The Canadian education system is utilizing the Common European Framework of Reference for Languages as a basis for their plurilingual education. Asian countries that are highly multilingual are also considering plurilingual education. South Asian countries have many mother- tongues, however economies and societies may be based on another language. Plurilingual education benefits the individuals of such countries by gaining functional competency in multiple languages for specific social situations and pluricultural competence.
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One of the few things plurilingual education promotes is "an awareness of why and how one learns the language one has chose, a respect for the plurilingualism of others and the value of languages and varieties irrespective of their perceived status in society, and a global integrated approach to langue education in the curriculum." Plurilingual education developed in the European Union due to the multilingual and multicultural communities throughout the European Union. Other multilingual countries are beginning to use plurilingual education as well. Some communities in Canada are implementing plurilingual education due to the increasingly multilingual society.
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Positively Plurilingual: The contribution of community languages to UK education and society (p.6) CILT the National Centre for Languages, 2006.
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Being plurilingual and having pluricultural competence allows the speaker to choose words and phrases that best describe the situation, which would not be possible without having a blended context of both languages and cultures.
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A person is considered competent in plurilingualism when they can speak in one language while understanding another; and can switch between languages when appropriate and/or necessary. According to the Council of Europe, plurilingualism can also be used to mediate conflict between those with no common language. Researchers have even gone so far as to say that being able to understand different dialects and/or regional versions of one language opens the door for someone to be plurilingual. People who are plurilingual tend to have better communicative sensitivity, creativity, and metalinguistic awareness.
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Italian Poetry Review, is a plurilingual journal of creativity and criticism that is part of a larger cultural program located at Columbia University in the City of New York and associated with the Department of Italian and the Italian Academy for Advanced Studies in America.
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Plurilingual education has been an increasing form of education in Europe. It was first introduced to the education system in 1996, along with the idea of pluriculturalism. According to the Council of Europe, it is imperative that students learn to be plurilinguists from a young age so that they can be not only be more competitive in an increasingly globalized world, but also be able to integrate within societies when necessary. The founding principles of plurilingual education are the acceptance of cultural diversity, the right to use one's mother tongue as a form of communication, the right to gain experience and knowledge of another language, the acceptance that language is the core of human dialogue.
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In essence, multilingualism is the coexisting knowledge of separate languages while plurilingualism is the interconnected knowledge of multiple languages. In general, plurilinguals have had contact with languages not native to them through educational institutions, however the education system plays only a small role in the linguistic competence of these individuals.Council of Europe, PLURILINGUAL AND PLURICULTURAL COMPETENCE, 2009 Learning a second language is thought to stimulate someone's plurilingualism.
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Over 30 different nationalities compose the student body of Champittet. 50% are Swiss. Approximately 10% of the enrolled are boarders. Nearly all students are either French native speakers, bilingual or plurilingual (20% are native English speakers). In Nyon, nationalities of the student body are distributed as so: 34% Swiss, 32% French, 11% Great-Britain and 23% others (Belgium, Holland, Germany, Ireland, Portugal, Russia, Saudi Arabia, Poland, Spain and Ukraine).
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Historically, Swahili served as the lingua franca of the Comoros, used for trade with the Arabic Peninsula, the East African Coast. As a Bantu language, Swahili shares similarities with the Comorian language and is estimated to be spoken by 1% of the population.Waldburger, Daniela (2013). The Plurilingual Repertoire of the Comorian Community in Marseille: Remarks on Status and Function Based on Selected Sociolinguistic Biographies (PDF). pp. 262–263.
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However, plurilingualism and pluricultural competence are not separately distinguished understandings of language and culture. As plurilingualism is the complex, hybrid understanding of multiple languages that build to form a larger understanding, pluricultural competence is the same. The ability to comprehend and utilize culture in different situations is a valuable skill for individuals in multilingual societies. Depending on the social factors impacting a plurilingual at a time, their pluricultural competence is able to be altered to best adapt.
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Equally, however, it is possible that people who do understand the newcomer but who also speak another language may not want to speak the newcomer's language and so see her marker as an imposition and a negative boundary. It is possible that the newcomer is either aware or unaware of this, depending on whether she herself knows other languages or is conscious of the plurilingual quality of the people there and is respectful of it or not.
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Plurilingualism was first equivalent to multilingualism when referencing plurilingual communities, where multiple languages were spoken in a community. However, a distinction of plurilingualism was necessary to differentiate individual and society. Plurilingualism was used to focus on the individual as the agent in the interaction of languages since multilingualism was societal contact of languages. Plurilingualism does not necessarily mean a person is fluent in multiple languages, it means that a person can interchange more than one language with each other when a situation calls for it.
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Bergvall has developed audio texts and collaborative performances with sound artists in Europe and North America. Her critical work is largely concerned with emerging forms of writing, plurilingual poetry and mixed media writing practices, in addition to Performance Writing. Bergvall's work often draws inspiration from and explores Old English and Old Norse sources. A review of 2011's Meddle English: New and Selected Texts in The Brooklyn Rail noted that her essay "Middling English" urges readers and writers working with English to "excavate its fractured and fractious history." Eve Heisler, writing for Asymptote, summarised that "Bergvall’s projects often foreground the materiality of voice, its tics, spit, accent, errors".
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In fact it is accredited by Intersection, an independent company that evaluates the degree and quality of technology integration within the educational environment of private schools at primary and secondary level. Champittet hosts over 30 different nationalities (50% of which are Swiss), nearly all students are either French native speakers, bilingual or plurilingual (20% are native English speakers). Many choices of co-curricular and extra-curricular activities are available for students: Global Citizenship, Model UN, Debate Club, music, sports etc. Variety of educational and humanitarian events are possible because of the involvement of Champittet in several charitable projects through Foundation Collège Champittet which collaborates with: Foundation Avotra in Madagascar, Foundation Jan & Oscar in Thailand, Nordstar of Nord Anglia Education in Tanzania and 1001 Fontaines in Cambodia.
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It was inaugurated in Paris at the Centre Georges Pompidou on 6 June 1989, and presented there throughout the summer of 1989 as the official Canadian contribution to the bicentenary celebrations of the French Revolution. At the subsequent presentation of this bilingual exhibition at the Hôtel de Région in Rouen (Haute-Normandie), from 23 September to 21 October 1989, the Observatoire linguistique organised the first public display of the only surviving contemporary copy of the vernacular (and arguably pre-Latin) text of England's Magna Carta, written in 13th century French. Thanks to continued support from Canada, the exhibition was subsequently presented by the Observatoire in Belgium and England, at the Palais des Congrès in Liège and at the Commonwealth Institute in London in 1990, and finally in Australia, at Old Parliament House, Canberra in May 1991. In the context of the need to design a plurilingual framework of ethics for a future planetary society, the Observatoire has announced its intention to return to the transnational theme of Magna Carta in 2015, on the occasion of the 8th centenary of the signing of its formal Latin version at Runnymede in 2020.
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