Plurilingual and Pluricultural Competence Flashcards
7 cards from real CEFR practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Plurilingual and Pluricultural Competence flashcards as text
How does the CEFR treat the cultural dimension in relation to language learning?
Answer: Cultural and linguistic competences are inseparable and develop together
The CEFR treats cultural and linguistic competences as deeply intertwined, with cultural awareness embedded throughout language development at all levels.
A teacher encourages students to compare how refusals are expressed differently in American English and Japanese. This activity primarily develops which CEFR competence?
Answer: Pluricultural and pragmatic awareness
Comparing speech acts across cultures develops pluricultural awareness and cross-cultural pragmatic competence as described in the CEFR.
According to the CEFR Companion Volume, mediation in a plurilingual context includes which of the following?
Answer: Facilitating communication and creating space for all parties' linguistic repertoires
Mediation in the CEFR Companion Volume is broadly defined as facilitating understanding and creating inclusive communicative spaces, not limited to translation.
Which of the following best illustrates 'pluricultural' rather than 'multicultural' competence?
Answer: A person who actively navigates and blends multiple cultural identities in interaction
Pluricultural competence is an individual's dynamic ability to draw on multiple cultural frames interactively, distinct from multicultural as a societal or descriptive term.
An English-dominant speaker with basic French uses French cognates to help a monolingual French speaker understand an English text. Which CEFR plurilingual descriptor applies?
Answer: Mediating a text — conveying specific information
Using cross-linguistic resources to convey information from a text to another person falls under the CEFR's mediation descriptor for conveying specific information.
The CEFR's action-oriented approach views the language learner as:
Answer: A social agent who accomplishes tasks using all available linguistic resources
The action-oriented approach frames learners as social agents who use all linguistic and cultural resources strategically to accomplish real-world tasks.
In the CEFR, 'savoir être' (existential competence) in a pluricultural context refers to:
Answer: Attitudes, motivations, and openness toward other cultures and identities
Savoir être encompasses the attitudinal and affective dimensions — curiosity, openness, and willingness to engage — that underpin pluricultural competence.