From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift ?. Introduction
- Universitiy of Toronto ; Canada
- The Canadian Modern Language Review. - 2015, vol. 71, no. 4, p. 317-323
For nearly two decades, plurilingualism, which has recently become a buzzword in the specialized literature of language teaching, has grounded its progressive stance in the way we conceptualize language education. The term is per se an interesting one, not only inasmuch as it has taken an unusual path in 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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