From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift ?
- University of Toronto ; Canada
- The Canadian Moderne Language Review. - 2015, vol. 71, no. 4, p. 317-323
For nearly two decades, plurilingualism has begun its progressive stance in the way we conceptualize language education, recently becoming a buzzword in the specialized literature. The term is per se an interesting one, not only insomuch as it has taken a less usual path by moving from French into English, but above all as it has transformed the existence of two different but supposedly synonymous prefixes “pluri-” and “multi-” into a lever for a crucial conceptual distinction.
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