Multilingualism in Language Learning

Mapping the Theoretical Landscape

Abstract

India is by far one of the most multilingual countries in the world. It is therefore only logical that policies and official documents on education in India recognise and insist upon the importance of multilingualism in different ways. However, the reality of the classroom is very different. This present study is an enquiry into multilingualism in education, with a focus on language learning in India. Building upon earlier research on the subject in the context of foreign language learning (French), this study attempts to further problematize and contextualize multilingualism in language teaching and learning for adults in India. Languages and foreign languages (here, French) are most often taught and learnt via English or, in some instances, the language itself, with little involvement or pedagogical know-how on integrating the language repertoires of learners. In such a scenario, the learning-teaching paradigm is more often than not tilted towards a bilingual approach (target language & English) or a monolingual approach (target language only). To recognise and integrate multilingual practices, a theoretically grounded understanding of multilingualism is recommended. Based on these reflections, A paradigm of Conscious Multi-Pluri- Lingualism (CMPL) is proposed, which aims at making informed methodological and pedagogical choices that harness the linguistic, cultural resources and knowledge systems embedded within the many different languages present in the class. This will go a long way in rethinking the didactic framework of language learning and teaching, and re-examining multilingualism. It is not just a functional move directed towards developing measurable multilingual competencies, but also as a tool for engaging with language as a humanising, intercultural resource.