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Plurilingual Language Learning: European and U.S. Perspectives.

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Bibliographic Details
Title:	Plurilingual Language Learning: European and U.S. Perspectives.
Authors:	Garrett-Rucks, Paula¹, Fäcke, Christiane²
Source:	Dimensions. 2026, Vol. 61, p10-28. 19p.
Subject Terms:	Multilingual education, Foreign language education, Second language acquisition, Cultural pluralism, Area studies, Language planning, *Social norms
Geographic Terms:	Europe, United States
Abstract:	This article attempts to bridge language education fields from Europe and the United States by sharing language learning terms, concepts, and teaching and learning theories and practices across the Atlantic in response to the call for papers for the 2026 Dimensions special issue on Plurilingual Education. In order to situate the ways in which the instructional materials, resources, and practices for plurilingual language learning that are described by European contributing authors to the special issue might look across contexts, this article addresses both European and U.S. unique linguistic landscapes and social contexts, societal norms and expectations toward speaking more than one language, socio-historical language use policies, and differing course offerings and requirements for the study of world/foreign languages in relation to U.S. and European perspectives on plurilingual language learning. Common points and differences are then identified and insights from European contributing authors of the Dimensions special issue are extended to the U.S. context to bridge language education fields. The article concludes by underlining how the work on Plurilingual Education provides inspiration for a view of a world that respects cultural and linguistic diversity and supports a positive, respectful and open way of life. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This article attempts to bridge language education fields from Europe and the United States by sharing language learning terms, concepts, and teaching and learning theories and practices across the Atlantic in response to the call for papers for the 2026 Dimensions special issue on Plurilingual Education. In order to situate the ways in which the instructional materials, resources, and practices for plurilingual language learning that are described by European contributing authors to the special issue might look across contexts, this article addresses both European and U.S. unique linguistic landscapes and social contexts, societal norms and expectations toward speaking more than one language, socio-historical language use policies, and differing course offerings and requirements for the study of world/foreign languages in relation to U.S. and European perspectives on plurilingual language learning. Common points and differences are then identified and insights from European contributing authors of the Dimensions special issue are extended to the U.S. context to bridge language education fields. The article concludes by underlining how the work on Plurilingual Education provides inspiration for a view of a world that respects cultural and linguistic diversity and supports a positive, respectful and open way of life. [ABSTRACT FROM AUTHOR]