Plurilingualism and Curriculum Design: Toward a Synergic Vision
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Contemporary globalized society is characterized by mobility and change, two phenomena that have a direct impact on the broad linguistic landscape. Language proficiency is no longer seen as a monolithic phenomenon that occurs independently of the linguistic repertoires and trajectories of learners and teachers, but rather shaped by uneven and ever‐changing competences, both linguistic and cultural. In the European context, research conducted over the past 20 years in multilingual realities of local communities and societies has brought to the forefront the notion of plurilingualism , which is opening up new perspectives in language education. In North American academia, the paradigm shift from linguistic homogeneity and purism to heteroglossic and plurilingual competence in applied linguistics has been observed in the emergence of such concepts as disinventing languages , translanguaging , and code‐meshing . Starting from a historical perspective, this article examines the shared principles upon which such innovative understandings of linguistic competence are based. In particular, it investigates the specificity of plurilingualism as an individual characteristic clearly distinct from multilingualism in the light of different theoretical lenses. The author discusses the potential of such vision together with its implications. Finally, this article offers pedagogical implications for English language education in the North American context, and suggests ways to investigate the new active role that English language learners and teachers can adopt in shaping their process of learning English.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it