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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

  1. In the CEFR framework, the European Language Portfolio (ELP) supports plurilingual competence primarily by:

    Answer: Encouraging learners to document and reflect on all their language and cultural experiences

    The ELP helps learners record, reflect on, and value all their linguistic and cultural experiences, reinforcing the CEFR's plurilingual vision.

  2. A language program that teaches Spanish, French, and Italian in an integrated way — pointing out shared Latin roots and contrasting false cognates — is applying which CEFR-aligned approach?

    Answer: An integrated plurilingual curriculum leveraging cross-linguistic awareness

    Explicitly drawing on cross-linguistic relationships in teaching reflects the CEFR's integrated plurilingual approach rather than treating each language as a silo.

  3. Which of the following CEFR descriptors from the Companion Volume relates most directly to pluricultural competence?

    Answer: Acting as intermediary in informal situations — pluricultural interpretation

    The Companion Volume introduced descriptors for 'acting as intermediary' that explicitly address cross-cultural interpretation, directly targeting pluricultural competence.

  4. How does the CEFR distinguish a 'plurilingual' speaker from a 'multilingual' society?

    Answer: Plurilingual refers to an individual's integrated repertoire; multilingual describes a society with multiple languages coexisting

    The CEFR deliberately uses 'plurilingual' for individuals and 'multilingual' for societies to highlight the integrated, personal nature of individual language repertoires.

  5. A heritage language speaker of Mandarin uses their home-language literacy to accelerate acquisition of written Japanese. The CEFR would view this as:

    Answer: A natural and valuable use of plurilingual resources to support new language learning

    Using existing literacy and linguistic knowledge as a scaffold for new language acquisition exemplifies the CEFR's view of plurilingual competence as a positive, integrated resource.

  6. Which of the following best represents the CEFR's stance on language 'errors' made by plurilingual speakers?

    Answer: Cross-linguistic influence may produce non-target forms, but these reflect resourceful use of an integrated repertoire

    The CEFR frames cross-linguistic influence as a sign of a learner actively deploying their full plurilingual repertoire, viewing it constructively rather than as pure failure.

  7. According to the CEFR, which of the following is a goal of plurilingual and pluricultural education?

    Answer: Fostering linguistic and cultural diversity, identity awareness, and democratic citizenship

    The CEFR frames plurilingual and pluricultural education as serving democratic citizenship, social cohesion, and respect for linguistic diversity — not linguistic uniformity.