The Routledge Handbook of Plurilingual Language Education: (Routledge Handbooks in Applied Linguistics)

The Routledge Handbook of Plurilingual Language Education is the first comprehensive publication on plurilingualism, offering a multidimensional reflection on the nature, scope, and potential of plurilingualism in language education and society. Authored by a range of internationally recognized experts, the Handbook provides an overview of key perspectives on plurilingualism in a complementary range of fields. After a comprehensive introduction to the concept itself, 24 chapters are organized in six parts, each examining plurilingualism through a different lens. The Handbook spans historical, philosophical, and sociological dimensions, examines cognitive and neuroscientific implications, and the limitations of boundaries before moving to a pragmatic perspective: How is plurilingual language education developing in different contexts around the world? How can it contribute to language revitalization? How can it be expected to develop in education, digital spaces, and society as a whole? Written for an international audience, this handbook is an indispensable reference tool for scholars in education and applied linguistics, educators, graduate and post-graduate students, and policy makers.

Table of Contents:
List of Contributors Acknowledgements An Introduction to Plurilingualism and This Handbook Enrica Piccardo, Aline Germain-Rutherford, and Geoff Lawrence Summaries of Chapters in the Handbook PART I Historical Perspectives on Plurilingualism Edited by Brian North 1 Promoting Plurilingualism and Plurilingual Education: A European Perspective Georges Lüdi 2 Plurilingualism and the Tangled Web of Lingualisms Steve Marshall 3 The Mediated Nature of Plurilingualism Enrica Piccardo 4 Cosmopolitanism and Plurilingual Traditions: Learning from South Asian and Southern African Practices of Intercultural Communication Shakil Rabbi and Suresh Canagarajah Part I: Critical Friend Response Danièle Moore PART II Sociological and Philosophical Perspectives Edited by Brian Morgan and Ian Martin 5 Language, Languaging, Plurilanguaging: Considerations on the Nature of Language and Language Education Waldemar Martyniuk 6 Evaluating Theoretical Constructs Underlying Plurilingual Pedagogies: The Role of Teachers as Knowledge-Generators and Agents of Language Policy Jim Cummins 7 Latin American Postcolonial Approaches to Plurilingualism: The Mexican Experience Colette Despagne 8 Linguistic Hybridity and Global Mobility Stephen Bahry Part II: Critical Friend Response Bonny Norton PART III The Plurilingual Individual: Cognition and Socialization Edited by Claudia Maria Riehl 9 Neuroscience and Plurilingual Education: Trends for a Research Agenda Claudia Maria Riehl 10 The Cognitive and Psychological Dimensions of Plurilingualism Thomas H. Bak and Dina Mehmedbegovic-Smith 11 A Sociocognitive Theory for Plurilingualism: Complex Dynamic Systems Theory Diane Larsen-Freeman and Elka Todeva 12 Plurilingual Creativity: A New Framework for Research in Plurilingual and Creative Practices Anatoliy V. Kharkhurin Part III: Critical Friend Response Isabel Capron Puozzo PART IV Negotiating Boundaries: Plurilingual Expression Edited by Bernd Rüschoff 13 Questioning Human and Material Boundaries in Plurilingual Identity Construction Diane Dagenais, Geneviève Brisson, Magali Forte, and Gwénaëlle André 14 Social Sciences’ Last Hope: Giving Plurilingualism a Chance? Jean-Claude Barbier 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 Sílvia Melo-Pfeifer 16 What Can Theatre Contribute to Plurilingual Education? Joëlle Aden Part IV: Critical Friend Response Jonas Erin PART V Plurilingualism, Pluriculturalism, and Practices in Language Education Edited by Aline Germain-Rutherford and Geoff Lawrence 17 Plurilingual Mediation in the Classroom: Examples from Practice Brian North 18 Intercomprehension: Strengths and Opportunities of a Pluralistic Approach Maddalena De Carlo and Sandra Garbarino 19 Language Assessment in the Context of Plurilingualism Nick Saville and Graham Seed 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 K. Taylor and Ajit K. Mohanty Perspective 3: Plurilingualism in Southern Africa Medadi E. 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 Part V: Critical Friend Response Angel M. Y. Lin PART VI The Potential Future of Plurilingualism Edited by Shelley Taylor and Enrica Piccardo 21 Language Revitalization as a Plurilingual Endeavour Robert Elliott 22 Plurilingualism in Digital Spaces Jérémie Séror 23 Examining the Nature and Potential of Plurilingual Language Education: Towards a Seven-Step Plurilingual Language Education Framework Nathalie Auger 24 The Ongoing Role of the CEFR in Our Plurilingual Landscape Bernd Rüschoff Part VI: Critical Friend Response Michele Gazzola Index

About the Author :
Enrica Piccardo 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 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 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.

Review :
"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.