Emma L. Villacorta

Exploring Plurilingualism as a Phenomenon, as a Lens, and as a Pedagogy: A Literature Study

Introduction

Exploring plurilingualism as a phenomenon, as a lens, and as a pedagogy: a literature study. Explore plurilingualism's evolution as a phenomenon, lens, and pedagogy. This literature review highlights its role in language instruction for multicultural students.

Abstract

This article provides a comprehensive literature review of plurilingualism, focusing on its origin, as theoretical framework, and applications in a language instruction. By examining previous and recent studies, this paper highlights the evolving trends in plurilingualism such as a phenomenon, as a lens, and plurilingualism as pedagogy. The findings underscore the importance of plurilingualism which is an emerging approach to language instruction in multicultural country which caters students with multiple visa. This study concludes with recommendations for future research directions in plurilingualism.

Review

This literature review on plurilingualism is a timely and valuable contribution to the field of language education. The article sets out to provide a comprehensive overview, tracing plurilingualism from its origins, through its development as a theoretical framework, and into its practical applications in language instruction. The chosen tripartite structure – examining plurilingualism as a phenomenon, as a theoretical lens, and as a pedagogical approach – promises a well-organized and nuanced exploration of a concept that is gaining increasing traction in diverse educational contexts. A key strength of this study lies in its ambition to synthesize both established and recent research, thereby illuminating the evolving trends in how plurilingualism is conceptualized and applied. The abstract highlights the paper's contribution in underscoring the importance of plurilingualism as an emerging and crucial approach, particularly for language instruction in multicultural societies catering to students with diverse linguistic and cultural backgrounds. This focus on practical relevance for specific student populations, indicated by "students with multiple visa," suggests a grounded discussion of how theoretical insights can inform inclusive pedagogical practices. The article concludes with recommendations for future research, which is an essential component of any impactful literature review, guiding scholars toward unexplored avenues and critical questions. This forward-looking aspect, coupled with its comprehensive scope and practical implications for multicultural settings, positions this paper as a significant resource for researchers, educators, and policymakers interested in advancing plurilingual approaches. It is poised to serve as an excellent foundation for further discourse and innovation in the dynamic landscape of language education.

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