2B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada

Autor/inn/en	Marshall, Steve; Moore, Danièle
Titel	2B or Not 2B Plurilingual? Navigating Languages Literacies, and Plurilingual Competence in Postsecondary Education in Canada
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 47 (2013) 3, S.472-499 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.111
Schlagwörter	English (Second Language); Second Language Learning; Multilingualism; Multiple Literacies; Higher Education; High Achievement; Qualitative Research; Language Research; Role; Academic Discourse; Foreign Countries; Foreign Students; College Students; Longitudinal Studies; Literacy; Social Influences; Cultural Influences; Language Proficiency; Communicative Competence (Languages); Canada (Vancouver) + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Mehrsprachigkeit; Multilingualismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Qualitative Forschung; Sprachforschung; Rollen; Discourse; Diskurs; Ausland; Collegestudent; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Alphabetisierung; Schreib- und Lesefähigkeit; Sozialer Einfluss; Cultural influence; Kultureinfluss; Language skill; Language skills; Sprachkompetenz; Communicative competence; Languages; Kommunikative Kompetenz; Sprache
Abstract	In this article, the researchers employ the framework of plurilingualism and plurilingual competence in a field that has traditionally been dominated by reified conceptualizations of multilingualism that view bi/multilingualism as balanced and complete competence in discrete codes. They present data from a qualitative, longitudinal study of the interplays between the social, cultural, and linguistic in the multiple languages and literacy practices of transnational students at a university in Vancouver, Canada. Their findings question the role of academic English as the sole conduit to success for participants in higher education. They suggest that this relates back to how plurilingualism is defined and integrates the key idea that learning skills, multilingual literacies, (inter)cultural experiences, and different forms of knowledge are transferable and thus constitute assets and tools for better learning (Castellotti & Moore, 2010; Coste, Moore, & Zarate, 1997). Participants revealed a considerable degree of fluidity in their languages and literacy practices as well as shifts in perceptions and practice that change according to context. They proved to be highly plurilingual, reflexively and knowledgeably (Giddens, 1984) moving from contexts in which they mixed different languages and scripts freely to contexts in which they adhered to more normative senses of discrete monolingual practices in English and community languages. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10