Page 19 - Compétences plurilingues : perspectives et actions / Plurilingual competencies: perspectives and actions

Plurilingual skills: prospects and actions

In conclusion, the articles in this volume on the development of plurilingual skills clearly
show that, alongside metacognitive and metalinguistic re lections on language teaching and
learning in a plurilingual context (use of plurilingualism, development of plurilingual strate-
gies, intercomprehension, exploitation of the plurilingual linguistic repertoire, language ac-
quisition in a plurilingual context, etc.), a number of actions are being taken by teachers to
individualise teaching. For example, they are adopting autonomy-based teaching methods
and interactive methods that promote motivation, the affective dimension of learning, and
group dynamics, as well as creating teaching resources (e.g. learning platforms). Some of
the contributions also show that the pandemic and geopolitical events have had a profound
in luence on the way in which both teachers and students relate to languages. They have
changed the dynamics of exchange and highlighted the role played by intercultural aspects,
deriving from encounters between individuals belonging to the same or different cultures.

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