The Handbook of Plurilingual and Intercultural Language Learning E-Book
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- Herausgeber: John Wiley & Sons
- Kategorie: Fremdsprachen
- Serie: Blackwell Handbooks in Linguistics
- Sprache: Englisch
The most up-to-date reference text on the latest science in plurilingual and intercultural language education, covering both new research and current practice
The Handbook of Plurilingual and Intercultural Language Learning reveals the nuances and complexities of teaching and learning languages while providing a timely account of the most recent developments and research in the field. The first reference work to examine plurilingual and intercultural language teaching and learning trends across five continents, this innovative volume examines the various ways learners acquire language.
Divided into four sections, this Handbook explains the conceptual basis of intercultural and plurilingual learning, describes core pedagogical concepts in different contexts, discusses various learning and teaching approaches, and surveys the historical development of foreign language instruction, methods, and theories. In-depth chapters address code-switching and translanguaging, equity in foreign language learning, intercultural sensitivity, technology-enhanced learning, world Englishes, the role of language policy in nation-building, the situations of migrants in language classrooms, and more.
A field-defining overview of the latest research on the science of language education and acquisition, The Handbook of Plurilingual and Intercultural Language Learning:
- Explores how policy and pedagogy can adapt to the shifting demographics of local student populations as the world becomes increasingly mobile
- Addresses new trends and evolving themes that are currently determining the future of language education and policy around the world
- Discusses future trends in language education policy, assessment, and teacher training in light of new attitudes about language, community, and statehood
- Features contributions from a wide range of scholars reflecting different cultural, linguistic, regional, and ideological perspectives
- Introduces European research discourses on intercomprehension into the English-speaking world
Part of the Wiley Blackwell Handbooks in Linguistics series, The Handbook of Plurilingual and Intercultural Language Learning is an essential resource for students, educators, and researchers in Applied Linguistics, language teaching and learning, English as a Lingua Franca, plurilingualism/multilingualism, TESOL, cognitive linguistics, language policy, language acquisition, and intercultural communication.
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Table of Contents
Cover
Table of Contents
Series Page
Title Page
Copyright Page
Dedication Page
Notes on Contributors
Introduction
Definitions of Terms
Perspectives of Intercultural and Plurilingual Language Learning
Structure of the Handbook
REFERENCES
Section 1: Fundamentals of Intercultural and Plurilingual Learning
Section 1a: Culture
1 Identity, Diversity, Equity, and Inclusion
Introduction
Defining Identity, Diversity, Equity, and Inclusion in Plurilingual Contexts
The Impact of Plurilingual Pedagogies on Identity, Equity, and Inclusion
Enacting Plurilingual Pedagogies to Foster Identity, Diversity, Equity, and Inclusion: Pedagogical Implications
1
Directions for Future Research
NOTE
REFERENCES
2 From Multiculturalism to Social Justice: Implications for Language Education in the United States and Canada
Introduction
Multicultural Education in the United States
Multiculturalism in Canada: Multiculturalism within a Bilingual Framework
From Critical Multiculturalism to Justice‐Oriented Language Education
Future Directions
REFERENCES
NOTES
3 Intercultural Competence
Conceptualizations of IC and ICC
Intercultural Competence
The Impact of Theory on Policy
Perspectives from the Global North and Global South
Practical Relevance and Pedagogical Implications
The Ethical Dimension
Future Directions and Research
Acknowledgement
REFERENCES
NOTES
4 Critical Interculturality in Language Learning: Plurilingualism for Problematizing and Enriching the Notion
Introduction
Critical Interculturality in Language Learning
Current Perspectives Related to Plurilingualism that Can Support Critical and Reflexive Interculturality
Conclusions and Future Directions
REFERENCES
Section 1b: Language
5 Language, Languages, Plurilingual Education
Introduction
Language, Languages, Multilingualism, and Plurilingualism
Practical Relevance
Research Perspectives
REFERENCES
RESEARCH STUDIES
NOTES
6 Endangered Languages and Language Revitalization
Endangered Languages Are Indigenous Languages
Legal Context
Language Documentation
Language Planning: Standardization and Graphization
Education, Teachers, and Teacher Training
Language Endangerment and Revitalization in the Digital Age
REFERENCES
7 Conceptualizing and Positioning Lingua Francas: English and Other Languages
Introduction
Defining the Term
Lingua Franca
Lingua Francas from a Historical Perspective
English as a Contemporary Lingua Franca
Diplomacy and World Organizations
Business
Aviation and Seafaring
Science and Technology
Digital Communication, Media, and Entertainment
English‐Medium Instruction
Conclusion
REFERENCES
8 Language Comparison in Plurilingual Learning and Processing
Introduction
Organization of Several Languages in the Human Brain and Mind
Factors Favoring Language Comparison
Consideration of Languages of Origin in Language Comparison
Conclusion
REFERENCES
9 Rethinking Code‐Switching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism
Introduction
Code‐Switching and Translanguaging
DMM: Some Main Tenets
Multilingual Pedagogies in Education from a Language Management Perspective
Concluding Thoughts
REFERENCES
10 Multimodality and Trans‐Semiotics
Introduction
Multimodal Research in Education and Other Settings
Multiple Modes in Language Education
New Media in the Classroom and Changing Semiosis
Digital Literacies
Trans‐Semiotics
Theoretical Linkages and Departures
REFERENCES
Section 1c: Language Policies
11 Languages and Nation Building
The Ideological Creation of Citizens: Foundations
Language and Nation States
The Construction of Linguistic Citizenship in Mexico
Conclusion: National Building and Transnational Ideologies
REFERENCES
12 Language Policy and Planning: A Focus on ASEAN and EU Contexts
Introduction
Contexts of ASEAN and the EU
Overview of Language Policy and Planning
Underlying Language Ideologies Informing LPP in ASEAN and the EU
Recent Trends, Controversies, and Pedagogical Implications
Complexities in Implementing Multilingual Provisions
The Teaching and Learning of Neighboring ASEAN Languages
The Way Forward
Suggestions for Future Research
Conclusion
REFERENCES
13 Critical Approaches to World Englishes
Introduction
Situating Criticality within WE Research
Current Issues in WE Research
Practical Relevance of Critical WE Research and Pedagogical Implications
Directions for Future Research
Conclusion
REFERENCES
NOTE
14 Issues of Equity and Access in Foreign Language Education
Equity and Access: Situating Foreign Language Learning in the United States
Challenges for Equity and Access in Foreign Language Learning
Practical Relevance and Implications
Conclusion
Directions for Further Research
REFERENCES
15 Plurilingual Language Policies and Teaching Approaches in Higher Education
The Spread of English as a Medium of Instruction (EMI) and Multilingualism in Higher Education
Main Challenges of EMI and Plurilingual Education and Pedagogical Implications
Conclusion and Directions for Future Research
REFERENCES
Section 2: Pedagogical Concepts
Section 2a: Pedagogical Concepts of Intercultural Learning
16 Intercultural Discourses between Universalism and Particularism
Intercultural Language Learning
Particularistic Ways of Dealing with Cultural Differences
Universalist Approaches: We’re All the Same
Cultural Relativism: A Problematic Concept?
Cultural Appropriation
Diversity and Universal Value Systems
Conclusion
REFERENCES
NOTES
17 Transculturality (Revisited)
Introduction
Transculturality as a Diverse Set of Approaches
Transculturality and Other Cultural‐Learning Perspectives
REFERENCES
NOTES
18 Assessing Intercultural Competence
Introduction
Intercultural Competence in Instructed Language Learning
Two Influential IC Frameworks: Byram and Bennett
The Role of Language Proficiency Measures in IC Assessment
Pluri/Intercultural Can‐Do Descriptors from US and European Language Organizations
Limitations in Pluri/Intercultural Competence Assessments
Concluding Remarks
REFERENCES
19 Intercultural Education through Literature
Changing Roles of Literature in Foreign Language (FL) Teaching
Reading Literature in a Foreign Language Today
International Outlooks on Reading Literacy—the OECD and PISA
Reading Literature in a Foreign Language: Ways Forward
Text Choice
Pedagogical Implications
REFERENCES
NOTES
20 Intercultural Learning in Preschool and Primary School Contexts
Introduction
Theoretical Issues in Intercultural Competence for Children
Current Issues
Practical Issues
Directions for Future Research
Conclusion
REFERENCES
NOTE
21 Intercultural Learning in Secondary School Contexts and in Adult Education
Intercultural Learning in Secondary School Contexts and Adult Education
How Can Educators Help Students Address Societal Problems?
Curricular Examples
Discussion: “How Can Language Education Help Students Address Societal Problems?”
Discussion: How Can Language Education Facilitate Students’ Understanding of Their and Others’ Plurilingual and Pluricultural Identities?
How Do We Know if Students Indeed Learned What We Intend for Them to Learn?
Ways Forward
Conclusion
REFERENCES
22 Linguistic and Cultural Mediation
Situating Linguistic and Cultural Mediation
Current Impact
Practical Relevance and Pedagogical Implications
Directions for Future Research
REFERENCES
NOTE
Section 2b: Pedagogical Concepts of Plurilingual Learning
23 Didactics of Plurilingualism—A European View
A European Unitary View
The Various Goals of Didactics of Plurilingualism
A Wealth of Plurilingual Approaches in Europe in the Last Decades of the Past Century
Pluralistic Approaches to Languages and Cultures as Another Umbrella Concept
The Framework of Reference for Pluralistic Approaches to Languages and Cultures
Some Current Developments in Didactics of Plurilingualism
Conclusion: Which Challenges Are There for Didactics of Plurilingualism?
REFERENCES
NOTES
24 Plurilingual and Pluricultural Competence: Origins, Current Trends, and Future Directions
Introduction
Plurilingual and Pluricultural Competence: Origins and Evolutions
PPC Descriptors
Current Impact of PPC Research
PPC in Language Education
PPC and Pedagogical Implications
Directions for Future Research
REFERENCES
Appendix A
25 Plurilingual Assessment
Introduction
Some Considerations on the Concept of Plurilingualism
Frameworks and Guidelines
Assessing Plurilingual Competence
Conclusions
REFERENCES
NOTES
26 Many Languages—One Curriculum
Introduction
Increasing Multilingualism in Society; Decreasing Multilingualism in Education
Multilingualism Pedagogy as a Basis for Curricular Change
Curricular Approaches to Multilingualism
Hufeisen’s Plurilingual Curriculum (PlurCur) Prototype
Outlook: Fostering Second and Further Additional Languages within the Framework of Plurilingual Curricula
REFERENCES
27 Using Telecollaboration to Prepare Teacher Candidates for Plurilingual Students
Introduction
Immersive Pedagogy Experiences to Prepare Teacher Candidates for Plurilingual Students
Telecollaboration in Teacher Education for Plurilingual Classrooms
Pedagogical Implications of Telecollaboration in Teacher Education
Limitations and Challenges of Telecollaboration in Teacher Education
A Model Telecollaborative Exchange Project for Teacher Education
Conclusion
REFERENCES
Appendix
NOTE
Section 3: Learning and Teaching Approaches
28 Teaching Intercomprehension and Foreign Language Learning Competence
Intercomprehension
Methods of Teaching Intercomprehension in the European Context
Evaluation, Tests, and Self‐Assessment
Limitations and Difficulties
European Projects
Perspectives
REFERENCES
NOTES
29 Teaching and Learning Materials to Foster Plurilingualism
Functions, Forms, and Relevance of Teaching and Learning Materials Fostering Plurilingualism
Problem Outline with Regard to Teaching and Learning Romance Languages in German‐Speaking Countries of Europe
Some Observations on the Current State of Research and Development of Teaching and Learning Materials Fostering Plurilingualism
Practical Relevance of Teaching and Learning Materials Fostering Plurilingualism
Current Issues
EXEMPLARY MATERIALS AND INITIATIVES FOSTERING PLURILINGUALISM MENTIONED
REFERENCES
30 Intercultural and Plurilingual Aspects in Language Teacher Education
Introduction
Intercultural Communication
Plurilingualism as Professional Challenge
The Douglas Fir Group Framework as a Blueprint for Language Teacher Education
Critical Issues to be Addressed in Relation to Intercultural and Plurilingual Challenges
Conclusion
REFERENCES
31 Teaching Plurilingualism
Introduction
Valuing and Monitoring Existing Plurilingualism
Raising Awareness
Expanding the Learners’ Repertoire and Building Bridges in Language Learning
Approaches
Challenges and Prospective Suggestions
REFERENCES
NOTES
32 Teaching Intercultural Sensitivity and Competence
A Historical Overview of Intercultural Communication
From Intercultural Competence to Intercultural Sensitivity
Principles of Implementing Intercultural Sensitivity in the Classroom
Pedagogical Challenges and Practical Suggestions
REFERENCES
33 Plurilingual Learning Competence
Situatedness
Historical Framing—with a Particular Focus on European Research
Current Impact
Practical Relevance and Pedagogical Implications
Research Aspects or Directions for Future Research
REFERENCES
34 Doing Language and Gender in the Classroom: Teaching toward Justice
Introduction
Situatedness
Current Impact
Gender‐Just Pedagogies
Research
Directions for Continued Engagement
Conclusion
REFERENCES
NOTES
Section 4: Diachronic Aspects
35 Methods and Motivations in Foreign Language Teaching from Antiquity to the Present
The Prehistory of “Language” and “Learning”
The Emergence of a “Classical Pedagogy”
From Antiquity to the Renaissance: Humanism and the Rise of the Vernaculars
Early Modern Period: Nationalisms and Language Standardization
Eighteenth Century: The Rise of the “Practical Grammar”
The Nineteenth Century to the Present: Languages and the School Curriculum
Summary of Key Themes
REFERENCES
36 From
Native Speaker to Intercultural Plurilingual Speaker:
About the Eventful History of Guiding Concepts in Applied Linguistics and Foreign Language Pedagogy
Introduction
The
Native Speaker
in Early SLA Research: From a Theoretical to a Normative Concept
Nativeness and Mother Tongue: The Idealization of the
Native Speaker
Myth
Criticisms of the Native Speaker Concept: Different “Turns” in Applied Linguistics
The Development of a Counter‐Concept: The Plurilingual and Intercultural Speaker
Recent Developments and Debates
Conclusion
REFERENCES
NOTES
37 Critical Applied Language/Linguistics Imaginings and Academic Legacies for a Better World
Introduction
Positionalities
Acknowledging Our Positionality and Sources of Knowledge
Our Legacies
Acknowledgments
REFERENCES
Index
End User License Agreement
List of Tables
Chapter 18
Table 18.1 The 15
Investigate
Can‐Do Statements for intercultural communica...
Table 18.2 The 15
Interact
Can‐Do Statements for intercultural communicatio...
Chapter 24
Table 24.1 Guiding questions for PPC task design.
Chapter 25
Table 25.1 Savoir‐faire of plurilingual competence.
Table 25.2 Excerpt from REFIC (De Carlo & Anquetil, 2019/Venice university ...
Table 25.3 Plurilingual comprehension scale.
List of Illustrations
Chapter 24
Figure 24.1 The three scales of PPC in the CEFR.
Chapter 26
Figure 26.1 Plurilingual curriculum prototype (example: Germany).
Chapter 27
Figure 27.1 Example discussion thread.
Guide
Cover Page
Table of Contents
Series Page
Title Page
Copyright Page
Dedication Page
Notes on Contributors
Begin Reading
Index
WILEY END USER LICENSE AGREEMENT
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The Handbook of Plurilingual and Intercultural Language Learning
Edited by
Christiane Fäcke,Xuesong (Andy) Gao, andPaula Garrett-Rucks
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Library of Congress Cataloging‐in‐Publication DataNames: Fäcke, Christiane, editor. | Gao, Xuesong (Andy), editor. | Garrett‐Rucks, Paula, editor.Title: The Handbook of plurilingual and intercultural language learning / edited by Christiane Fäcke, Xuesong (Andy) Gao, and Paula Garrett‐Rucks.Description: Hoboken, NJ : Wiley‐Blackwell, 2025. | Series: Blackwell handbooks in linguistics | Includes bibliographical references and index.Identifiers: LCCN 2024013129 (print) | LCCN 2024013130 (ebook) | ISBN 9781394165919 (hardback) | ISBN 9781394165926 (paperback) | ISBN 9781394165933 (adobe pdf) | ISBN 9781394165940 (epub)Subjects: LCSH: Language and languages–Study and teaching. | Intercultural communication–Study and teaching. | Multilingual education. | LCGFT: Essays.Classification: LCC P53.45 .H36 2024 (print) | LCC P53.45 (ebook) | DDC 418.0071–dc23/eng/20240505LC record available at https://lccn.loc.gov/2024013129LC ebook record available at https://lccn.loc.gov/2024013130
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Franz‐Joseph Meißner
Notes on Contributors
Sedat Akayoglu is an Associate Professor at the Department of Foreign Language Education, Bolu Abant Izzet Baysal University in Turkiye, Turkey. His research interests include teacher education, computer assisted language learning, computer‐mediated communication, telecollaboration, and intercultural education.
Elisabeth Allgäuer‐Hackl worked as a teacher (Spanish, English, German as a second language, French, multilingualism) in schools and taught adult education in Latin America and in Vorarlberg (Austria). Additionally, she was a freelance writer in the programme “mehrSprache” set up by okay.zusammen leben (Vorarlberg). She has developed multilingual teaching and learning concepts. Her current focus is on in‐service teacher training and school development in connection with multilingual education and whole school curricula. As a member of the DyME research team at Innsbruck University, her main research interests are multilingual/metalinguistic awareness, language management and language maintenance strategies in educational contexts, (early) multilingual development, and inclusive (multilingual) teaching methodology.
Michele Back is an Associate Professor, World Languages Education, at the University of Connecticut, USA, where she conducts research in language teacher development; study abroad; the intersections of race and discourse; the role of discourse in constructing identities; and how translanguaging and multilingual ecology can transform schools and other communities of practice. She has published articles in the Modern Language Journal, Foreign Language Annals, TESOL Quarterly, and Teaching and Teacher Education, and the monograph Transcultural Performance: Negotiating Globalized Indigenous Identities (Palgrave, 2015). She has also coedited Racialization and Language: Interdisciplinary Perspectives from Perú (Routledge, 2018) and Racismo y lenguaje (PUCP, 2017) with Dr. Virginia Zavala.
Marianne Bakró‐Nagy is a Professor Emerita at the Hungarian Research Centre for Linguistics, Budapest, and the University of Szeged, Hungary. Her research focuses on historical changes of highly endangered languages in Western Siberia on the verge of extinction; many varieties are extinct already. Identifying these changes allows the study and description of the impact of language contact on diachronic processes that influence considerably language use and grammatical structure. She was a member of the “Ob‐Ugric languages: Conceptual structures, lexicon, constructions, categories” ESF EuroBabel project and is co‐editor of The Oxford Guide to the Uralic Languages (2022). Bakró‐Nagy is a member of Academia Europaea.
Elisabetta Bonvino is a Full Professor in Second Language Education at the University of Roma Tre, Italy. She holds a Ph.D. in Linguistics from École Pratique des Hautes Études (Paris). Currently, Elisabetta Bonvino is the scientific coordinator of the Italian L2 Certification (Certit) at Roma Tre. She has actively participated in transnational projects on plurilingualism, such as REDINTER, EVAL‐IC (ÉVALuation des compétences en InterCompréhension) and is currently involved in the PEP Project (Promouvoir L’éducation Plurilingue/Promoting Plurilingual Education). Her scientific focus includes plurilingualism and intercomprehension among Romance languages, the assessment of linguistic skills, and the analysis of spoken language by both native and non‐native speakers.
Praew Bupphachuen is a Master’s student in Teaching English to Speakers of Other Languages (MA TESOL) at Michigan State University, USA. Her main research interests center around project‐based teaching, differentiated instruction, and language teacher identity.
Yuko Goto Butler is a Professor of Educational Linguistics at the Graduate School of Education at the University of Pennsylvania, USA. She also serves as the director of Teaching English to Speakers of Other Languages (TESOL) program at Penn. Her research focuses on the improvement of second and foreign language pedagogy and assessment among young learners in the U.S. and Asia in response to the diverse needs of increasing globalization and digitalization.
Michael Byram studied languages at King’s College Cambridge, wrote a PhD in Danish literature, and then taught French and German in secondary and adult education. He then moved to Durham University from 1980 in the School of Education and is now a Professor Emeritus there and Guest Research Professor at Sofia University, Bulgaria. In the 2000s, he was Adviser to the Language Policy Division of the Council of Europe, and then involved in work on the Reference Framework of Competences for Democratic Culture and the accompanying Portfolio. He recently co‐edited with Mike Fleming and Joe Sheils Quality and Equity in Education: A Practical Guide to the Council of Europe Vision of Education for Plurilingual, Intercultural and Democratic Citizenship, and with Maria Stoicheva, The Experience of Examining the PhD: An International Comparative Study of Processes and Standards of Doctoral Examination.
Michel Candelier is a Professor Emeritus at the University of Le Mans (France) and has devoted three decades of research to the didactics of plurilingualism and its implementation. He has coordinated several European projects funded by European institutions, notably the EVLANG project (Awakening to languages/Multilingual language awareness) and the CARAP/FREPA project (Framework of Reference for Pluralistic Approaches to Languages and Cultures). His recent publications deal with educating teachers for pluralistic approaches, integrated language teaching, and language‐sensitive subject teaching. He is Honorary President of two international associations: EDiLiC—Éducation et diversité linguistique et culturelle and FIPLV—Fédération internationale des professeurs de langues vivantes.
Jasone Cenoz is a member of the Advisory Board for the Organization of Ibero‐American States (Organización de Estados Iberoamericanos) and a former Professor of Education at the University of the Basque Country UPV/EHU, Spain. She has published extensively and has presented her work at conferences and seminars in many countries. Some of her recent publications in collaboration with Durk Gorter are The Minority Language as a Second Language (2024), A Panorama of Linguistic Landscape Studies (2023), and Pedagogical Translanguaging (2021).
Susan Coetzee‐Van Rooy is a Research Professor in UPSET in the Faculty of Humanities at the North‐West University in South Africa. UPSET is a research entity that focuses on the “Understanding and processing of language in complex settings.” She studies the multilingual repertoires of people and is always busy with thought experiments to determine which research methods best answer which types of research questions. The research methods that she uses include language portraits, language repertoire surveys, language history interviews, social networks, and ethnographies of communication. She is a B2 rated researcher at the National Research Foundation in South Africa.
Simon Coffey is a Reader in Languages Education at King’s College London, where he is Director of the Initial Teacher Education program and subject lead for languages. His research aims to expand common conceptions of “language” and “learning” by adopting a sociohistorical lens, focusing both on the affective‐emotional dimension of language learning and the historiography of language learning and teaching, with special reference to the teaching of French in England.
Diego Cortés Velásquez is an Associate Professor of Second Language Education at Roma Tre University, Italy. He earned his Ph.D. in 2013 with a thesis on oral intercomprehension among Romance languages. His research interests include plurilingualism, task‐based language teaching, cross‐cultural pragmatics, and telecollaborative exchanges in language learning. He has actively participated in transnational projects on plurilingualism, such as REDINTER, EVAL‐IC (ÉVALuation des compétences en InterCompréhension) and is currently involved in the PEP Project (Promouvoir L’éducation Plurilingue/Promoting Plurilingual Education). He serves as a member of the Italian L2 Certification (Certit) board and is Assistant Editor of the ISLA (Instructed Second Language Acquisition) journal.
Kelly Frances Davidson is an Associate Professor of French and Foreign Language Education and Coordinator of the Foreign Language Education Graduate Program at Valdosta State University in Valdosta, Georgia, in the United States. She teaches undergraduate and graduate courses in French and language education. Her research interests include early language learning and social justice and community engagement. She has served as the Chair of the Language Learning for Children and the Teaching and Learning of Culture ACTFL Special Interest Groups. She is the Editor for Learning Languages, the journal of the National Network for Early Language Learning, and is the co‐editor of How We Take Action: Social Justice in PreK‐16 Language Classrooms (2023).
Peter I. De Costa is a Professor in the Department of Linguistics, Languages & Cultures, and the Department of Teacher Education at Michigan State University, USA. His research areas include emotions, identity, ideology, and ethics in educational linguistics. He also studies social (in)justice issues. He is the co‐editor of TESOL Quarterly and the President Elect of the American Association for Applied Linguistics.
Werner Delanoy is a retired Professor of English Language Teaching at the University of Klagenfurt in Austria. His main areas of research are cultural learning in a globalized modernity, literature teaching and learning, language education, and contemporary British culture and literature. His most recent publications include What is Culture?, a contribution to the Cambridge Handbook of Intercultural Communication (2020), Quo Vadis Cultural Learning and Language Education, an article published in Rethinking Cultural Learning (2023, edited by Ricardo Römhild et. al.), and the volume Power in Language, Culture, Literature and Education (2023, with Marta Degani). Werner Delanoy is Co‐editor of the journal AAA (Agenda: Advancing Anglophone Studies).
Jean‐François de Pietro, now retired, was formerly a Scientific Associate at the research institute linked to the education authorities in the French‐speaking part of Switzerland (CIIP). He has taken part in a number of research projects on subjects relating to plurilingualism and migration, pupils' language representations, language awareness, and the teaching of plurilingualism (EVLANG, FREPA/CARAP, etc.). He is a former President of the Swiss Association of Applied Linguistics (VALS‐ASLA), a Co‐founding member of the EDILIC association and a former member of the editorial board of the journal Babylonia. He has also contributed to the publication of teaching materials, in particular for the project Éducation et ouverture aux langues à l'école (EOLE; co‐director of the collection).
Martine Derivry‐Plard is a Professor of didactique des langues in the Institute of Education at the University of Bordeaux, France. She is also deputy head of the ECOr (Evaluation, Behaviour and Organizations) Research Department at Bordeaux that convenes four research groups. Her research interests include plurilingualism, pluriculturalism, language ideologies, and intercultural communication in language education. She has participated in two Erasmus projects (TILA and TeCoLa) for the development of intercultural telecollaborations in diverse settings.
Fred Dervin is a Professor of Multicultural Education at the University of Helsinki (Finland). He specializes in intercultural communication education, the sociology of multiculturalism, and international mobilities in education and has widely published in different languages on identity, interculturality, and mobility/migration. Exploring the politics of interculturality within and beyond “the canon” of intercultural communication education research has been one of Dervin’s foci in his work over the past 20 years. His recent publications include Teaching Interculturality ‘Otherwise’ (2022) and Communicating around Interculturality in Education and Research (2023).
Christiane Fäcke holds the Chair of Didactics of Romance Languages and Literatures at the University of Augsburg, Germany. Her publications deal with plurilingualism/multilingualism and pluriculturalism/multiculturalism, intercultural education, language acquisition, and language policy, including the Manual of Language Acquisition (2014). Her research also focuses on language education, especially the teaching and learning of Romance languages, competency‐based language teaching, standards, and assessment.
Anna Fenyvesi is an Associate Professor at the University of Szeged, Hungary. She received her PhD from the University of Pittsburgh (1998), and her habilitation at Debrecen University (2013). Her specialization is sociolinguistics, contact linguistics, and bilingualism. She is co‐author of Routledge Descriptive Grammar of Hungarian (1998) and editor of Hungarian Language Contact Outside Hungary (2005, Benjamins). She was PI of the Hungarian team in the joint Finnish–Hungarian project “Computational tools for the revitalization of endangered Finno‐Ugric minority languages (FinUgRevita)” (2013–2018).
Angelica Galante is an Assistant Professor in Language Education at McGill University, and director of the Plurilingual Lab, Canada. Her research examines plurilingual and pluricultural competence, language pedagogy in multilingual settings, and social factors in language development. She is the recipient of many prestigious awards, including the Pat Clifford Award for Excellence in Educational Research. Her work can be found in journals such as Applied Linguistics, TESOL Quarterly, International Journal of Multilingualism, System, and Applied Linguistics Review.
Dominique Galvez has been teaching high school Spanish for twenty years and is currently completing her PhD in Applied Linguistics and Discourse studies at the University of Connecticut, USA. She currently teaches Second Language Acquisition and Instructional Strategies for Multilingual Learners at the graduate level. She holds a B.A. in Spanish, an M.A. in Curriculum and Instruction, and a certificate in Nonprofit Leadership. Her research interests include Second Language Acquisition, Intercultural Citizenship Education, Intercultural Competence, Situated Cognition, Learning Transfer, Culturally Sustaining Pedagogies, and Service Learning in the world language classroom.
Xuesong (Andy) Gao is a Professor of Language and Literacy Education at the School of Education, University of New South Wales, Australia. His research interests include language learning, language education policy, and language teacher education. He co‐edits the International Journal of Applied Linguistics for WILEY and edits the English Language Education Book Series for Springer.
Paula Garrett‐Rucks is an Associate Professor of World Languages Education at Georgia State University, USA, and Editor of SCOLT Dimensions, a regional journal for the American Council on the Teaching of Foreign Languages (ACTFL). She has served as Chair for ACTFL’s Teaching and Learning Cultures SIG and ACTFL’s Interculturality Task Force to design national rubrics for assessing language learners’ intercultural competence. She was awarded the 2016 ACTFL Nelson Brooks Award for Excellence in the Teaching of Culture for her book, Intercultural Competence in Instructed Language Learning: Bridging Theory and Practice.
Ana Gonçalves Matos is an Associate Professor at the Faculty of Social Sciences and Humanities, FCSH/NOVA University Lisbon, Portugal. She is a Researcher at CETAPS (Centre for English, Translation, and Anglo‐Portuguese Studies). She has published internationally and is the author of Literary Texts and Intercultural Learning ‐ Exploring New Directions (2012). She is Associate Editor of e‐TEALS, the e‐journal of Teacher Education and Applied Language Studies, and a member of the editorial review board of CLELE (Children’s Literature in English Language Education).
Durk Gorter is a former Ikerbasque Research Professor at the University of the Basque Country, Spain. He carries out research on European minority languages, multilingual education, and linguistic landscapes. Among his recent publications are Pedagogical Translanguaging (2021), A Panorama of Linguistic Landscape Studies (2023), and The Minority Language as a Second Language (2024), all in collaboration with Jasone Cenoz. He has been the Editor‐in‐Chief of the journal Language, Culture and Curriculum.
Curtis Green‐Eneix is a Research Assistant Professor in the English Language Education Department at the Education University of Hong Kong, China. His work focuses on equitable language education relating to language policy and planning, teacher development, identity, and ideology. His work has been featured in the Australian Review of Applied Linguistics, English Today, RELC Journal, System, and TESOL Journal.
Madelynne Gregory is a graduate student at Michigan State University in the United States, where she is pursuing a Master of Arts in Teaching English to Speakers of Other Languages (TESOL). Her research interests include World Englishes and identity in second language classrooms.
Mehry Haddad Narafshan is an Assistant Professor of English Language Teaching at Islamic Azad University, Kerman Branch (Iran). Her teaching and research focus on language learning and development, sustainability, critical thinking, and learners’ character development. She also studies culture and identity issues. She has taught, coordinated, and supervised several courses and projects within the department. She has authored or co‐authored many papers and delivered several talks/seminars at international/national conferences.
Adelheid Hu is a Professor Emeritus of Applied Linguistics at the University of Luxembourg, Luxembourg. Her main research interests include plurilingual education in the context of migration and globalization, intercultural and identity studies, and language policy in academia. Before working in Luxembourg (since 2011), she has been Professor for Foreign Language Pedagogy at the University of Hamburg (2001–2011). Her working experience also includes a lecturer position for German as Foreign Language at Tunghai University, Taiwan, a visiting appointment at the University of Franche‐Comté in Besançon, France, and a post‐doc position at the Ruhr‐University Bochum. Lately she has been particularly interested in the historical development of guiding concepts in Applied Linguistics and Foreign Language Pedagogy.
Britta Hufeisen, Dr. phil (1990), habil (1999), is a Full Professor of Linguistics and Multilingualism at the Technische Universität Darmstadt, Germany. She has been working in the field of third and multiple language learning since 1987 and writing in a foreign language since 1993 with a special emphasis on cross‐cultural interaction, beneficial transfer, and, recently, multilingual whole school policies. Her current research interests lie in European Higher Education institutions and their linguistic approach manifested in concepts such as functional multilingualism which seek to overcome the idea that English only is the exclusive and single solution to internationalization.
Ulrike Jessner is a Professor at the University of Innsbruck (Austria), the University of Pannonia (Hungary), and Extraordinary Professor at North‐West University (South Africa). She has published widely in the field of multilingualism with a special focus on the acquisition of English in multilingual contexts. She is the co‐author of A Dynamic Model of Multilingualism (with Philip Herdina in 2002) which pioneered CDST in language acquisition research. She has been engaged in the development of the research area of third language acquisition/multilingualism as a Founding Member and President of the International Association of Multilingualism. She is Founding Editor of the International Journal of Multilingualism and the book series Trends in Applied Linguistics (Mouton de Gruyter).
Shiyu Jiang is a doctoral student in the Educational Linguistics division at the University of Pennsylvania, USA. She was an English as a Second Language teacher prior to her PhD study. Her research interest centers on understanding refugee students’ language development, identity formation, and their experience after resettlement. She is also interested in how digital technology informs language learning and teaching at the K‐12 level as well as in post‐secondary settings.
Ioannis Karras is an Associate Professor in Applied Linguistics & Intercultural Communication and the Chair of the Department of Foreign Languages, Translation, and Interpreting, at Ionian University, Greece. He is also the Director of the MA program in Politics, Language, and Intercultural Communication and the Deputy Director of the TEIL M.Ed. programme at the Hellenic Open University. He has extensive experience (over 25 years) teaching Applied Linguistics, EFL Teaching Methodology, and Intercultural Communication at all levels (Undergraduate, Masters, PhD). Ioannis has lectured as a visiting professor/invited speaker at various universities around the world.
Kris Aric Knisely is an Associate Professor of French and Intercultural Competence at the University of Arizona, USA. Dr. Knisely’s research considers how the linguistically and culturally situated ways that we perceive and embody gender enter into language education, what normativities manifest there, and how those normativities can be laid bare, upended, and unscripted. Knisely’s work has appeared in Contemporary French Civilization, CFC Intersections, Critical Multilingualism Studies, Foreign Language Annals, The French Review, Gender and Language, and the Modern Language Journal, among other venues. Knisely is also co‐editor of Redoing linguistic worlds: Unmaking gender binaries, remaking gender pluralities (Multilingual Matters).
Ryuko Kubota is a Professor in the Department of Language and Literacy Education of the Faculty of Education at University of British Columbia, Canada, where she teaches Applied Linguistics and Language Teacher Education. Her research draws on critical approaches to language education, focusing on race, intersectional justice, language ideologies, and critical pedagogies. Her publications include co‐edited books, such as Race, culture, and identities in second language: Exploring critically engaged practice (Routledge 2009) and Discourses of identity: Language learning, teaching, and reclamation perspectives in Japan (Palgrave 2023), as well as various journal articles and book chapters.
Huan Yik Lee is a Senior Lecturer at the Language Academy, Faculty of Social Sciences and Humanities, University of Technology Malaysia (UTM), Malaysia. He was a recent PhD graduate and Honorary Fellow at the School of Education, University of Queensland, Australia. His work has been featured in the Current Issues in Language Planning, International Journal of Multilingualism, World Englishes, Language Problems and Planning, Journal of International and Comparative Education, and ASEAN Journal of Applied Linguistics. His research interests are in the field of language policy and planning, language policies in education, multilingualism, English language education, international and comparative education, teacher education, and education policy.
Anthony J. Liddicoat is a Professor in the Department of Applied Linguistics at the University of Warwick, UK and Adjunct Professor in Justice and Society at the University of South Australia, Australia. His research interests include language and intercultural issues in education, discourse analysis, and language policy and planning. He is a Fellow of the UK Academy of Social Sciences, the Executive Editor of Current Issues in Language Planning, and Co‐editor of the book series Language and Intercultural Communication in Education (Multilingual Matters).
Hélène Martinez is a Professor of Didactics of Romance Languages (focus French and Spanish) at the University of Giessen in Germany (Justus‐Liebig‐Universität Giessen). Her research is centered around plurilingualism, self‐directed learning (learner autonomy, language‐learning advice), competence orientation (educational standards, task construction), and foreign language teacher education/teacher training.
David Martínez‐Prieto is an Assistant Professor at the Department of Bilingual and Literacy Studies at the University of Texas Rio Grande Valley, USA. His research areas include the ideological construction of language teachers in terms of neocolonialism, imperialism, and neoliberalism. David also concentrates on examining the transnational identities of pre‐service teachers at the U.S.‐Mexican border. Before moving to the U.S., he worked as a language teacher in Mexican institutions for more than 10 years.
Nicole Marx is a Full Professor of Language and Literacy Development and German as a Second Language at the University of Cologne, Germany. She has been working in the field of third and multiple language learning since 1999 with a special emphasis on pedagogical intervention studies for teaching and learning third and further additional languages and the simultaneous learning and teaching of multiple languages. Her current research interests lie in the language(s) development of newly immigrated students in various contexts, languages, and skills.
Gerardo Melgar is pursuing a Master's degree in Teaching English to Speakers of Other Languages (TESOL) at Michigan State University, USA, under the Fulbright Program. He holds a Bachelor's degree in Applied Linguistics and worked as an English instructor for seven years in El Salvador. He is one of the founders of the Teachers Up Initiative, a free online professional development program for English teachers in El Salvador and other countries. He has experience in teaching English, curriculum design, and teacher training.
Johannes Müller‐Lancé is a full Professor of Romance Linguistics and Media Studies at the University of Mannheim, Germany. His teaching and research focus on tertiary language acquisition, text type research, and the historical morphosyntax of Romance languages. As a linguist and former foreign language teacher (French, Latin), he conducts research on the characteristics of third language acquisition, especially in the case of Romance languages, but also on the influence of previously learned/acquired competencies of Latin or heritage languages on the learning process. Belonging to the early generation of L3 researchers in the 1990s, he developed one of the first models of plurilingual intercomprehension of unknown Romance target languages and proposed helpful suggestions for the coordinated teaching of English and Latin as Foreign Languages.
Lamia Nemouchi is an early career researcher currently working as a Lecturer in Education at De Montfort University, Leicester, UK. She did her PhD at Durham University, The School of Education where she investigated the use of literature to develop intercultural communicative competence in EFL courses in Algerian Universities. Her research interests are in TEFL, intercultural and multilingual experiences in education, researching multilingualism, the use of arts and literature in education, and social justice in education.
Christian Ollivier is a Full Professor of Language Education at the University of Reunion Island, France. His teaching and research focus on pedagogical approaches, plurilingual education and assessment of plurilingual competences, the use of technologies, as well as digital literacy and citizenship. He has been/is coordinating several national and international projects in these areas, especially at EU‐level and at the European Center of Modern Languages of the Council of Europe.
Claudia Polzin‐Haumann holds the Chair of Romance Linguistics (Applied Linguistics, Didactics of Plurilingualism and Intercultural Communication) at Saarland University, Germany. Her main areas of research are foreign language teaching/learning, based on contrastive linguistics, textual and variational linguistics, grammar of Romance languages, research on language norms, (comparative) language policies, and linguistic reflection and awareness. She is co‐editor of several journals, including the Zeitschrift für romanische Philologie. Beyond Saarland University, she is involved in teaching and research at the University of the Greater Region. She is a member of different research groups and has collaborated on numerous projects in the field of Applied Linguistics. She is also an advisor to the Saarland government on various issues relating to language teaching and learning.
Mastin Prinsloo is an Emeritus Professor in the School of Education at the University of Cape Town, South Africa. His research focuses on literacy and language in institutions and in everyday practices. His co‐edited books include Language, Literacy and Diversity: Moving Words (2015); Educating for Language and Literacy Diversity: Mobile Selves (2014); Literacy Studies (2013); The Future of Literacy Studies (2009); Literacies, Global and Local (2008); The Social Uses of Literacy: Theory and Practice in Contemporary South Africa (1996). He co‐edited a Special Issue of the Journal of Multilingual and Multicultural Development in 2024 on “Fixity and fluidity in language and language education.”
Piotr Romanowski is Associate Professor at the Faculty of Applied Linguistics, the University of Warsaw, Poland. He coordinates a newly established Master’s Programme in Applied Multilingual and Multicultural Studies. His academic interests are at the intersection of multilingual education and sociolinguistics. He is Chief Editor of the Journal of Multilingual Theories and Practices and the book series Language Learning and Multilingualism. He is the founding member of MultiLingNet. In the academic year 2022/23, he was a Research Fellow at University College London.
Michaela Rückl is an Associate Professor for Language Learning and Teaching at the department of Romance Languages of Salzburg University, Austria. She is an experienced language teacher, still involved in teacher education. Her research areas comprise mentoring in teacher education, foreign language acquisition in heterogeneous classroom settings, and evidence‐based development of learning media, with a focus on plurilingual approaches, specialized languages, and digital transformation.
Jochen Strathmann is an Associate Professor at the Institute for Romance Languages and Literatures at the Johann Wolfgang Goethe University in Frankfurt, Germany, and a secondary school teacher. His teaching and research focus on foreign language acquisition, particularly the teaching and learning of intercomprehension. He is the author of several publications on intercomprehension and several textbooks.
Gertrude Tinker Sachs is Chair of the Department of Middle and Secondary Education (MSE) at Georgia State University, USA. She is a Professor of TESOL, Language and Literacy. As a critical teacher educator professor, her research focuses on inquiry oriented local and international teacher professional development through transformative culturally responsive literacy pedagogies in English as a first or additional language in low‐income communities. She has taught in the Bahamas, Canada, Hong Kong, and the United States. She is the author/co‐editor of five books including: Co‐editor (with Geeta Verma) of Critical Mass in the Teacher Education Academy: Symbiosis and Diversity (2014), author (with Belinda Ho) of EFL/ESL Cases: Contexts for Teacher Professional Development (2007), and author (2002) of Action Research in English Language Teaching.
John Turnbull is a PhD student in the Department of Bicultural‐Bilingual Studies at the University of Texas at San Antonio, USA. He holds the MA TESOL from Northern Illinois University and has previously taught English in Colombia, Lithuania, Cape Verde, and Thailand. His research interests include telecollaboration, mobile‐assisted language learning, and technology‐infused language pedagogies.
Babürhan Üzüm is an Associate Professor in the Bilingual/ESL Education program at Sam Houston State University, in Texas, USA. His primary research areas include preparing teacher candidates for multilingual students, intercultural communication, telecollaboration, and teacher identity development. He conducts qualitative and quantitative research and uses critical discourse analysis.
Manuela Wagner is a Professor of Language Education at the University of Connecticut, Storrs, USA. She is particularly interested in the interplay of theory and practice of intercultural citizenship. She enjoys collaborating with colleagues from a variety of contexts. She co‐edited Teaching Intercultural Competence Across the Age Range: From Theory to Practice (2018) and Education for Intercultural Citizenship: Principles in Practice (2017) and co‐authored Teaching Intercultural Citizenship Across the Curriculum: The Role of Language Education (2019). Other research interests include intellectual humility and conviction in education, compassion in education, humor in education, first language acquisition, and human rights education.
Shiyao Wang is pursuing a Ph.D. degree in Education at the University of New South Wales, Sydney, Australia. She holds a Master’s degree in Applied Linguistics from the University of Melbourne and has previous experience working as an English teacher in Beijing, China. Her research focuses on emotions and identity within the context of second language teaching.
Bedrettin Yazan is an Associate Professor of Bicultural‐Bilingual Studies at the University of Texas at San Antonio, USA. His research focuses on language teacher learning and identity, ESL and content teachers' collaboration, language policy and planning, and world Englishes. Methodologically he is interested in critical autoethnography, narrative inquiry, and qualitative case study.
Introduction: Key Perspectives on Intercultural and Plurilingual Discourses
CHRISTIANE FÄCKE, PAULA GARRETT‐RUCKS, AND XUESONG (ANDY) GAO
Across the globe, recent developments in the teaching and learning of languages have been noticeably driven by the following occurrences:
English becoming a global lingua franca, implying the de facto obligation for non‐Anglophone societies to integrate English classes in their education systems.
The appreciation of plurilingualism (individual) and multilingualism (societal), reflecting the recognition of linguistic diversity as a critical aspect of sustaining biocultural diversity for the human race.
The increased interest in the term
intercultural competence
and the relevance of
intercultural learning
, moving the teaching and learning of languages closer to the goal of mutual understanding across linguistic and cultural boundaries.
An improved knowledge of language processing and use due to developments in the field of Second Language Acquisition, facilitating the development and implementation of innovative pedagogical ideas and approaches.
The continuous use of new technologies that provide powerful opportunities and tools for advancing foreign language learning, affording opportunities for language learners to increasingly connect with each other.
In addition to these global trends, there are important regional factors that have effects on language policy and language learning, particularly the use of a common or official language to promote nation building. If governments are composed of diverse nations with different languages, this support may also compromise some languages, which are likely to be disadvantaged in the promotion of official languages. For this reason, language policies must also deal with other languages, ideally to sustain linguistic and cultural diversity. Present times are characterized by worldwide communication, migration, and real‐world plurilingual practices in contexts such as Europe where independent states went through a process of political unification. All these tendencies support the need for a global lingua franca and more individual plurilingualism and societal multilingualism, motivating this handbook to focus on plurilingual and intercultural aspects of language education. In this introduction, we shall first define some key terms we use in the handbook to demonstrate the diverse conceptual grounding underlying these chapters that cover a wide range of issues by contributors across different contexts.
Definitions of Terms
Plurilingual and intercultural dimensions of language learning refer to complex academic discourses and research that are embedded in diverse social contexts. This handbook has a global ambition, developing references that transcend national or even linguistic boundaries. For this reason, it is written in English, aiming at readers in the Anglophone world and those who speak English as an additional language. The almost global claim of this handbook means that not only do numerous different discourses shape the framework of the chapters, but the terms used must first be made transparent in their contexts, their genesis, and their meaning.
Language learning inherently refers to language, but not all languages are the same. In multilingual Europe (Kraus & Grin, 2018), with its dominant languages in terms of numbers of speakers (e.g., English, French, German, Russian, Spanish) and many smaller languages (e.g., Czech, Danish, Dutch, Estonian, Swedish), a distinction is usually made between first languages, second languages, and foreign languages. In nation states with a supposedly clear dominant national language—be it French in France, German in Germany, or Polish in Poland—the first language is modeled as the dominant language, the term second language is used in the context of immigration and integration, and foreign language refers to those languages that are taught in the school system through guided foreign language teaching. In addition, we speak of heritage languages, migration languages, autochthonous minority languages, lingua franca, or educational languages.
