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Table of Contents
Abstract
Pluralingualism is a
process of incorporating learning of different languages of home, other people,
society and educational institute, It is the ability of any person who possess
multiple languages to use and switch among more than one languages according to
the context and situation. The pluralinguals are able to change language and
they have no difficulty doing so. In multilingualism, a person utilizes
learning of multiple languages at different scenarios. Each language is used in
a distinct and different manner. But, pluralingualism is usage of multiple
languages at the same time without any conscious effort. The current research
intends to observe the aid of pluralingualism by the learning strategies and
style preferences by teachers and students. There is an extensive literature
review to support the research question. The methodology chapter explains
research design, sampling technique, ethical consideration and data analysis
method. The results showed that teachers can manage first language by making
conditions suitable for students to acquire additional learning like
pluralingualism. There is a supportive and positive environment to prompt
students to perform well. The language style is adopted to facilitate maximum
number of students like communicative activities. The language is used
according to situation and creative symbols are used to help students from
diverse backgrounds.
Chapter I
Introduction
In
public discourse, the terms multilingualism, bilingualism and pluralingualism
are used frequently. These are the terms which can be used interchangeably,
there are minor differences. Bilingualism is the knowledge of more than one
language. There can be more than two languages referred as monolinguals.
Bilingualism is referred by many people as two languages which are learned by
individuals since birth. The languages can be learned because parents might
belong to different linguistic background. There is native-like proficiency in
two languages possessed by bilinguals. By multilingualism, it means that
individual has learning of multiple languages. There are training centers which
facilitate learning of different languages. The term pluralingualism is
recently refined and developed. There is a difference among pluralingualism and
multilingualism. Multilingualism is the learning of multiple languages while
pluralingualism is the development of competent communication skills which
focuses on our linguistic and cultural experiences in a compelling manner.
Pluralingualism
is a time consuming activity. It is a process of incorporating learning of
different languages of home, other people, society and educational institute (Bak, 2019) . It is the ability
of any person who possess multiple languages to use and switch among more than
one languages according to the context and situation. The pluralinguals are
able to change language and they have no difficulty doing so. In
multilingualism, a person utilizes learning of multiple languages at different
scenarios. Each language is used in a distinct and different manner. But,
pluralingualism is usage of multiple languages at the same time without any
conscious effort. It depends on the ability and skills of the pluralingual. The
pluralingual get learning of different languages through educational institutes
like using English and Urdu at the same time. Traditionally, when we learn a
second language, a clear distinction is maintained among the language. There is
difference between the first and second language. It was practiced that one did
not speak first language while speaking second language. There is hard boundary
while speaking language different from the native or mother language. There is
a soft boundary which evolved and people are able to use multiple languages at
the same time depending on the context.
In
Europe, pluralingual language is emerging as a new form of education. it was
introduced in the educational system in 1996. The council of Europe states that
pluralingualism is taught to students at a very young age so that they are able
to accommodate in the challenges of globalization and integrate in society
whenever required. Language is the core of dialogue among human beings. People
need to enhance cultural diversity by adopting different languages. Curriculums
are designed keeping in view the importance of pluralingualism and teachers use
different strategies to encourage students to learn new languages to move with
the fast paced and ever changing demands of the international institutions.
Pluricultural
competence is required along with pluralingualism. The understanding of several
cultures is known as pluriculture. To transform one’s present cultural
knowledge as a whole is requirement of pluriculturlaism and plurilingualism. There is a strong relationship among language
and culture. By learning a specific language, one can get insight into that
culture as well. This is a valuable skill to utilize and comprehend multiple
cultures at the same time. There is a need to adapt to ever changing
requirements of pluriculture because culture evolves with time. The blend of
multiple cultures and languages gives a person remarkable ability to form
interactions. In a modern society, there is high degree of mobility, and wave
of migration. There are certain challenges following migration. It affects
individual and collective life. Due to intensified mobility, there are social
transformations and huge diversity. There is a need to focus on the aspects of
social transformation in terms of pluralingualism.
Chapter II
Literature
review
This
chapter includes an overview of the literature which has informed this study.
There is focus on works which can answer the research questions mentioned in
chapter one i.e. introduction. The studies include material related to research
variables i.e. pluralingualism. The relevant studies are as follows:
This
article explored conditions stakes and conditions for developing competencies
for students in international universities like French German schools,
Freiburg, and so on. The research observes social interactions and role of
language when students are working in international institutions. The
researchers observed data to incur changes in representation of students in
terms of their language. The data was collected through semi structured
interviews and questionnaires. Quantitative and qualitative analysis was
performed to explain the concept of pluralingual competence. The pluralingual
competency was measured by two factors i.e. the curriculum and real language
usage of students in the campus. Language activities and curriculum was
monitored by the researchers. The study intended to show how pluralingual
competency develops in international students. The research paved way for
future research on the concept (Stratilaki, 2011) . This research is
helpful for our study because it shows how differences in real language usage
by international students impact their learning, and role of pluralingual
practices in curriculum.
In
a modern society, there is high degree of mobility, and wave of migration.
There are certain challenges following migration. It affects individual and
collective life. Due to intensified mobility, there are social transformations
and huge diversity. The article intends to focus on the aspects of social transformation
in terms of pluralingualism. The article begins with a description of
paralingualism and then explains a strategy to use paralingualism as a
mechanism to transform obstacles of diversity into an opportunity for
creativity. There is a relationship among creativity, paralingualism and
complexity. The researcher argues that it is essential to create paralingualism
to enhance creativity and learning and makes conditions suitable for
foreigners. There are characteristics of paralingualism and its importance for
individuals to embrace the cultural values of any nation in a holistic manner.
Individuals have a potential to learn and adapt in a better way if there is
paralingualism. It helps in interconnection and discovering full potential (Piccardo,
2017) .
The
present article intends to show capacity of students to learn languages like
English and other European language. The study was conducted in Germany,
Bulgaria, Spain and Netherlands. There were 2255 responses to qualitative
study. The study shows the capacity of students to learn language from four
different places. It was revealed that the students from different regions were
aware of the importance of English language. This attitude is negative because
students undervalue importance of other languages. The identity issues,
beliefs, personal preferences can vary in terms of status of English as a
language. Socio cultural context also play a vital role in this regard. The
contextual factors can be significant factor in learning of languages. The
research suggests that there is a need to give more attention to develop
positive attitude among students towards language diversity. Though the status
of English language in Europe cannot be overlooked but there is a need to
foster pluralingual aspirations in European students (BUSSE, 2017) .
Spain
has experienced great changes in the last four decades. There are deep
economic, political and social changes which occurred in the region. The
changes are linked to recurrence of multicultural and pluralingual communities
and their ties with Spain. There is an ever increase in non Spanish
communities. The report focuses on the policies of the region regarding
language leaning. These policies are designed to keep up with the increase of
cultural and linguistic change. The non Spanish speaking immigrants need to
incorporate in the society. In order to communicate, they need to learn Spanish
language and other languages as well. There are institutions in Spain which
help immigrants to learn different European languages. The teachers of
different universities get training in bilingual programs to be competent.
There are more than three hundred institutions for language training in Spain
and twenty three languages are taught there (Alcauce, 2014) .
The
study is based on the previous literature from higher education which suggests
that a teaching approach should be based on culture and language to meet the
needs of increasing multilingualism. This study was carried out in Canada.
There is little literature regarding application of such teaching techniques
and approaches. The article shows collaboration of instructor and researcher
which aimed to implement pluralingual practices. The University of Ontario was
studied weekly in terms of pluralingual tasks. The environment analysis was
carried out. The researcher examined logistics of implementation and the pluralingual
tasks. There were four key elements in implementation of pluralingual tasks and
the framework i.e. supports from administration, openness to use language,
learner centered tasks and weekly report by the researcher. The research
discusses the implication of implementing pluralingualism in higher education.
It is suggested that pluralingual practices are implemented with a support from
university departments, students and teachers. Everyone needs to play a role to
foster pluralingual practices (Galante,
2019) .
The present research examined the
concept of pluralingual practices among primary school students. There were
three aspects of language usage which were focused i.e. positive language, code
switching, and translation. The research was intended to focus whether the
primary school students used their communication abilities and skills in a
strategic manner to enhance communication with peers, teacher, and so on. The
research was carried out with eighteen students of third grade from a primary
school situated at Zagreb. Semi structured interviews and questionnaires were
used to collect data. The motives for using code switching or translation were
discussed. It was reported that majority of students used code switching,
translation and positive language. The students knew about the benefits of
pluralingualism and they possessed awareness of multilingusistics. This study
concluded that students possessed valuable information regarding concept of
pluralingualism regardless of their age. The research examined insights into
primary school student’s depth of knowledge regarding paralingualism (Deda, 2018) .
The
research was carried out at a technical university of Catalonia to explore the
interactions among group members comprised of both local and immigrants with
varied level of English language competence. It was an English medium
institute. The analysis of pluralingual and multimodal conversation shows how
students cooperate with each other in completion of project and academic tasks.
The researcher focused how students categorized each other on basis of their
competence to accomplish goals. The research concluded that linguistic barrier
and varied level of language competency was not an obstacle for completion of
tasks. There is a mutual cooperation which is beneficial for both local and
foreign students. The research focused on actions directed towards completion
of task and communication difficulties. The research concluded that students
can learn from their instruction environment and already existing repertoire of
linguistic resources in a better way (Moore, 2019) .
The
research was carried out with Greek university students to explore the use of
learning strategy and preferences of learning style. The researchers attempted
to find out if there is any relationship among degree of paralingualism, use of
strategy and learning style. There were total 1555 students from different
majors. It was studied how foreign students learn languages in academic
context. The students were grouped as trilingual and bilingual based on their
possession of language certificates by the common European framework of
reference for languages and the languages taught tin the region like French,
English, German, Spanish and Italian. It was concluded that trilingual students
used more strategies regularly to promote metalinguistic awareness as compared
to bilinguals. Some trilingual students were more advanced in utilizing
strategies to learn multiple languages.
The bilinguals were not as efficient in utilizing all the skills to
learn multiple languages (Kantaridou, 2010) .
The
current research focuses on the characteristics of language teachers and their
awareness as compared to the language learners in a qualitative and quantitative
manner. It is argued that teachers of European languages and English language
in particular should develop attitude to enhance pluralingual awareness. The
teachers should play important role to motivate students to learn multiple
languages. There must be awareness regarding metalinguistic, and
psycholinguistic. Other than this, teachers themselves should be multilingual.
There was a survey carried out with more than two hundred polish teachers.
Their level of pluralingual awareness is estimated according to their teaching
experience. There were more than two hundred polish teachers surveyed. Their pluralingual
awareness was compared. The bilingualism and multilingualism aspects were
compared. The teaching experience and awareness of multilingualism were
important predictors. It is concluded that changes in teaching training can
enhance linguistic learning. This is also a qualitative study with in depth
interview of focus group (Otwinowska, 2013) .
This
is the age of transitional mobility. There are increasing number of students
which speak different language at home, community and classroom. It is not
confirmed how much pluralingual skills students possess. The research intends
to study how students manage their plural roles and identities. There are three
aims of the research. Firstly, researcher traced the development of linguistic
and cultural self portrait tool to connect to their inherent cultural and
linguistic identity. Secondly, a sample of six francophone, Anglophone and
allophone representation of students and the pluralingual and pluricultural
roles were observed in a French international school located in Toronto.
Thirdly, the importance of creative visual methods in engaging students from
diverse linguistic and cultural backgrounds was studied. The researcher is of
the view that further changes and modifications in youth and student language
training can provide more space for competence (Prasad, 2014) .
The
research is based on the background of policies and practices used to treat
humans with diverse cultures and linguistic backgrounds and their distinct
identity. This article is a review of Canadian education policy which
encompasses linguistic and cultural factors to facilitate needs and requirements
of individuals with distinct identities. The article critically examines the
pluralingualism as it plays a vital role in changing communities, cultures and
languages. In the global context, the pluralingualism is used to enhance
learning and competency of students from diverse backgrounds. The researcher
studied students’ way of using language as a social actor and for intercultural
interaction can provide teachers with a detailed knowledge about approaches to
learning. The pedagogical implications of student interactions are manifold. To
inculcate dynamic learning culture, there is a need to foster paralingualism
and students should be motivated to learn more languages as it helps them to
accommodate with new culture and society. The language competencies of Canadian
classrooms were measured (KRASNY, 2017) .
The
researcher focuses on the concepts of pluralingualism and pluralingual
identity. The concepts of multilingual identity and multilingualism are studied
in relation to pluralingualism. There are theories of bilingualism. The article
suggests that pluralingualism is an important factor and goal of learning when
student is from different culture and linguistic background. The efficiency of
the student it adjusts in classroom, interact with teachers and peers and be an
active part of society requires pluralingual practices. There is an imbalance
between learning of third language and adjustment of student. This imbalance is
compensated by the pluralingual practices. There is a necessity to manage
differences of culture and language through learning multiple languages (A.V., 2015) . This research is
very much related to the present study as it discusses the concept of
pluralingualism in depth.
In the twentieth century, widespread
political and scholarly attention is given to language related differences.
These languages related inequity precipitated a wave importance to multilingual
societies and language planning. There are different views regarding language
planning and multilingual society. There is an ongoing discussion regarding
pragmatic and logical advantages of different approaches to learning of
different languages. There is an advocacy for multilingual society and learning
of different languages apart from mother language. There are policies and
frameworks to promote training and learning in different languages. This
article focuses on different perspectives related to utility of multilinguistic
society. The study utilized evidences from Nigeria and India to show the
complexities of applying standards of multilingual society. The development of
multilingual society demands a stringent policy. The research concluded that
primitive and dialogic practices are required to promote multiple languages in
a society. There is a need to establish training centers for foreigners to
equip themselves with different languages and cultural practices.
Pluralingualism is the latest trend (Odugu, 2018) .
A research was carried out in South Africa
to study the role of second additional language i.e. French teaching. The
research was performed with school level students. It is believed that some
languages like Hebrew, Serbian or Greek represent the minority community and
culture but the importance of learning multiple languages and the place of
different languages in a multilingual society are considered. The French
language is studied in a context of exoticism and students were motivated to
learn the language by showing its attractive features. This was a sort of
“linguistic tourism”. The possible implication of French language in South
Africa is explored. The research tends to explore if the learning of French as
an additional language can pave ways for a multilingual society in South Africa.
It was examined if there is a shift from additive value of language as an
integral part of society. Multiple cultural and linguistic factors were
incorporated to see how acquisition of certain language can lead to integrative
process (Ferreira-Meyers, 2017) .
The study is performed with a background
of internationalization of education and linguistic background. The
relationship among globalization of higher education and language is not fully
understood. The researcher focused on the perspective of students in order to
provide in depth knowledge of thee concepts and collaborate with the European
higher education area. The students were asked about their experiences of
pluralingualism and multiculturalism in relation to internationalization of
higher education. It was interrogated how students dealt with the situation
which affected their cultural and linguistic identity. The EHEA can utilize
finding of the research to formulate a policy for pluralingualism. The research
was carried out in multilingual Switzerland at a German language university.
The research found that students made conscious efforts to equip themselves
with multiple languages and ensure their pluralingualism beyond English.
Despite efforts by university to meet students’ needs, students had to face a
tough time concerning language (Meyer, 2012) .
There has been a rapid increase in
multilingualism in the last decade. Many researchers hold a monolingual native
speaker norm in terms of language acquisition, while others hold a realistic
stance. The article provides details of an international research on third
language learning, teaching, particularly in European background. There is an
explanation of psycholinguistic, sociolinguistic, and educational features of
multilingual training considered. These concepts are studied with respect to
latest trends in language acquisition and learning. The research addresses
learners, teachers, and policy makers and so on to depict challenges of third
language learning. There are certain multilingual norms which have to be
followed in multilingual and pluralingual learning. In the latest trends, it is
vital to develop multilingual training institutions and formulate policies in
this regard (Jessner, 2008) .
The research paper focuses on the
linguistic scenario of Algeria since 1962 i.e. its independence. The research
examines the linguistic background of the country. There is a detailed
discussion on the reform in public schools. There is historic view of the
policies related to linguistic policies related to language and multilingualism
in Algeria. There are details regarding the status of English and French
languages. There is a competition among North America and France to promote
their languages. The research paper tries to show that Algeria is taking
measures to promote pluralingualism and multilingualism (Chemami,
2011) .
Chapter III
Methodology
3.1 Introduction
This chapter observes the research
methodologies that were applied in the research project. There is a description
of how the researcher gathered information and analyzed data, this is a
quantitative research and approaches related to quantitative research are
utilized. There is a survey with semi structured questions to highlight the
importance of pluralingualism in education. The researcher participated
directly to collect data. The study consists of a representative sample. There
is more objectivity and accuracy in quantitative research. The quantitative
research is cost effective (Globalwebindex, 2019) .
3.2 Sampling techniques
Purposive sampling technique is applied in
the research. It is a non-probability sampling technique and sample is selected
based on certain characteristics and objectives of the study. It is different
from convenience sampling, and also known as selective, judgmental and
subjective sampling (Thoughtco, 2019) .
Participants who do not fulfill the criteria are rejected. The major benefit of
purposive sampling us that it is easier to make generalizations about the
sample. There are all the characteristics present which are intended to examine (Statisitcshowto, 2019) .
3.3 Research design
The descriptive research design is
employed in the research. The research design aims to systematically and
accurately describe a concept like pluralingualism in the current research. It
attempts to answer questions like what, when, where, and so on. There are
quantitative methods employed in descriptive studies. The researcher does not
manipulate or control variables, but observes and measure them. The descriptive
design is beneficial to use when the researcher aims to describe a specific concept
or populations (McCombes, 2019) .
The descriptive research design allows a researcher to study phenomena in its
natural form.
3.4 Data collection technique
The survey method is utilized to collect
data. It is a technique to collect data by asking questions. There were semi
structured questions presented to the participants. There are many advantages
of using the survey method. As compared to other method like direct observation
or experimentation, surveys give a broader range of information. There are
social factors which can be studied; attitude of people towards certain
phenomenon can be gathered. Surveys are used to collect data to formulate
policies in the future. The survey method is cheaper than direct observation and
questionnaire yield better result in less time. The questions are simple to
implement. The variability of result can be reduced. It is simple to quote,
analyze and interrelate data (MSG, 2019) .
In the survey there were questions like
1. How can
teacher engage first language?
2. What language style adopted for competence of
students.
3. Semiotic tools and mediating artifacts for
development of inner thinking
4. How teacher can relate the pluralingualism
principles with current class practices
5. Do student learn by incorporating the intra
linguistics (lexical substitution and paraphrasing) and interlinguistic
(resources to resources from other named language in their pluralingual
repertoire)
6. How pluralingual pedagogy aid with conceptual tools to
leverage communicative resources to learning and applying different teaching
activities, and so on.
3.5 Video recording
The researcher used video recording to
analyze respondents’ behavior during administration of survey. The researcher
recorded video himself/herself. The camera was keep moving to capture behavior
of respondents from different angles.
3.6 Ethical considerations
Before the research was
conducted, the researcher obtained consent from the respective educational
institute to collect data. All participants signed an informed consent. It was
mentioned in the consent form that the participant is well aware of the
objective of the study, and that the privacy of the participant will be
secured. The data is collected solely for research purpose. Before making
video, participants were informed and they agreed for video recording.
3.7 Data analysis
The grounded theory method is
used to generate a theory. The theory is grounded in the material or
information collected through the research. The data is gathered and analyzed
in a systematic manner. In the present research, a social concept i.e.
pluralingual is discovered. There is theoretical sensitivity required. It is
the ability of the researcher to analyze data and find meaning from it (Mitchell,
2016) .
3.8 Conclusion
This chapter has described the methods of data
collection, selection of participants and data analysis technique.
Chapter IV
Results and
discussion
The semi structured questionnaire helped
researcher to gain insight into linguistic repertoire of participants. The
present section attempts to answer the research question presented. The aim of
the researcher was to find out the aid of pluralingualism by the learning
strategies and preferred style by teachers and students. The findings of the
research are presented here.
The researcher focused on the experiences
of the students in terms of their language repertoire. How teachers behaved
towards students from different linguistic background, applied methods of
teaching to inculcate pluralingualism and how students themselves attempted to
adopt pluralingualism are the key areas.
There were total
---------------participants selected from --------------------. The
participants were from different linguistic and cultural backgrounds. There
were bilingual, trilingual and natives and the data was compared to derive
results. The students believed that English has a distinct status all over the
world and they were eager to learn more languages because they have awareness
that language is an important element of communication and learning. If we
compare the results of the study, we can see that the results further elaborate
the research questions. Majority of participants who were trilingual used more
strategies to acquire new languages and were attending language classes apart
from compulsory education. the results of the study are consistent with a
previous research carried by kantaridou (2010). The research was carried out
with Greek university students to explore the use of learning strategy and
preferences of learning style. The researchers attempted to find out if there
is any relationship among degree of paralingualism, use of strategy and
learning style. There were total 1555 students from different majors. It was
studied how foreign students learn languages in academic context. The students
were grouped as trilingual and bilingual based on their possession of language
certificates by the common European framework of reference for languages and
the languages taught in the region like French, English, German, Spanish and
Italian. It was concluded that trilingual students used more strategies
regularly to promote meta-linguistic awareness as compared to bilinguals. Some
trilingual students were more advanced in utilizing strategies to learn
multiple languages. The bilinguals were
not as efficient in utilizing all the skills to learn multiple languages
(Kantaridou, 2010).
The teachers possessed more knowledge
related to multilingualism and pluralingualism because they realized that acquiring
multiple languages is the need for education. education is internationalized
and teachers are well aware that they need to motivate students to learn
different languages even if these languages represent minority like Serbian.
The findings of the research are consistent with the previous research carried
out by otwinowska (2013). The research focuses on the characteristics of
language teachers and their awareness as compared to the language learners in a
qualitative and quantitative manner. It is argued that teachers of European
languages and English language in particular should develop attitude to enhance
pluralingual awareness. The teachers’ should play important role to motivate
students to learn multiple languages. There must be awareness regarding meta-linguistic,
and psycholinguistic. Other than this, teachers themselves should be
multilingual. There was a survey carried out with more than two hundred polish
teachers. Their level of pluralingual awareness is estimated according to their
teaching experience. There were more than two hundred polish teachers surveyed.
Their pluralingual awareness was compared. The bilingualism and multilingualism
aspects were compared. The teaching experience and awareness of multilingualism
were important predictors. It is concluded that changes in teaching training
can enhance linguistic learning. This is also a qualitative study with in depth
interview of focus group (Otwinowska, 2013).
The survey data revealed that there is
huge importance of pluralingualism in education system. Teachers and students
applied various techniques to promote learning of multiple languages and
pluralingualism. The findings are consistent with a research conducted on same
variables conducted by Hackett Jones (2015). The researcher focuses on the
concepts of pluralingualism and pluralingual identity. The concepts of
multilingual identity and multilingualism are studied in relation to pluralingualism.
There are theories of bilingualism. The article suggests that pluralingualism
is an important factor and goal of learning when student is from different
culture and linguistic background. The efficiency of the student it adjusts in
classroom, interact with teachers and peers and be an active part of society
requires pluralingual practices. There is an imbalance between learning of
third language and adjustment of student. This imbalance is compensated by the
pluralingual practices. There is a necessity to manage differences of culture
and language through learning multiple languages (A.V., 2015). This research is
very much related to the present study as it discusses the concept of
pluralingualism in depth.
The current research found out that there
are certain policies formulated by teachers, and educational institutions to
enhance pluralingualism. A complex framework is designed to accommodate
learning of multiple languages as it is revealed in a previous research that
countries induce pluralingualism by making policies and framework to motivate
learners. Odugu (2018) conducted a research which showed how polices can be
implemented in a complex system, in the twentieth century, widespread political
and scholarly attention is given to language related differences. These
language related inequity precipitated a wave importance to multilingual societies
and language planning. There are different views regarding language planning
and multilingual society. There is an ongoing discussion regarding pragmatic
and logical advantages of different approaches to learning of different
languages. There is an advocacy for multilingual society and learning of
different languages apart from mother language. There are policies and
frameworks to promote training and learning in different languages. This
article focuses on different perspectives related to utility of multi-linguistic
society. The study utilized evidences from Nigeria and India to show the
complexities of applying standards of multilingual society. The development of
multilingual society demands a stringent policy. The research concluded that
primitive and dialogic practices are required to promote multiple languages in
a society. There is a need to establish training centers for foreigners to
equip themselves with different languages and cultural practices.
Pluralingualism is the latest trend (Odugu, 2018).
ernational school located in Toronto.
Thirdly, the importance of creative visual methods in engaging students from
The results showed that there is a need to modify curriculum and general
attitude of students towards pluralingualism. This is a strategy which can be
used by teachers and students to improve learning of students from diverse
linguistic and cultural backgrounds. Prasad (2014) did a research which showed
these factors in a similar manner like the present study. This is the age of transitional mobility.
There is an increasing number of students which speak different language at
home, community and classroom. It is not confirmed how much pluralingual skills
students possess. The research intends to study how students manage their
plural roles and identities. There are three aims of the research. Firstly,
researcher traced the development of linguistic and cultural self portrait tool
to connect to their inherent cultural and linguistic identity. Secondly, a
sample of six francophone, Anglophone and allophone representation of students
and the pluralingual and pluricultural roles were observed in French in diverse
linguistic and cultural backgrounds was studied. The researcher is of the view
that further changes and modifications in youth and student language training
can provide more space for competence (Prasad, 2014).
Thus, it is revealed that teachers can
manage first language by making conditions suitable for students to acquire additional
learning like pluralingualism. There is a supportive and positive environment
to prompt students to perform well. The language style is adopted to facilitate
maximum number of students like communicative activities. The language is used
according to situation and creative symbols are used to help students from
diverse backgrounds. Mnemonics, gestures, and language are the tools used to
teach learners. Teachers used different modes of technology like projectors and
PowerPoint slides to make the classroom more compelling and motivating for
students. The teacher accepted the fact that students belonged to diverse
backgrounds and allowed them to use mother tongue in the beginning. Students
were given a specific time frame to learn the new language to accommodate with
the class. Students realized that they have to learn languages other than their
native language to make better interaction and benefit from learning in class.
Conclusion
Pluralingualism is a time
consuming activity. It is a process of incorporating learning of different
languages of home, other people, society and educational institute (Bak, 2019) .
It is the ability of any person who possess multiple languages to use and
switch among more than one languages according to the context and situation.
The pluralinguals are able to change language and they have no difficulty doing
so. In multilingualism, a person utilizes learning of multiple languages at
different scenarios. Each language is used in a distinct and different manner.
But, pluralingualism is usage of multiple languages at the same time without
any conscious effort. It depends on the ability and skills of the pluralingual.
There is an overview of the literature which has informed this study. There is
focus on works which can answer the research questions mentioned in chapter one
i.e. introduction. The studies include material related to research variables
i.e. pluralingualism. There is a description of how the researcher gathered information
and analyzed data, this is a quantitative research and approaches related to
quantitative research are utilized. There is a survey with semi structured
questions to highlight the importance of pluralingualism in education. The
researcher participated directly to collect data. The study consists of a
representative sample. Purposive sampling is used. The descriptive research
design is employed in the research. The research design aims to systematically
and accurately describe a concept like pluralingualism in the current research.
Before the research was conducted, the researcher obtained consent from the
respective educational institute to collect data. All participants signed an
informed consent.
The grounded theory method is
used to generate a theory. The theory is grounded in the material or
information collected through the research. It is revealed that teachers can
manage first language by making conditions suitable for students to acquire
additional learning like pluralingualism. There is a supportive and positive
environment to prompt students to perform well. The language style is adopted
to facilitate maximum number of students like communicative activities. The
language is used according to situation and creative symbols are used to help
students from diverse backgrounds. Mnemonics, gestures, and language are the
tools used to teach learners.
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