PLURILINGUALISM IN TEACHING AND LEARNING Complexities Across Contexts INTRODUCTION

Abstract

Since the beginning of the twenty-first century, the impact of globalisation and new technologies has seen previously isolated linguistic groups come into increasing contact with each other. This has led applied linguists concerned with linguistic diversity and multilingualism to shift away from associating the term multilingual with an “enumerative strategy of counting languages and romanticising a plurality based on these putative language counts” (Makoni & Pennycook, 2007, p. 16). Instead of thinking about languages in additive, discrete systems where we have distinct cognitive compartments for separate languages with different competencies for each (see de Jong, 2011; Makoni & Pennycook,..