Plurilingual and Pluricultural Competence Flashcards

Which of the following statements best defines 'plurilingual competence' as conceptualized in the CEFR?

Answer: The ability to use several languages to varying degrees of proficiency for different purposes, viewing them as a single, interconnected repertoire.

The CEFR distinguishes plurilingualism from multilingualism. Plurilingualism focuses on the individual's composite linguistic repertoire, where all languages (even partial knowledge) interrelate and can be used strategically. Multilingualism, in contrast, often refers to the presence of multiple languages in a society or an individual's knowledge of several languages as separate entities.

A manager from Japan is leading a team with members from Germany and Italy. They notice that direct feedback, common in Germany, is sometimes perceived as harsh by the Italian team members. The manager adapts by framing feedback more indirectly and focusing on group harmony when addressing the entire team. This adaptation is a prime example of:

Answer: Pluricultural competence

Pluricultural competence is the ability to draw on and mediate between different cultural experiences and frameworks. The manager is not just applying the rules of one culture, but is actively navigating and blending different cultural expectations to achieve effective communication within a diverse team. While sociolinguistic and pragmatic competences are related, 'pluricultural' specifically captures the element of integrating and mediating *between* cultures.

Which of the following classroom activities is most specifically designed to foster 'plurilingual competence'?

Answer: Students comparing proverbs about 'time' in all the languages they know, including their first language, to discuss cultural and linguistic similarities.

Plurilingualism encourages learners to use their entire linguistic toolkit. The activity of comparing proverbs actively leverages students' knowledge of their first and other languages to build connections and understand the target language and culture more deeply, rather than treating the new language in isolation. The other options focus on monolingual skill development.

An English-speaking tourist in Spain is trying to explain a complex dietary restriction to a waiter who only speaks Spanish. A German tourist at the next table, who speaks some Spanish and English, listens and then explains the tourist's needs to the waiter in simpler Spanish, using some gestures and cognates from English. According to the CEFR, the German tourist is primarily demonstrating:

Answer: Mediation

Mediation is a core concept in the CEFR Companion Volume and is a key application of plurilingual/pluricultural competence. It involves acting as an intermediary to facilitate communication between people who cannot understand each other directly. The German tourist is bridging the linguistic and cultural gap between the English-speaking tourist and the Spanish-speaking waiter.

According to the CEFR's concept of plurilingualism, how is an individual's knowledge of different languages and cultures viewed?

Answer: As a single, complex, and composite competence that the user can draw upon dynamically.

The CEFR states that in the plurilingual approach, a person 'does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes'. This views the entire linguistic repertoire as one integrated, composite competence.

Which of the following descriptors from the CEFR Companion Volume best illustrates 'Building on pluricultural repertoire'?

Answer: Can act as an effective mediator, appreciating that different cultures may have different practices and that actions may be perceived differently.

The scale for 'Building on pluricultural repertoire' focuses on the skills of navigating intercultural situations. This includes understanding that different cultural norms exist, that behaviors can be interpreted differently, and being able to mediate based on this awareness. The other options describe high-level linguistic or pragmatic skills without the specific intercultural focus.