Plurilingualism, teaching and learning, and Anglophone higher education: an introduction Anglophone universities and linguistic diversity

References

• Allen, L., Solomon, L., Storan, J., & Thomas, L. (2005). International comparators of widening participation in higher education – policy and practice. Report No. 4: Higher education in the USA, student fees, financial aid and access. Bradford: Action on Access.
   Google Scholar
• Altbach, P. G. (2016). Global perspectives on higher education. Baltimore: The John Hopkins University Press.
   Google Scholar
• Altbach, P. G., & Knight, J. (2007). The internationalization of higher education: motivations and realities. Journal of Studies in International Education, 11(3/4), 290–305. doi: 10.1177/1028315307303542
   Google Scholar
• Beacco, J.-C., & Byram, M. (2007). From linguistic diversity to plurilingual education: Guide for the development of language education policies in Europe. Strasbourg, France: Council of Europe Publishing.
   Google Scholar
• Block, D. (2006). Multilingual identities in a global city: London stories. Basingstoke: Palgrave MacMillan.
   Google Scholar
• Bloomfield, L. (1933). Language. New York, NY: Holt, Rinehart and Winston.
   Google Scholar
• Canagarajah, S., & Liyanage, I. (2012). Lessons from pre-colonial multilingualism. In M. Martin-Jones, A. Blackledge, & A. Creese (Eds.), The Routledge handbook of multilingualism (pp. 67–83). London: Routledge.
   Google Scholar
• Coste, D., Moore, D., & Zarate, G. (1997). Compétence plurilingue et pluriculturelle. Strasbourg: Editions du Conseil de l'Europe.
   Google Scholar
• Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence. Strasbourg: Council of Europe.
   Google Scholar
• Coste, D., & Simon, D. L. (2009). The plurilingual social actor. Language, citizenship and education. International Journal of Multilingualism, 6(2), 168–185. doi: 10.1080/14790710902846723
   Google Scholar
• Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment. Companion volume with new descriptors.
   Google Scholar
• Council of Europe. Council for Cultural Co-operation. Education Committee. Modern Languages Division. (2001). Common European framework of reference for languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.
   Google Scholar
• Cremonini, L., Westerheijden, D. F., Benneworth, P., & Dauncey, H. (2014). In the shadow of celebrity? World-class university policies and public value in higher education. Higher Education Policy, 27, 341–361. doi: 10.1057/hep.2013.33
   Web of Science ®Google Scholar
• Eversley, J., Mehmedbegovic, D., Sanderson, A., Tinsley, T., von- Ahn, M., & Wiggins, R. (2010). Language capital: Mapping the languages of London’s school children. London: CILT.
   Google Scholar
• Gogolin, I. (1994). Der monolinguale Habitus der multilingualen Schule [The monolingual habitus of multilingual school]. Münster, Germany: Waxmann.
   Google Scholar
• Haugen, E. (1953). The Norwegian language in America: A study in bilingual behavior. Philadelphia: University of Pennsylvania Press. (Reprinted in 1969. Indiana University Press, Bloomington).
   Google Scholar
• Hult, F. M., & Hornberger, N. H. (2016). Re-visiting orientations to language planning: Problem, right, and resource. Bilingual Review/ La Revista Bilinguë, 33(3), 30–49.
   Google Scholar
• International Organization for Migration (IOM). (2018). Global migration indicators 2018. Berlin: Global Migration Data Analysis Centre, IOM.
   Google Scholar
• Kaplan, R. B., & Baldauf, R. B. (2008). An ecological perspective on language planning. In N. H. Hornberger (Ed.), Encyclopedia of language and education. Boston, MA: Springer. doi:10.1007/978-0-387-30424-3_220.
   Google Scholar
• Li, W., & Wu, C.-J. (2009). Polite Chinese children revisited: Creativity and the use of codeswitching in the Chinese complementary school classroom. International Journal of Bilingual Education and Bilingualism, 12, 193–211. doi: 10.1080/13670050802153210
   Web of Science ®Google Scholar
• Liddicoat, A. J. (2014). Pragmatics and intercultural mediation in intercultural language learning. Intercultural Pragmatics, 11(2), 259–277. doi: 10.1515/ip-2014-0011
   Web of Science ®Google Scholar
• Lin, A. (2013). Toward paradigmatic change in TESOL methodologies: Building plurilingual pedagogies from the ground up. TESOL Quarterly, 47(3), 521–545. doi: 10.1002/tesq.113
   Web of Science ®Google Scholar
• Marshall, S. (2010). Re-becoming ESL: Multilingual university students and a deficit identity. Language and Education, 24(1), 41–56. doi: 10.1080/09500780903194044
   Web of Science ®Google Scholar
• Marshall, S., & Moore, D. (2013). 2B or not 2B plurilingual? Navigating languages literacies, and plurilingual competence in postsecondary education in Canada. TESOL Quarterly, 47(3), 472–499. doi: 10.1002/tesq.111
   Web of Science ®Google Scholar
• Marshall, S., & Moore, D. (2018). Plurilingualism amid the panoply of lingualisms: Addressing critiques and misconceptions in education. International Journal of Multilingualism, 15(1), 19–34. doi: 10.1080/14790718.2016.1253699
   Web of Science ®Google Scholar
• Martin, P. (2010). ‘They have lost their identity but not gained a British one’: Non-traditional multilingual students in higher education in the United Kingdom’. Language and Education, 24(1), 9–20. doi: 10.1080/09500780903194028
   Web of Science ®Google Scholar
• McLean, M. (2006). Pedagogy and the university: Critical theory and practice. London: Continuum.
   Google Scholar
• Moore, D., & Gajo, L. (2009). Introduction–French voices on plurilingualism and pluriculturalism: Theory, significance and perspectives. International Journal of Multilingualism, 6(2), 137–153. doi: 10.1080/14790710902846707
   Google Scholar
• Piccardo, E. (2012). Médiation et apprentissage des langues: Pourquoi est-il temps de réfléchir à cette notion? ELA: Études de Linguistique Appliquée, 167, 285–297.
   Google Scholar
• Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic vision. TESOL Quarterly, 47(3), 600–614. doi: 10.1002/tesq.110
   Web of Science ®Google Scholar
• Preece, S. (2009). Posh talk: Language and identity in higher education. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Preece, S. (2010). Multilingual identities in higher education: Negotiating the ‘mother tongue’, ‘posh’ and ‘slang’. Language and Education, 24(1), 21–39. doi: 10.1080/09500780903194036
   Web of Science ®Google Scholar
• Ruiz, R. (1984). Orientations in language planning. NABE: The Journal for the National Association for Bilingual Education, 8(2), 15–34. doi: 10.1080/08855072.1984.10668464
   Google Scholar
• Shin, J. C., & Kehm, B. M. (2013). Institutionalization of world-class university in global competition. Dordrecht: Springer.
   Google Scholar
• Simpson, J., & Cooke, M. (2010). Movement and loss: Progression in tertiary education for migrant students. Language and Education, 24(1), 57–73. doi: 10.1080/09500780903194051
   Web of Science ®Google Scholar
• UNESCO Institute for Statistics (UIS). (2015). Glossary. Retrieved from http://glossary/uis.unesco.org/glossary/en/home
   Google Scholar
• Universities UK International. (2017). International facts and figures: Higher Education May 2017. Retrieved from https://www.universitiesuk.ac.uk/facts-and-stats/data-and-analysis/Pages/facts-and-figures-2017.aspx
   Google Scholar
• Weinreich, U. (1953). Languages in contact (reprinted in 1968). The Hague: Mouton.
   Google Scholar
• Zarate, G. (2004). Cultural mediation in language learning and teaching. Strasbourg: Council of Europe.
   Google Scholar