Possible Selves

doi:10.1017/9781009037075.022

22 - Possible Selves

Published online by Cambridge University Press: 02 June 2022

Claire Kramsch

Edited by

Gail Prasad ,

Nathalie Auger and

Emmanuelle Le Pichon Vorstman

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Gail Prasad: Affiliation:
York University, Toronto
Nathalie Auger: Affiliation:
University of Montpellier
Emmanuelle Le Pichon Vorstman: Affiliation:
University of Toronto

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Summary

Through her own trajectory, as well as her daughter’s, Emmanuelle Le Pichon describes their experiences of “languages belonging” and legitimacy from France to Canada via Italy, the Netherlands and the United States. Emmanuelle Le Pichon shows her concern with categorizing and reductive terms such as foreign language or L1, L2, L3 and proposes alternative ways for a proactive celebration of diversity in the classroom.

Keywords

foreign languages mother tongues language of schooling multiliteracy translanguaging intercomprehension intercultural communication metacognitive awareness inclusion minority language students

Information

Type: Chapter
Information: Multilingualism and Education
Researchers' Pathways and Perspectives
, pp. 184 - 193

DOI: https://doi.org/10.1017/9781009037075.022 [Opens in a new window]

Publisher: Cambridge University Press

Print publication year: 2022

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