From second language pedagogy to the pedagogy of ‘plurilingualism’: a possible paradigm shift? Introduction
Type de référence
Date
2015Langue de la référence
AnglaisEntité(s) de recherche
Résumé
For nearly two decades, plurilingualism has begun its progressive stance in the way we conceptualize language education, recently becoming a buzzword in the specialized literature. The term is per se an interesting one, not only insomuch as it has taken a less usual path by moving from French into English, but above all as it has transformed the existence of two different but supposedly synonymous prefixes “pluri-” and “multi-” into a lever for a crucial conceptual distinction.Titre du périodique
Canadian Modern Language Review (The)Maison d’édition
University of Toronto Press - Journals DivisionPays d'édition
Canadap-ISSN
0008-4506e-ISSN
1710-1131Evaluation par les pairs (peer reviewing)
ouiVolume / tome
71Fascicule
4Pagination
317-323URL permanente ORFEE
http://hdl.handle.net/20.500.12162/248- Tout ORFEE
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