The framework of reference for pluralistic approaches to languages and cultures – a complement to the CEFR to develop plurilingual and intercultural competences

Candelier, Michel; Daryai-Hansen, Petra; Schröder-Sura, Anna

doi:10.1080/17501229.2012.725252

Cited by 46 publications

(47 citation statements)

References 7 publications

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“…Her main argument against the latter is her doubt that ICC can be scaled and measured as suggested, e.g. through the respective scales in the Common European Framework for Reference (CEFR), the companion volume to the CEFR or the Framework of Reference for Pluralistic Approaches (FRePa) (Candelier et al, 2012). In particular, she criticises research designs which equate a high ICC with participants fulfilling a multitude of the sub-domains in Byram's model, which she sees as partially contradictory.…”

Section: Learning and Teaching About Culture In The Language Classroommentioning

confidence: 99%

Review of doctoral research in language education in Germany (2014–2018)

et al. 2020

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This article reviews a purposive sample of 16 doctoral dissertations in second language (L2) education, completed between 2014 and 2018 and published in German, in Germany. Among the 103 relevant dissertations found from this period, a total of 12 thematic strands were identified, of which five were chosen as being particularly common and thus warranting a more in-depth review: (1) learning and teaching about culture in the language classroom, (2) literary texts in L2 education, (3) bilingual models of learning and teaching, (4) plurilingual teaching and learning, and (5) language teacher education and teacher training. We identify relevant topics and relate these to trends in research methodology (qualitative/quantitative/mixed-methods). We also discuss the depth and breadth of these dissertations and situate their scholarly contributions within German and international research on language education.

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Section: Learning and Teaching About Culture In The Language Classroommentioning

confidence: 99%

Review of doctoral research in language education in Germany (2014–2018)

et al. 2020

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“…Another framework produced by the Council of Europe – CARAP-FREPA, a Framework of Reference for Pluralistic Approaches to Language Learning and Teaching (Candelier et al 2011) – addresses issues of plurilingual and intercultural approaches to language learning. At its core is a set of descriptors which start from the view that language learning necessarily involves at least two languages – the target language and the learner's language – and can usefully involve more than two.…”

Section: Standards For Quality In Language Educationmentioning

confidence: 99%

Applications of quality management in language education

Heyworth¹

2013

Lang. Teach.

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This review examines applications of quality management (QM) in language education. QM approaches have been adapted from methodologies developed in industrial and commercial settings, and these are briefly described. Key aspects of QM in language education are the definition of purpose, descriptions of principles and practice, including various descriptive frameworks, and the place of reflective practice and action research. Quality descriptions for different aspects of language teaching – examinations and assessment, education for migrants, for young learners, in mainstream education – are summarised. There is an account of accreditation and recognition of language teaching institutions and a critical review of some of the contradictions and conflicts in the QM approach, such as those between accountability and trust, and between creativity and standardisation. The strengths and weaknesses of auditing and quality inspection methods are examined.

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“…Examples of this include projects at the European Centre for Modern Languages in Graz, Austria: language awareness programmes, e.g. FREPA (Candelier et al, 2012); plurilingual pedagogies to enrich the 'majority' language curriculum (English in England, French in France etc), e.g. the Marille project (Boeckmann et al, 2011); and development of wholeschool multilingual policies (Camilleri Grima, 2007).…”

Section: Plurilingual Spaces and Interlinguality In The Multilingual mentioning

confidence: 99%

Towards a plurilingual habitus: engendering interlinguality in urban spaces

Lamb

2015

International Journal of Pedagogies and Learning

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This chapter focuses on the potential of the multilingual city to create spaces in which monolingual hegemonies may be challenged, inclusive, intercultural values may be nurtured, and plurilingualism may be valorized. Following a contextualisation of linguistic diversity in theories of globalisation and superdiversity, the chapter addresses discourses of deficit and power, arguing that the problematisation of multilingualism and pathologisation of plurilingualism reflect a monolingual habitus. Bringing about a shift towards a plurilingual habitus requires a Deep Approach, as it involves a critical revaluing of deep-seated dispositions. It suggests that the city offers spaces, which can engender interlinguality, a construct that includes interculturality, criticality and a commitment to creative and flexible use of other languages in shared, pluralistic spaces. It then proposes critical, participatory and ethnographic research in three multidimensional spaces: the urban school and a potential interlingual curriculum; networks, lobbying for inclusive policy and organising celebratory events in public spaces; and grassroots-level local spaces, some created by linguistic communities to exercise agency and maintain their languages and cultures, and some emerging as linguistically hybrid spaces for convivial encounter.

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The framework of reference for pluralistic approaches to languages and cultures – a complement to the CEFR to develop plurilingual and intercultural competences

Cited by 46 publications

References 7 publications

Review of doctoral research in language education in Germany (2014–2018)

Review of doctoral research in language education in Germany (2014–2018)

Applications of quality management in language education

Towards a plurilingual habitus: engendering interlinguality in urban spaces

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