2,361
Views
20
CrossRef citations to date
0
Altmetric
Articles

Plurilingual and pluricultural competence (PPC) scale: the inseparability of language and culture

ORCID Icon
Pages 477-498 | Received 26 Sep 2019, Accepted 06 Apr 2020, Published online: 19 Apr 2020

References

  • Abiria, D. M., Early, M., & Kendrick, M. (2013). Plurilingual pedagogical practices in a policy-constrained context: A northern Uganda case study. TESOL Quarterly, 47(3), 567–590. https://doi.org/10.1002/tesq.119
  • Ang, S., Van Dyne, L., Koh, C., Ng, K. Y., Templer, K. J., Tay, C., & Chandarasekar, N. A. (2007). Cultural intelligence: Its measurement and effects on cultural judgment and decision making, cultural adaptation and task performance. Management and Organization Review, 3(3), 335–371. https://doi.org/10.1111/j.1740-8784.2007.00082.x
  • Aronin, L., & Hufeisen, B. (2009). Methods of research in multilingual studies: Reaching a comprehensive perspective. In L. Aronin & B. Hufeisen (Eds.), The exploration of multilingualism (pp. 103–120). John Benjamins.
  • Auger, N. (2004). Comparons nos langues. Démarche d’apprentissage du Français auprès d’enfants nouvellement arrivés (ENA). http://asl.univ-montp3.fr/masterFLE/n.auer/Livret_Comparons.pdf
  • Banks, J. A. (1999). An introduction to multicultural education (2nd ed.). Allyn & Bacon.
  • Bennett, J. M., & Bennett, M. J. (2004). Developing intercultural sensitivity: An integrative approach to global and domestic diversity. In D. Landis, J. M. Bennett, & M. J. Bennett (Eds.), Handbook of intercultural training (3rd ed., pp. 147–165). Sage.
  • Blommaert, J. (2010). The sociolinguistics of globalization. Cambridge University Press.
  • Busch, B. (2017). Expanding the notion of the linguistic repertoire: On the concept of Spracherleben—the lived experience. Applied Linguistics, 38(3), 340–358. https://doi.org/10.1093/applin/amv030
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Multilingual Matters.
  • Canagarajah, S. (2018). Translingual practice as spatial repertoires: Expanding the paradigm beyond structuralist orientations. Applied Linguistics, 39(1), 31–54. https://doi.org/10.1093/applin/amx041
  • 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. 49–65). Routledge.
  • Çelik, S. (2013). Plurilingualism, pluriculturalism, and the CEFR: Are Turkey’s foreign language objectives reflected in classroom instruction? Procedia - Social and Behavioral Sciences, 70, 1872–1879. https://doi.org/10.1016/j.sbspro.2013.01.265
  • Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18. https://doi.org/10.1017/S026719051300007X
  • Cenoz, J., & Gorter, D. (2013). Towards a plurilingual approach in English language teaching: Softening the boundaries between languages. TESOL Quarterly, 47(3), 591–599. https://doi.org/10.1002/tesq.121
  • Chen, Y.-Z., & Hélot, C. (2018). The notion of plurilingual and pluricultural competence in the teaching of foreign languages in France. Language Education and Multilingualism, 1, 168–187. https://hal.archives-ouvertes.fr/hal-02090345/document
  • Chen, G. M., & Starosta, W. J. (2000). The development and validation of the intercultural sensitivity scale. Human Communication, 3(1), 1–15. https://digitalcommons.uri.edu/cgi/viewcontent.cgi?referer=https://www.google.ca/&httpsredir=1&article=1035&context=com_facpubs
  • Chomsky, N. (1965). Aspects of the theory of syntax. Harvard University Press.
  • Cook, V. (1999). Going beyond the native speaker in language teaching. TESOL Quarterly, 33(2), 185–209. https://doi.org/10.2307/3587717
  • Coste, D., Moore, D., & Zarate, G. (2009). Plurilingual and pluricultural competence: Studies towards a common European framework of reference for language learning and teaching. https://rm.coe.int/168069d29b
  • Council of Europe. (2001). Common European framework of reference for languages. http://www.coe.int/t/dg4/linguistic/source/framework_en.pdf
  • Council of Europe. (2006). Plurilingual education in Europe. https://www.coe.int/en/web/language-policy/home.
  • Council of Europe. (2007). Guide for the development of language education policies in Europe: From linguistic diversity to plurilingual education. http://www.coe.int/t/dg4/linguistic/Guide_niveau3_EN.asp - TopOfPage
  • Council of Europe. (2018). Common European framework of reference for languages: Learning, teaching, assessment-Companion volume with new descriptors. https://rm.coe.int/cefr-companion-volume-with-new-descriptors-2018/1680787989
  • Cummins, J. (2008). Teaching for transfer: Challenging the two solitudes assumption in bilingual education. In N. Hornberger (Ed.), Encyclopedia of language and education (pp. 1528–1538). Springer.
  • Cummins, J. (2017). Teaching for transfer in multilingual school contexts. In O. García, A. Lin, & S. May (Eds.), Bilingual and multilingual education, Encyclopedia of language and education (pp. 103–115). Springer.
  • Dewaele, J.-M., & Pavlenko, A. (2001–2003). Web questionnaire Bilingualism and emotions. University of London. https://link.springer.com/content/pdf/bbm%3A978-0-230-28950-5%2F1.pdf
  • Doyé, P., & Meissner, J.-F. (2010). Lernerautonomie durch interkomprehension: Projekte und perspektiven. Narr.
  • Elorza, I., & Muñoa, I. (2008). Promoting the minority language through integrated plurilingual language planning: The case of the Ikastolas. Language, Culture and Curriculum, 21(1), 85–101. https://doi.org/10.2167/lcc345.0.
  • Fabrigar, L. R., Wegener, D. T., MacCallum, R. C., & Strahan, E. J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org/10.1037/1082-989X.4.3.272
  • Flores, N. (2013). The unexamined relationship between neoliberalism and plurilingualism: A cautionary tale. TESOL Quarterly, 47(3), 500–520. https://doi.org/10.1002/tesq.114
  • Franceschini, R. (2009). The genesis and development of research in multilingualism: Perspectives for future research. In L. Aronin & B. Hufeisen (Eds.), The Exploration of multilingualism (pp. 27–62). John Benjamins.
  • Galante, A. (2018a). Linguistic and cultural diversity in language education through plurilingualism: Linking the theory into practice. In P. P. Trifonas & T. Aravossitas (Eds.), Handbook on research and practice in heritage language education (pp. 313–329). Springer.
  • Galante, A. (2018b). Examining foreign language policy and its application in an EFL university program: Teacher perspectives on plurilingualism. In K. Bailey & J. Crandall (Eds.), Global perspectives on educational language policies (pp. 46–55). Routledge.
  • Galante, A. (2018c). Plurilingual or monolingual? A mixed methods study investigating plurilingual instruction in an EAP program at a Canadian university (Doctoral dissertation). http://hdl.handle.net/1807/91806
  • Galante, A. (2019). The moment I realized I am plurilingual: Plurilingual tasks for creative representations in EAP at a Canadian university. Applied Linguistics Review. https://doi.org/10.1515/applirev-2018-0116
  • García, O., Bartlett, L., & Kleifgen, J. (2007). From biliteracy to pluriliteracies. In P. Auer & W. Li (Eds.), Handbook of multilingualism and multilingual communication (pp. 207–228). de Gruyter.
  • García, O., & Otheguy, R. (2019). Plurilingualism and translanguaging: Commonalities and divergences. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1598932
  • Gardner, R. C. (2004). Attitude/motivation test battery: International AMTB research project. https://publish.uwo.ca/~gardner/docs/englishamtb.pdf
  • Gorter, D. (2013). Linguistic landscape in a multilingual world. Annual Review of Applied Linguistics, 33, 190–212. https://doi.org/10.1017/S0267190513000020
  • Green, D., & Li, W. (2014). A control process model of code-switching. Language, Cognition and Neuroscience, 29(4), 499–511. https://doi.org/10.1080/23273798.2014.882515
  • Grosjean, F. (2010). Bilingual: Life and reality. Harvard University Press.
  • Gumperz, J. J. (1972). Introduction. In J. J. Gumperz & D. Hymes (Eds.), Directions in sociolinguistics: The Ethnography of communication (pp. 1–25). Blackwell.
  • Gumperz, J. J. (1982). Discourse strategies: Studies in interactional sociolinguistics. Cambridge University Press.
  • Horner, B., Lu, M.-Z., Royster, J. J., & Trimbur, J. (2011). Language difference in writing: Toward a translingual approach. College English, 73(3), 303–321.
  • Horwitz, E. K. (1985). Using student beliefs about language learning and teaching in the foreign language methods course. Foreign Language Annals, 18(4), 333–340. https://doi.org/10.1111/j.1944-9720.1985.tb01811.x
  • Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language anxiety scale. The Modern Language Journal, 70(2), 125–132. https://doi.org/10.1111/j.1540-4781.1986.tb05256.x
  • Hua, Z. (2008). Duelling languages, duelling values: Codeswitching in bilingual intergenerational conflict talk in diasporic families. Journal of Pragmatics, 40(10), 1799–1816. https://doi.org/10.1016/j.pragma.2008.02.007
  • Huang, L., & Lambert, J. (2019). Another arrow for the quiver: A new methodology for multilingual researchers. Journal of Multilingual and Multicultural Development. https://doi.org/10.1080/01434632.2019.1596115
  • Hymes, D. (1972). On communicative competence. In J. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 269–293). Penguin.
  • Kubota, R. (2016). The multi/plural turn, postcolonial theory, and neoliberal multiculturalism: Complicities and implications for applied linguistics. Applied Linguistics, 37(4), 474–494. https://doi.org/10.1093/applin/amu045
  • Lamb, T. (2015). Towards a plurilingual habitus: Engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning, 10(2), 151–165. https://doi.org/10.1080/22040552.2015.1113848
  • Lau, S. M. C. (2016). Language, identity, and emotionality: Exploring the potential of language portraits in preparing teachers for diverse learners. The New Educator, 12(2), 147–170. https://doi.org/10.1080/1547688X.2015.1062583
  • Li, W. (2011). Moment analysis and translanguaging space: Discursive construction of identities by multilingual Chinese in Britain. Journal of Pragmatics, 43(5), 1222–1235. https://doi.org/10.1016/j.pragma.2010.07.035
  • Li, W. (2018). Translanguaging as a practical theory of language. Applied Linguistics, 39(1), 9–30. https://doi.org/10.1093/applin/amx039
  • Li, W., & Hua, Z. (2019). Tranßcripting: Playful subversion with Chinese characters. International Journal of Multilingualism, 16(2), 145–161. https://doi.org/10.1080/14790718.2019.1575834
  • Loo, R. (2001). Motivational orientations toward work: An evaluation of the Work Preference Inventory (student form). Measurement and Evaluation in Counseling and Development, 33(4), 222–233. https://doi.org/10.1080/07481756.2001.12069013
  • Lüdi, G., & Py, B. (2009). To be or not to be … a plurilingual speaker. International Journal of Multilingualism, 6(2), 154–167. https://doi.org/10.1080/14790710902846715
  • MacSwan, J. (1999). A minimalist approach to intrasentential code switching. Routledge.
  • MacSwan, J. (2017). A multilingual perspective on translanguaging. American Educational Research Journal, 54(1), 167–201. https://doi.org/10.3102/0002831216683935
  • Maher, J. (2017). Multilingualism: A very short introduction. Oxford University Press.
  • 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. https://doi.org/10.1080/14790718.2016.1253699
  • Matsumoto, D., & Hwang, H. C. (2013). Assessing cross-cultural competence: A review of available tests. Journal of Cross-Cultural Psychology, 44(6), 849–873. https://doi.org/10.1177/0022022113492891
  • Melo-Pfeifer, S. (2014). Intercomprehension between romance languages and the role of English: A study of multilingual chat rooms. International Journal of Multilingualism 11(1), 120–137. https://doi.org/10.1080/14790718.2012.679276
  • Meyer, O., Coyle, D., Halbach, A., Schuck, K., & Ting, T. (2015). A pluriliteracies approach to content and language integrated learning: Mapping learner progressions in knowledge construction and meaning-making. Language, Culture and Curriculum, 28(1), 41–57. https://doi.org/10.1080/07908318.2014.1000924
  • Munro, A., & Pearson, C. (2006). The Munroe multicultural attitude scale questionnaires: A new instrument for multicultural studies. Educational and Psychological Measurement, 66(5), 819–834. https://doi.org/10.1177/0013164405285542
  • North, B. (2014). The CEFR in practice. Cambridge University Press.
  • North, B., & Piccardo, E. (2016). Developing illustrative descriptors of aspects of mediation for the common European framework of Reference (CEFR). Language Teaching, 49(3), 455–459. https://doi.org/10.1017/S0261444816000100
  • Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). McGraw-Hill.
  • Oakes, L., & Warren, J. (2007). Language, citizenship and identity in Quebec. Palgrave Macmillan.
  • Otheguy, R., García, O., & Reid, W. (2018). A translanguaging view of the linguistic system of bilinguals. Applied Linguistics Review. https://doi.org/10.1515/applirev-2018-0020
  • Payant, C. (2015). Plurilingual learners’ beliefs and practices toward native and nonnative language mediation during learner-learner interaction. Canadian Modern Language Review, 71(2), 105–129. https://doi.org/10.3138/cmlr.2015.2081
  • Piccardo, E. (2017). Plurilingualism as a catalyst for creativity in superdiverse societies: A systemic analysis. Frontiers in Psychology, 22, 1–13. https://doi.org/10.3389/fpsyg.2017.02169
  • Piccardo, E. (2018). Plurilingualism: Vision, conceptualization, and practice. In P. P. Trifonas & T. Aravossitas (Eds.), International handbook on research and practice in heritage language education (pp. 207–226). Springer.
  • Piccardo, E. (2019). “We are all (potential) plurilinguals”: plurilingualism as an overarching holistic concept. OLBI Working Papers, 10, 183–204. https://doi.org/10.18192/olbiwp.v10i0.3825
  • Piccardo, E., & Galante, A. (2018). Plurilingualism and agency in language education: The role of dramatic action-oriented tasks. In J. Choi & S. Ollerhead (Eds.), Plurilingualism in learning and teaching: Complexities across contexts (pp. 147–164). Routledge.
  • Prasad, G. L. (2014). Portraits of plurilingualism in a French international school in Toronto: Exploring the role of visual methods to access students’ representations of their linguistically diverse identities. Canadian Journal of Applied Linguistics, 17(1), 51–77.
  • Radar, E., & Le Pichon, E. (2019). Une langue « tordue »? Réappropriations identitaires par les récits de vie: Pratiques translangagières et agentivité en contexte migratoire. Langage et Société, 3(3), 119–137. https://doi.org/10.3917/ls.168.0119
  • Rymes, B. (2014). Communicative repertoire. In B. Street & C. Leung (Eds.), Routledge companion to English language studies (pp. 287–301). Routledge.
  • Savski, K. (2019). Putting the plurilingual/pluricultural back into the CEFR: Reflecting on policy reform in Thailand and Malaysia. The Journal of Asia TEFL, 16(2), 644–652. https://doi.org/10.18823/asiatefl.2019.16.2.13.644.
  • Statistics Canada. (2016a). Linguistic diversity and multilingualism in Canadian homes. http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016010/98-200-x2016010-eng.cfm
  • Statistics Canada. (2016b). Census profile, 2016 census: Toronto, Ontario and Canada. http://www12.statcan.gc.ca/census-recensement/2016/as-sa/98-200-x/2016010/98-200-x2016010-eng.cfm
  • Statistics Canada. (2016c). Census profile, 2016 census: Montréal, Quebec and Canada. https://www12.statcan.gc.ca/census-recensement/2016/dp-pd/prof/details/page.cfm?Lang=E&Geo1=CSD&Code1=2466023&Geo2=PR&Code2=24&Data=Count&SearchText=montreal%20nord&SearchType=Begins&SearchPR=01&B1=All&TABID=1
  • Statistics Canada. (2016d). Aboriginal peoples in Canada: Key results from the 2016 census. https://www150.statcan.gc.ca/n1/daily-quotidien/171025/dq171025a-eng.htm?indid=14430-1&indgeo=0
  • Statistics Canada. (2016e). Immigration and ethnocultural diversity in Canada. https://www12.statcan.gc.ca/nhs-enm/2011/as-sa/99-010-x/99-010-x2011001-eng.cfm
  • Thibeault, J., & Fleuret, C. (2019). Un regard qualitatif sur la motivation en grammaire d’élèves de la fin de l’ordre élémentaire scolarisés en contexte francophone minoritaire. Language and Literacy, 21(1), 19–38. https://doi.org/10.20360/langandlit29335
  • Turner, M., & Lin, A. (2017). Translanguaging and named languages: Productive tension and desire. International Journal of Bilingual Education and Bilingualism, Advance online publication. 10.1080/13670050.2017.1360243
  • UNESCO. (2019). International literacy day 2019: Revisiting literacy and multilingualism, background paper. https://unesdoc.unesco.org/ark:/48223/pf0000370416
  • Vallejo, C., & Dooly, M. (2019). Plurilingualism and translanguaging: Emergent approaches and shared concerns. Introduction to the special issue. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2019.1600469
  • Van der Zee, K. I., & Van Oudenhoven, J. P. (2001). The multicultural personality questionnaire: Reliability and validity of self- and other ratings of multicultural effectiveness. Journal of Research in Personality, 35(3), 278–288. https://doi.org/10.1006/jrpe.2001.2320
  • Williams, C. (1996). Secondary education: Teaching in the bilingual situation. In C. Williams, G. Lewis, & C. Baker (Eds.), The language policy: Taking stock (pp. 39–78). Canolfan Astudiaethau Iaith (CAI) Language Studies Centre.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.