“We are all (potential) plurilinguals”: Plurilingualism as an Overarching, Holistic Concept
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
In spite of the spark that plurilingualism has given throughout Europe and beyond to the idea that linguistic and cultural diversity is an asset rather than an obstacle, the term plurilingualism itself has not frequently been used in the English-speaking world. Beginning with an analysis of this issue, this paper aims to help readers better understand the nature of the concept of plurilingualism and reflect on its social and educational value. To do so, it firstly presents the term from a historical and comparative perspective in relation to other terms used in the English-speaking literature. It then moves on to explain the crucial difference between plurilingualism and multilingualism, thus introducing the notion of dynamic repertoire and its underlying theoretical perspective. Finally, the article introduces the descriptors for plurilingual and pluricultural competence from the newly released CEFR Companion Volume, together with the potential for these descriptors to facilitate mediation and plurilanguaging among learners and to foster a new, open, and positive attitude towards linguistic and cultural diversity in language classes. Keywords: plurilingualism, multilingualism, plurilanguaging, CEFR, mediation
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 | 0.001 | 0.000 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.017 | 0.000 |
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