Answer to questions (in written English)

Below are the answers to questions in written English

1.  By the end of the talk, the concept of plurilingualism was introduced. It was described as a perspective that focuses on the significance of the already possessed, partial, yet functional competencies in a language (languages) as far as I can remember. It seems that plurilanguaging could mean switching among multiple languages easily depending on the situations, which still require a high level of language competencies in all of the acquired languages the person has. It sounds quite like a very similar but “less harsh” version of multilingualism. I am interested in the concept but am a bit confused at the moment. Could you please further elaborate the differences between plurilingualism and multilingualism?  Also, could a person be semi-lingual in all the languages he/she possesses? Is it still possible for a person who had undergone persistent deprivation and has language dysfluency to get to a point where their language competencies could be qualified as plurilingual?

Thank you very much for this question. Plurilingualism is defined by the Council of Europe (2001, p. 4, https://rm.coe.int/1680459f97) as multilingualism at the level of the individual. It relates to the individual’s whole linguistic repertoire. From this perspective, multilingualism refers to the different languages in a given society, but plurilingualism is about the individual’s repertoire. Plurilingualism does not mean that people need to master languages to a native-speaker level. Rather, all linguistic abilities have a place.

I feel the concept of semilingualism is not relevant to plurilingualism because plurilingualism endorses what may be seen as partial or “truncated” competencies in different languages (these competencies are parts of a whole linguistic repertoire). We are all plurilingual, since all language abilities have a place in plurilingualism.

In the introduction to my book Critical Perspectives on Plurilingualism in Deaf Education, I discuss the concept of plurilingualism further as related to deaf students. I am happy to share this chapter. Please email me at ksnoddon@ryerson.ca if you would like a copy.

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