, Szczepanska Anna (2015),
Plurilingual and intercultural learning through mobility – Practical resources for teachers and teacher trainers, Council of Europe Publishing, Strasbourg, available at
www.ecml.at/Portals/1/documents/ECML-resources/plurimobil-handbook-EN.pdf. (For more details, see section 1.3).
European Union (2009), Green Paper: Promoting the learning mobility of young people, available at
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2009:0329:FIN:EN:PDF.
multilingualism
The presence of several languages in a given area or domain; it refers to plurilingual people as well as to monolingual persons with different languages living in a same area.
national language(s)/official language(s)
"A linguistic variety which has the role, sanctioned by the Constitution or other legal instruments, of language of communication between state and citizens (government departments, the judicial system, schools, etc). (…) In national states (...), the official language may become a factor of identity, i.e. of belonging to a national community. (…) The term national language is, therefore, far more emotionally charged than official language“ (Beacco & Byram 2003, 52). "This supposes that in private communication citizens may use any linguistic varieties“ (…)
"National language does not (…) coincide with citizenship (...), even if some knowledge of the official variety is expected or required of those applying for citizenship“ (Beacco & Byram 2003, 52). "
Receiving newly arrived migrants involves setting up language education structures for them and their children, in the absence of which the acquisition of the national or official language will take place spontaneously only with respect to oral forms. This would lead to later handicaps as a result of an inability to write the language. (…) The need to maintain the stability of official languages leads dominant social groups and the state apparatus to set norms which are disseminated by education systems, in particular by the teaching of the so-called mother tongue and the teaching of other subjects in that language“ ( Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 21. Download here. (Access date: March 30, 2009).
Term in German:
Nationalsprachen/amtssprachen
„Eine linguistische Varietät die, durch die Verfassung oder andere gesetzliche Instrumentarien legitimiert, die Rolle spielt, als Kommunikationssprache zwischen Staat und Bürgern (in Regierungsstellen, im Rechtssystem, in Schulen etc.) zu dienen. In Nationalstaaten (…) kann die Amtssprache ein Faktor der Identität, d.h. des Zugehörigkeitsgefühls zu einer nationalen Gemeinschaft, werden. (…) Der Terminus Nationalsprache ist daher wesentlich stärker emotional geladen als Amtssprache“ (Beacco & Byram 2003, 52, Übersetzung: K.-B. Boeckmann).
plurilingual and intercultural competence
1.1. “Plurilingual and intercultural competence is the ability to use a plural repertoire of linguistic and cultural resources to meet communication needs or interact with other people, and enrich that repertoire while doing so.
Plurilingual competence refers to the repertoire of resources which individual learners acquire in all the languages they know or have learned, and which also relate to the cultures associated with those languages (languages of schooling, regional / minority and migration languages, modern or classical languages); pluriculturality denotes the ability to participate in different cultures, inter alia by acquiring several languages.
Intercultural competence, for its part, is the ability to experience otherness and cultural diversity, to analyse that experience and to derive benefit from it. Once acquired, intercultural competence makes it easier to understand otherness, establish cognitive and affective links between past and new experiences of otherness, mediate between members of two (or more) social groups and their cultures, and question the assumptions of one’s own cultural group and environment.”
1.2 Plurilingual and pluricultural competence refers to the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as a social actor has proficiency, of varying degrees, in several languages and experience of several cultures.
KEY WORDS
Competence, Repertoire, Communication, Languages, Languages of schooling, Regional and minority languages, Migration languages, Modern and classical languages, Intercultural interaction, Otherness, Mediation
Beacco Jean-Claude, Byram Michael, Cavalli Marisa, Coste Daniel, Egli Cuenat Mirjam, Goullier Francis, Panthier Johanna (2016),
Guide for the development and implementation of curricula for plurilingual and intercultural education, Council of Europe Publishing, Strasbourg, available at
www.coe.int/en/web/language-policy/guide-for-the-development-and-implementation-of-curricula-for-plurilingual-and-intercultural-education.
Coste Daniel, Moore Danièle and Zarate Geneviève (2009), Plurilingual and pluricultural competence – Studies towards a Common European Framework of Reference for language learning and teaching, Council of Europe, Strasbourg, available at
https://rm.coe.int/168069d29b.
plurilingual and intercultural education
“A global language education that bridges all of the school’s languages of instruction and all of the academic subjects, which forms the basis of an identity that is open to plurality and to linguistic and cultural diversity, in which languages are seen as the expression of different cultures and of differences that lie at the heart of a culture. All of the academic subjects contribute to this language education, through their content and the manner in which they are taught. This global language education aims to develop a plurilingual and intercultural competence.”
plurilingual approach
The plurilingual approach values and draws upon learners’ linguistic trajectories and funds of knowledge to boost their capacity to learn the target language and to develop their attitude of linguistic sensitivity and curiosity. The plurilingual approach allows and encourages a conscious and targeted use of multiple languages in the class.
plurilingual approach
The plurilingual approach is a way of teaching and learning that values and draws upon learners’ linguistic trajectories and funds of knowledge to boost their capacity to learn the target language and to develop their attitude of linguistic sensitivity and curiosity. The plurilingual approach allows and encourages a conscious and targeted use of multiple languages in the class.
plurilingual education
“Plurilingual education: manner of teaching, not necessarily restricted to language teaching, which aims to raise awareness of each individual’s language repertoire, to emphasise its worth and to extend this repertoire by teaching lesser used or unfamiliar languages. Plurilingual education also aims to increase understanding of the social and cultural value of linguistic diversity in order to ensure linguistic goodwill and to develop intercultural competence [...].” (Language Policy Division (2007), Guide for the development of language education policies in Europe ‐ from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, p. 116)
"Plurilingual education literally means the use of two or more languages in curricular contexts (Freeman, 1998, 2).
According to Hornberger (1991), one model of plurilingual education is the ‘enrichment model’. Such programmes aspire to a general encouragement of minority languages, language awareness and additive plurilingualism not only for immigrant but also for indigenous schoolchildren. In enrichment model programmes all languages that are different from the national language(s) will be seen as resources which make a contribution to pluralism in education and society. This model of plurilingual education follows the pedagogical approach of inclusion. Inclusive pedagogy matches the instructional conditions to the needs and special features of the pupils and has the aim of valuing diversity and welcoming heterogeneity in education – and therefore the full acceptance of language diversity in school as well (Couillaud/Kahn, 1989).
Sources:
Couillaud Xavier & Kahn Verity Saifullah (1989), “Das ‘Children’s Language Project‘’”, in Reich Hans H. (ed.), Migration – Bildungspolitik – Pädagogik, alfa, Essen/Landau.
Freeman Rebecca (1998), Bilingual education and social change, Multilingual Matter, Clevedon [u.a.].
Hornberger Nancy (1991), “Extending enrichment bilingual education: Revisiting typologies and redirecting policy”, in García Ofelia (ed.), Bilingual education: Focusschrift in honor of Joshua A. Fishman on the occasion of his 65th birthday, John Benjamins Publishers, [Comment by Franziska Plathner], pp. 215-234,
"The plurilingual perspective may provide some answers to such problems: it recognises and accepts the diversity of all speakers; a principle of plurilingual education is that the management of plurilingual repertoires and their development should be differentiated: [...]Techniques are available for establishing ways of teaching linguistic varieties which are not a matter of exclusive choices, but can be modulated (over time, for example) and are therefore negotiable. From this point of view, plurilingual education can enable both majorities and minorities to have a better understanding of the nature of their relationships and of their own aspirations.” (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 71).
“It is posited that the purpose of plurilingual education is to develop speakers’ language skills and linguistic repertoires.” (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 12).
“Plurilingual education will refer to all activities, curricular or extra-curricular of whatever nature, which seek to enhance and develop language competence and speakers’ individual linguistic repertoires, from the earliest schooldays and throughout life. Education for plurilingualism will refer to plurilingual education (for example, teaching national, foreign, regional languages), in which the purpose is to develop plurilingualism as a competence. It will be noted that plurilingual education may also be achieved through activities designed principally to raise awareness of linguistic diversity, but which do not aim to teach such languages, and therefore do not constitute language teaching in the strict sense.” (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 18)."
Term in German:
Plurilinguale Bildung
Plurilinguale Bildung: Art des Unterrichts, nicht unbedingt auf Sprachunterricht beschränkt, dessen Ziel es ist, das Bewusstsein für das jeweils individuelle Sprachrepertoire zu steigern, dessen Wert zu unterstreichen und dieses Repertoire zu erweitern durch das Unterrichten in weniger verbreiteten oder nicht vertrauten Sprachen. Plurilinguale Bildung zielt außerdem auf das wachsende Verständnis für den sozialen und kulturellen Wert von Sprachenvielfalt ab um sprachliches ‚goodwill’ zu garantieren und interkulturelle Kompetenzen aufzubauen. (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 116). [Übersetzung ins Deutsche von Franziska Plathner]
Plurilinguale Bildung: Art des Unterrichts, nicht unbedingt auf Sprachunterricht beschränkt, dessen Ziel es ist, das Bewusstsein für das jeweils individuelle Sprachrepertoire zu steigern, dessen Wert zu unterstreichen und dieses Repertoire zu erweitern durch das Unterrichten in weniger verbreiteten oder nicht vertrauten Sprachen. Plurilinguale Bildung zielt außerdem auf das wachsende Verständnis für den sozialen und kulturellen Wert von Sprachenvielfalt ab um sprachliches ‚goodwill’ zu garantieren und interkulturelle Kompetenzen aufzubauen. (Language Policy Division (2007), Guide for the development of language education policies in Europe - from linguistic diversity to plurilingual education. Main Version. Council of Europe. Strasbourg, 116). [Übersetzung ins Deutsche von Franziska Plathner]
plurilingualism
A “communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact” (CEFR, p. 4). Plurilingualism is distinct from multilingualism. The latter refers to the simple coexistence of languages in society or at the level of institutions and individuals without any focus on interconnectedness. Plurilingualism stresses the dynamic use of multiple languages in social situations and the complex and evolving linguistic repertoire of language learners/users.
Council of Europe (2001),
Common European framework of reference for languages: Learning, teaching, assessment, Cambridge University Press, Cambridge, p. 4, available at
https://rm.coe.int/1680459f97.
portfolio
A student portfolio is a document in which those who are learning or have learnt for example a language – whether at school or outside school – can record and reflect on their learning and cultural experiences. The European Language Portfolio (ELP) was developed by the Council of Europe to support the development of learner autonomy, plurilingualism and intercultural awareness and competence. Self-assessment, being a central feature of the ELP, provides the link between the ELP and the Common European framework of reference for languages (CEFR).
regional and/or minority language
“A language that is ‘traditionally used within a given territory of a state by nationals of that state who form a group numerically smaller than the rest of the state’s population; it is different from the state language(s) of that state’ (Council of Europe, 1992). As a general rule, these are languages of populations that have their ethnic roots in the areas concerned or have been settled in the regions concerned for generations. Minority/regional languages can have the status of an official language, but by definition this status will be limited to the area in which they are spoken.”
European Education and Culture Executive Agency, Eurydice (2017),
Key data on teaching languages at school in Europe – 2017 edition, Publications Office of the European Union, Luxembourg, p. 142ff, available at
https://data.europa.eu/doi/10.2797/04255.
Term in French:
langue régionale et/ou minoritaire
« langue “pratiquée traditionnellement sur un territoire d’un État par des ressortissants de cet État qui constituent un groupe numériquement inférieur au reste de la population de l’État; elle est différente des langue(s) d’État de cet État” (Conseil de l’Europe, 1992). En règle générale, il s’agit de langues parlées par des populations qui ont leurs racines dans les territoires concernés ou qui y sont installées depuis des générations. Les langues régionales/minoritaires peuvent avoir le statut de langue officielle, mais, par définition, leur rayonnement officiel se limite à leur zone de locution. »
Term in German:
Regional- und/oder Minderheitensprache
„Eine Sprache, die ‘herkömmlicherweise in einem bestimmten Gebiet eines Staates von Angehörigen dieses Staates gebraucht wird, die eine Gruppe bilden, deren Zahl kleiner ist als die der übrigen Bevölkerung des Staates, und die sich von der bzw. den Staatssprache(n) dieses Staates unterscheidet’ (Europarat, 1992). In der Regel handelt es sich um Sprachen, die von Bevölkerungsgruppen gesprochen werden, die ihre ethnischen Wurzeln in den betreffenden Gebieten haben oder dort seit mehreren Generationen ansässig sind. Regional- und/oder Minderheitensprachen können den Status einer Amtssprache haben, dieser ist aber per Definition auf das Gebiet beschränkt, in dem sie gesprochen werden.“
regional language
This term denotes a language traditionally spoken in a region and contributing to its cultural identity, even if, in some cases, the number of people speaking it may have decreased gradually under the influence of a national language. The importance of taking care to preserve and promote the use of any regional language is emphasised in the Council of Europe’s European Charter for Regional or Minority Languages.
teachers as reflective practitioners
“Learning in the situation” (Posch Peter, Jahr: 4, translation by ARC team); teachers have to be in a position to reflect critically on their own teaching, their surroundings, the participation of their learners and on themselves. Teaching events can only be improved through repeated reflection and constant analysis.
vocational language / vocationally oriented language
Key phrases as well as communicative conventions (written and spoken) in the context of an occupation, in accordance with the formal rules of general language, as well as the culture and language registers associated with the occupation in question. There are language courses for occupational/specific purposes often with a focus on craft or technical occupations, which are referred to in English and German, respectively:
- Vocationally Oriented Language Teaching (also Vocational Online Language Teaching);
- Berufsorientierter Fremdsprachenunterricht (auch virtueller (online) Berufsorientierter Fremdsprachenunterricht).
workplace
Workplace (place de travail in Swiss French, lieu de travail in France) describes the visible environment where work is performed, including the physical environment (space, temperature, noise, tools), the human environment (colleagues, present either physically or virtually – e.g. via phone, walkie talkies, or the internet) and the organisational environment (shift rotas, repetitive or varied work). The invisible context, such as the legal framework, the different cultures linked to work, is generally not included. The workplace features in research conducted in the English-speaking world (including Australia and New Zealand) in the area of Workplace studies.