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Copyright of Revista Iberoamericana de Educación (Version impresa) is the property of Organizacion de Estados Iberoamericanos (OEI) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of TRANS: Revista de Traductología is the property of TRANS: Revista de Traductologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In recent decades, research in the field of multilingualism has become a fundamental aspect of linguistics studies, and particularly in applied linguistics. At the same time, the search for the ideal method in FL teaching by researchers and teachers has been a constant over time and has led to the appearance of numerous proposals for very disparate pedagogical methods and approaches. Both the phenomenon of globalization and the changing dynamics of today's societies, and the demands to which it forces, invite us to rethink again and again the approaches and methodological practices in the acquisition, learning and teaching (A/T/L) of foreign languages (FL). The need to respond to this globalized context demands that linguistic practices understood from a dynamic perspective, capable of adjusting to the multimodal and multilingual communicative situations that characterize this new era, are currently in demand. Thus, the phenomenon of translanguaging is proposed as an adequate pedagogical approach to this new panorama whose purpose is the development of a linguistic repertoire in which all the linguistic abilities of the learners take place. For this, it is necessary that all their languages have a place in the learning process, so that, as multilingual and multicultural beings, they can use all their linguistic and cultural resources during the communication process. There is still little research on the concept of translanguaging and, on numerous occasions, it has been compared by some voices to translation, precisely because of the use of the alternation of the two codes. Consequently, the expansion of concepts in relation to translation and translanguaging has been enormous. However, it is a phenomenon that is making its way more and more in the didactic field focused on the A/T/L of FL. The objective of this work is therefore to analyze the viability of translanguaging as an innovative pedagogical method in the A/T/L of FL, for a multilingual education adjusted to the concerns raised by current societies. To do this, we carry out, on the one hand, a journey through the terminological framework around translanguaging and, on the other, we present different practices of pedagogical translanguaging in order to shed more light on this issue. [ABSTRACT FROM AUTHOR]

Copyright of Educación XX1 is the property of Editorial UNED and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Tavira. Revista Electrónica de Formación de Profesorado en Comunicación Lingüística y Literaria is the property of Tavira. Revista electronica de formacion de profesorado en comunicacion linguistica y literaria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Plurilingualism, as an individual resource and as an educational goal, is today a challenge launched by European policies and by the reality of educational environments. Through the development of their communicative competence, the latter feel the need to prepare their students to actively participate as full citizens in complex democratic societies and in the globalised world. The linguistic and cultural diversity that characterizes these educational environments redoubles the interest for a plurilingual perspective to language teaching. At the crossroads between European orientations and the needs emerging from the educational field, some lines of action and responsibilities have to be partly or wholly shared: updating of curricula, teacher education, educational engineering, design of materials and resources. The intercomprehensive plurilingual approach and its frameworks prove to be powerful catalysts for multilingual education that seeks to develop the multilingual repertoire of the individual rather than the mastery of one or more languages. In this article we will present the genesis, structure and functionality of these frameworks, as well as the result of a series of pilot tests to which they have been subjected. [ABSTRACT FROM AUTHOR]

Copyright of Enunciación is the property of Revista Enunciacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In California's dual immersion classrooms, multiple varieties, levels and linguistic registers coexist when students and teachers whose mother tongue is the language of instruction contribute the richness of their different linguistic origins. Spanish is known to be the predominant language within these programs throughout the United States. However, the dilemma of how to deal with the coexistence of different varieties of the same language of instruction also affects immersion programs in other languages. Consequently, other modalities can coexist in a dual immersion classroom, especially when Spanish-speaking students have immigrant roots of various geographical and socio-economic origins. Far from accepting a single or preferable arrangement exclusively, this article proposes the dual immersion classroom be an example of inclusiveness and respect for the diversity of multiple linguistic varieties as a source of transferable wealth for learning any language. A linguistically inclusive classroom seems more respectful of the multiple identities of its speakers and in keeping with the living nature of any language, especially in multilingual societies. The article ends with recommendations for language and content instruction as well as for training bilingual teachers from the standpoint of linguistic inclusivity. [ABSTRACT FROM AUTHOR]

The main objective of the current study reflects and questions the colonial methodologies on research. This is based on the indigenous people's vision in order to make a small contribution to the fields on intercultural and plurilingual education of Bolivia. In this sense, a bibliographical revision has mainly carried out. This bibliography was based on the research on Taller de Historia Oral Andina, the Programa de Formación en Educación Intercultural Bilingüe para los Países Andinos, Agroecología Universidad Cochabamba, and the Consejos Educativos de Pueblos Originarios. The four experiences are gradually distant from the colonial traditional methodologies that come from the modern sciences. The proposals of those experiences, with more or less emphasis, find the dialogue with millennial indigenous knowledge systems. These experiences are critically framed in the new Sociocommunitary Productive Educative System in Bolivia in the sense that could bring us important approaches in the required construction in order to study models with a communitarian transversal vision in the education systems. The principal contributions of these experiences are oral history, the academic training of the indigenous scholars, the construction of southern epistemic models, and the community management of knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Latin American Journal of Content & Language Integrated Learning is the property of Universidad de La Sabana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Dating back to 14th century Italy, the humanism movement spread throughout Europe in the sixteenth century producing its first modern cultural revolution. The latter consisted of a radical pedagogical innovation resulting in the foundation of trilingual schools as well as the birth of a superior higher spiritual force, humanism, which nowadays seems to be in danger of extinction. [ABSTRACT FROM AUTHOR]

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas is the property of Revista Nebrija de Linguistica Aplicada a la Ensenanza de Lenguas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RIE: Revista de Investigacion Educativa is the property of RIE: Revista de Investigacion Educativa and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of RUSC: Revista de Universidad y Sociedad del Conocimiento is the property of Fundacio per a la Universitat Oberta de Catalunya and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The so-called Bologna process has helped us to consider a number of priorities, internationalization being one of them. At the present, the dimensions of this internationalization are multiple: academic mobility, internationalization of the curricula, assessment and accreditation from indicators developed at international level. Coupled with the internationalization, we find the need to improve linguistic competencies and, especially, in the use of English as a communication tool. From that perspective, this article discusses the phenomenon of multilingualism and the current landscape of language teaching in Europe. Below we have outlined the achievements and the path that lies ahead in higher education. Finally, we propose some ideas to encourage the teaching of languages and to enhance the multilingualism in universities. [ABSTRACT FROM AUTHOR]