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
Which of the following scenarios demonstrates an 'uneven' plurilingual profile, which the CEFR considers normal?
Answer: A learner with C1 in Spanish, A2 in Mandarin, and B1 in Arabic
The CEFR explicitly acknowledges that plurilingual individuals typically have uneven profiles across languages, and this asymmetry is normal and valuable.
How does the CEFR define 'intercultural competence' in relation to pluricultural competence?
Answer: Intercultural competence is the ability to interact effectively between two cultures, while pluricultural is broader and multi-directional
Intercultural competence typically refers to bridging two specific cultures, while pluricultural competence involves flexibly navigating multiple cultural identities simultaneously.
A teacher allows students to use their home languages as a resource when completing a complex analytical task in English. According to the CEFR, this practice:
Answer: Leverages the students' full plurilingual repertoire as a legitimate learning strategy
The CEFR values using the full linguistic repertoire as a resource for learning and task completion, rejecting a strict target-language-only approach.
Which of the following is a 'plurilingual' strategy according to the CEFR Companion Volume?
Answer: Reformulating a message using simpler structures in one language when communication breaks down in another
Switching to a simpler register or another language to keep communication going is a key plurilingual strategy recognized in the Companion Volume.
The concept of 'language awareness' in the CEFR's plurilingual framework primarily involves:
Answer: Reflective understanding of how languages work and relate to one another
Language awareness, as understood in the CEFR's plurilingual framework, involves metacognitive reflection on language structures and cross-linguistic relationships.
When the CEFR Companion Volume describes 'pluricultural repertoire,' it means:
Answer: The dynamic set of cultural knowledge, attitudes, and frames a person draws on in interaction
A pluricultural repertoire is the dynamic, usable set of cultural resources — not static knowledge — that a person mobilizes during intercultural interaction.
According to the CEFR, which attitude is most essential for developing pluricultural competence?
Answer: Openness, curiosity, and willingness to suspend ethnocentric judgments
The CEFR emphasizes openness and the suspension of ethnocentrism as foundational attitudes for building genuine pluricultural competence.