Plurilingual and Pluricultural Competence: Understanding the Concepts

In today’s interconnected world, the ability to communicate across different languages and cultures is essential. The terms "plurilingual competence" and "pluricultural competence" are crucial in describing this ability, emphasizing not only the knowledge of multiple languages but also the awareness of different cultures. These competencies enable individuals to interact effectively in diverse settings and play a key role in social and academic development.

What is Plurilingualism?

Plurilingualism refers to the ability to use more than one language in communication. It involves not just knowing several languages, but also understanding how they interact and influence one another. An individual with plurilingual competence can switch between languages depending on the context, making communication smoother and more effective.

In contrast, multilingualism refers to the knowledge of multiple languages at a societal level, such as a country where different languages coexist. Multilingualism can be promoted by introducing multiple language options in schools or educational systems.

For example, consider a person who speaks English, Spanish, and French. They may use English at work, Spanish with family, and French when traveling. Their ability to switch languages based on the situation demonstrates plurilingual competence.

What is Plurilingual Competence?

Plurilingual competence is the skill of navigating between languages based on the social or communicative needs of a particular situation. A plurilingual person doesn’t necessarily speak all languages fluently but knows how to use multiple languages to communicate effectively.

Key aspects of plurilingual competence include:

1. Switching between languages: A plurilingual person can easily shift from one language to another depending on who they are talking to and the situation.
2. Understanding and speaking in different languages: It is not just about speaking one language but understanding others, even if they are not fluent in them.
3. Using different forms of communication: Plurilinguals may also use non-verbal communication, such as gestures or facial expressions, to bridge language gaps.

For instance, when visiting a foreign country, a plurilingual speaker might use gestures to communicate if they don’t know the local language well. They might also recognize common words from other languages they know, which helps them understand the message.

Plurilingual Speaker: Characteristics and Capabilities

A plurilingual speaker is someone who can interact with others from various cultural backgrounds and navigate through different perspectives. This person accepts the diversity of cultures and languages and is aware of their own evolving identity, which can change based on the language or culture they are interacting with.

For example, a person who speaks both English and Spanish might adapt their behavior, expressions, and communication style based on whether they are speaking to an English-speaking person or a Spanish-speaking person, respecting the cultural nuances of each group.

Pluricultural Competence: Understanding Cultures Through Language

Pluricultural competence goes hand in hand with plurilingual competence. It refers to the ability to engage in intercultural interactions, using knowledge of different cultures and languages. It enables individuals to mediate between people from different backgrounds and to be sensitive to cultural differences in communication.

Being aware of different cultures is key to understanding how language shapes identity. As individuals move through various cultures, they may adopt different cultural identities, changing how they communicate and interact. This ability is fundamental in today’s globalized world, where individuals must navigate diverse social environments.

Plurilingual Education: Promoting Competence from a Young Age

Plurilingual education has become increasingly important, especially in Europe. Introduced in the 1990s, this approach focuses on teaching children multiple languages and cultural awareness from a young age. The goal is to help students not only succeed in a globalized world but also integrate smoothly into diverse societies.

The principles of plurilingual education emphasize:

1. Cultural diversity: Understanding and respecting different cultures.
2. Mother tongue and additional languages: Supporting the use of one’s native language while learning others.
3. Language as a tool for communication: Recognizing language as a core component of human interaction.

For example, a school in a multilingual city might offer courses in different languages, helping students become proficient in multiple languages while fostering an appreciation for cultural diversity.

The Plurilingual Approach to Language Learning

The plurilingual approach is based on the idea that a person's communication skills are enriched by the knowledge of multiple languages and cultures. In this approach, languages are not isolated but interact with each other, helping learners draw upon their entire linguistic repertoire to understand and express themselves in different languages.

This approach emphasizes the importance of recognizing how languages and cultures influence each other. For instance, a Spanish speaker learning English might notice similarities between the two languages, such as shared vocabulary, which can make learning easier.

Conclusion

Plurilingual and pluricultural competence are essential skills in today’s globalized world. These abilities allow individuals to communicate effectively in multiple languages and navigate different cultures. Plurilingual education plays a vital role in developing these skills from a young age, ensuring that individuals are equipped to thrive in diverse and dynamic environments. By promoting linguistic and cultural awareness, plurilingualism fosters understanding, respect, and cooperation among people from all walks of life.

References

Byram, M., Nichols, A., & Stevens, D. (2001). Developing intercultural competence in practice. Multilingual Matters.

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

Collier, M. J. (1994). Cultural identity in intercultural communication. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (pp. 36-42). Wadsworth.