著者紹介

内容

目次

An Introduction to Plurilingualism and this Handbook Enrica Piccardo, Aline Germain-Rutherford and Geoff Lawrence Summaries of Chapters in the Handbook Section 1: Historical Perspectives on Plurilingualism Chapter 1: Promoting Plurilingualism and Plurilingual Education: A European Perspective Georges Lüdi Chapter 2: Plurilingualism and the Tangled Web of Lingualisms Steve Marshall Chapter 3: The Mediated Nature of Plurilingualism Enrica Piccardo Chapter 4: Cosmopolitanism and Plurilingual Traditions: Learning from South Asian and Southern African Practices of Intercultural Communication Shakil Rabbi and Suresh Canagarajah Critical Friend Response Danièle Moore Section 2: Sociological and Philosophical Perspectives Chapter 5: Language, Languaging, Plurilanguaging: Considerations on the Nature of Language and Language Education Waldemar Martyniuk Chapter 6: Evaluating Theoretical Constructs Underlying Plurilingual Pedagogies: The Role of Teachers as Knowledge-Generators and Agents of Language Policy Jim Cummins Chapter 7: Latin American Postcolonial Approaches to Plurilingualism: The Mexican Experience Colette Despagne Chapter 8: Linguistic Hybridity and Global Mobility Stephen Bahry Critical Friend Response Bonny Norton Section 3: The Plurilingual Individual: Cognition and Socialization Chapter9: Neuroscience and Plurilingual Education: Trends for a Research Agenda Claudia Maria Riehl Chapter 10: The Cognitive and Psychological Dimensions of Plurilingualism Thomas Bak and Dina Mehmedbegovic-Smith Chapter 11: A Sociocognitive Theory for Plurilingualism: Complex Dynamic Systems Theory Diane Larsen-Freeman and Elka Todeva Chapter 12: Plurilingual Creativity: A New Framework for Research in Plurilingual and Creative Practices Anatoliy Kharkhurin Critical Friend Response Isabel Capron Puozzo Section 4: Negotiating Boundaries: Plurilingual Expression Chapter 13: Questioning Human and Material Boundaries in Plurilingual Identity Construction Diane Dagenais, Geneviève Brisson, Magali Forte, and Gwénaëlle André Chapter 14: Social Sciences’ Last Hope: Giving Plurilingualism a Chance? Jean-Claude Barbier Chapter 15: Online Plurilingual interaction: Identity Construction and Development of Plurilingual Competence in Students and Teachers. A Focus on Intercomprehension Maria Helena Araújo e Sá and Silvia Melo-Pfeifer Chapter 16: What can Theatre Contribute to Plurilingual Education? Joëlle Aden Critical Friend Response Jonas Erin Section 5: Plurilingualism, Pluriculturalism and Practices in Language Education Chapter 17: Plurilingual Mediation in the Classroom: Examples from Practice Brian North Chapter 18: Intercomprehension: Strengths and Opportunities of a Pluralistic Approach Maddalena de Carlo and Sandra Garbarino Chapter 19: Language Assessment in the Context of Plurilingualism Nick Saville and Graham Seed Chapter 20 - A multi-perspective tour of best practices Perspective 1 (Plurilingual Education in Europe: Contexts, Initiatives and Ongoing Challenges): Emilee Moore and Mercè Bernaus Perspective 2 (Challenges to Implementing Best Practices in Complex Plurilingual Environments: The Case of South Asia): Shelley Taylor and Ajit Mohanty Perspective 3 (Plurilingualism in Southern Africa): Medadi Ssentanda and Bonny Norton Perspective 4 (Plurilingual Possibilities in the US: Beyond Translanguaging with Minoritized Bilinguals to Critical Multilingual Language Awareness for All Learners): Gail Prasad Perspective 5 (Plurilingual Teachers in a Monolingual Disguise: Linguistic Landscapes and Language Pedagogy in Two Brazilian Language Programmes): Angelica Galante Perspective 6 (Plurilingual Practices: A Canadian Perspective): Marie-Paule Lory Perspective 7 (Plurilingual Perspectives in Australian Education): Sue Ollerhead and Julie Choi Critical Friend Response Angel M.Y. Lin Section 6: The Potential Future of Plurilingualism Chapter 21: Language Revitalization as a Plurilingual Endeavour Robert Elliott Chapter 22: Plurilingualism in Digital Spaces Jérémie Séror Chapter 23: Examining the Nature and Potential of Plurilingual Language Education: Toward a Seven-step Plurilingual Language Education Framework Nathalie Auger Chapter 24: The Ongoing Role of the CEFR in Our Plurilingual Landscape Bernd Rüschoff Critical Friend Response Michele Gazzola 　 　 Editor(s) Biography Enrica Piccardo PhD is Professor of Language Education at the Ontario Institute for Studies in Education, University of Toronto and director of the CERLL research centre. Co-author of the Common European Framework of Reference for Languages (CEFR) Companion Volume (Council of Europe, 2020), she has coordinated international research projects in Canada and Europe. Her research spans language teaching approaches/curricula, multi/plurilingualism, creativity and complexity in language education. Aline Germain-Rutherford PhD is Professor in the Faculty of Education at the University of Ottawa. Her research interests include faculty development, second language pedagogy, speech technology and the integration of active pedagogy into online learning practices. She is the recipient of the 3M National Teaching Fellow Award, a Canadian award for excellence and leadership in higher education. Geoff Lawrence PhD is Associate Professor in Applied Linguistics and English language teaching at York University, in Toronto, Canada. His research and publications focus on technology-mediated, intercultural and plurilingual approaches in language teaching and teacher education. 　 Reviews "This is an important and timely contribution, exploring comprehensively the significance, reach, and influence of plurilingualism, conceptually, geographically, and pedagogically. It highlights how a theoretical concept with its genesis in Europe can further inform and expand those sociolinguistic and applied linguistic fields worldwide which focus on language plurality as their starting point. Read it." Stephen May, University of Auckland, New Zealand. 　 "This comprehensive volume is an outstanding contribution to the study of plurilingualism and plurilingual education. It is an excellent resource for scholars and for all those interested in how to value plurilingual repertoires and how to consider linguistic and cultural diversity as an asset." Jasone Cenoz, University of the Basque Country, Spain. 　 "This collection of insights into plurilingual education presents a significant contribution for all interested in plurilingual education, multilingualism, language teaching and language learning in general. It summarizes the state-of-the-art of contemporary knowledge in an extraordinary variety of topics and thereby gives evidence of the multifaceted nature of the fairly new domain. This indispensable resource will certainly open up new research avenues in the field of language pedagogy in its relation to the dynamics and complexity of pluri- and multilingualism." Ulrike Jessner, University of Innsbruck, Austria and University of Pannonia, Hungary. 　 "Plurilingualism is a phenomenon whose significance has become more evident, and analysed, in the contemporary world, and one of which educators must take into account. With contributions from authoritative scholars, this handbook provides the foundation on which new educational practices and outcomes can be constructed. It is a volume for every language professional and educators’ library."　 Michael Byram, University of Durham, UK. "This much needed handbook consolidates theories, philosophies and practices around plurilingualism in education from different disciplinary, cultural and geographical angles. An essential companion for researchers, educators and teacher educators!" Gabriela Meier, University of Exeter, UK.