The plurilingual social actor. Language, citizenship and education

Coste, Daniel; Simon, Diana-Lee

doi:10.1080/14790710902846723

Cited by 58 publications

(38 citation statements)

References 6 publications

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“…Lahire's theorizaton of the individual as a plural actor provides a particularly helpful framework to analyze children's pluricultural and plurilingual identities because it invites an examination and accounting of the diverse practices and experiences that contribute to students' plural identities including their home cultural and linguistic practices, their community linguistic landscape, as well as their classroom and school experiences. Coste and Simon (2009) have extended Lahire's notion of the plural actor to assert the role of schools in helping students to be(come) -plurilingual social actors.‖ They argue that although plurilingualism is increasingly the norm,…”

Section: Theoretical Lensesmentioning

confidence: 99%

“…Recent research on plurilingualism has found that the global network of French international schools uniquely supports students' plurilingual and plurilicultural awareness and development as they provide a unique meeting place for CLD students. (Ceginskas, 2010;Coste & Simon, 2009). Ceginskas (2010), in particular, has highlighted that international schools,…”

Section: Study Backgroundmentioning

confidence: 99%

“…Although an increasing number of students speak different languages at home, in their communities and at school, students' plurilingual repertoires have not traditionally been affirmed in the classroom (Castoletti & Moore, 2009;Cummins, 2001;Garcia, Skutnabb-Kangas, & Torres-Guzmán, 2006;Wong-Fillimore, 2005). The consequence of ignoring the resources that culturally and linguistically diverse (CLD) students bring to their learning is that schools more often produce monolingual graduates rather than plurilingual citizens (Coste & Simon, 2009;Cummins, 2009, in press;Jedwab, 2004;Wong-Fillimore, 2000). Extant research concerning linguistic diversity in Canadian schools has traditionally been conducted by adult researchers investigating adult perspectives on children's language learning such as teachers' and administrators' views of and practices with CLD students, and parents' motivations for their children (e.g.…”

mentioning

confidence: 99%

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Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study

Prasad¹

2013

L & L

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Interdisciplinary childhood researchers have begun to advocate a shift from conducting research about children to engaging children themselves in the research process. In this article, I reflect on issues and insights that arose while working with grade 5 students as ethnographers of their own language and literacies practices over the course of a sixmonth transformative multiliteracies classroom intervention in a French school in Toronto, Ontario, Canada. I describe this initial exploratory case study as a way of provoking discussion on ways we may re-envision plurilingual multiliteracies research with children as co-researchers.

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Section: Theoretical Lensesmentioning

confidence: 99%

Section: Study Backgroundmentioning

confidence: 99%

mentioning

confidence: 99%

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Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study

Prasad¹

2013

L & L

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“…An emerging emphasis on multilingualism in educational and language-learning research across disciplines draws on holistic and dynamic understandings of bilingualism and multilingualism (Jessner, 2008; see also Cook, 1995;Coste & Simon, 2009;Council of Europe, 2001;Herdina & Jessner, 2002). Recent insights from theory in multi-competence and interdependence facilitate the reframing of transfer from a hindrance to a resource.…”

Section: Insights From Theorymentioning

confidence: 99%

Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms

Thomas

Mady

2015

mje

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This paper illustrates teaching for transfer across languages by synthesizing key insights from theory and previously published research alongside our case study data from primary-level teachers in core French-second-language (CF) classrooms in Ontario, Canada. Drawing on research that redefines language transfer as a resource, this study drew on several influential theoretical notions and data collected through interviews and classroom observations. All of these sources point to a multi-leveled approach to teaching for transfer that includes considerations of learning, teaching and contextual features. Study data suggest that CF teachers plan for transfer and use a range of strategies likely to promote its use with students. This paper connects theory, research and practice with the aim of strengthening dialogue among researchers and educators.

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“…Media consumption is commonly seen as a major way of appropriating languages and cultures (Coste & Simon, 2009;Porcher, 1991). Cultural practices play a huge role in language appropriation and maintenance in many respects: by motivating, by improving communicative skills, by enhancing cultural knowledge, by participating in emotional relationships with languages and personal identity evolutions (Norton & Vanderheyden, 2004;Piller & Takahashi, 2006;Rivière, 2014).…”

Section: Introductionmentioning

confidence: 99%

Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities

Rivière

2017

SSLLT

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Media consumption is commonly seen as a major way of appropriating languages and cultures. Availability and accessibility of material are essential conditions for developing plurilingual cultural practices. Transnational circulation of cultural goods has reached a particular intensity in today's world but is still marked by deep language inequalities. Combining sociolinguistic, language education, cultural sociology, and multiliteracy approaches, this study examines how plurilingual readers access books in their different languages. This qualitative analysis is based on 24 in-depth interviews with both migrant and non-migrant adults living in Western Europe. The findings indicate that printed and digital books in dominant languages circulate more easily, and through more visible and formal channels than books in dominated languages. In addition, the local and online book supply in dominant languages is generally cheaper and more varied, thus being more attractive. However, a wider range of means of access to books, and the active participation of the readers themselves in the circulation of cultural goods enable book-reading practices in less disseminated languages. Pedagogical recommendations for language teachers to encourage autonomous cultural practices among learners according to global evolutions and local specificities are provided.

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The plurilingual social actor. Language, citizenship and education

Cited by 58 publications

References 6 publications

Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study

Children as Co-ethnographers of their Plurilingual Literacy Practices: An Exploratory Case Study

Teaching for Transfer: Insights from theory and practices in primary-level French-second-language classrooms

Plurilingual reading practices in a global context: Circulation of books and linguistic inequalities

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