Book announced at https://linguistlist.org/issues/36-772

Title: The Handbook of Plurilingual and Intercultural Language Learning
Series Title: Blackwell Handbooks in Linguistics
Publication Year: 2025

Publisher: Wiley
http://www.wiley.com
Book URL: https://www.wiley.com/en-us/The+Handbook+of+Plurilingual+and+Intercultural+Language+Learning-p-9781394165940

Editor(s): Christiane Fäcke, Xuesong (Andy) Gao, Paula Garrett-Rucks

Reviewer: Ha Nguyen

SUMMARY

The Handbook of Plurilingual and Intercultural Language Learning consists of 37 chapters edited by Christiane Fäcke, Xuesong (Andy) Gao, and Paula Garrett-Ruckes. It discusses both theoretical and practical issues in intercultural and plurilingual language learning across contexts (mostly US and EU with some representations from the Global South). The book is divided into four main sections. Section 1 (Chapters 1-15) deals with fundamentals of intercultural and plurilingual learning. Section 2 (Chapters 16-27) focuses on pedagogical concepts in intercultural and plurilingual learning while section 3 (Chapters 28-34) covers learning and teaching approaches. Finally, Section 4 (Chapters 35-37) explores diachronic aspects. Each chapter discusses a relevant body of research and ends by suggesting directions for future studies.

The introduction sets the stage by defining key terms, most importantly the notions of multilingualism, plurilingualism, culture and prefixes such as multi-, inter-, trans-, pluri-, which I find helpful. Below I provide summaries for 37 chapters in the book.

Chapter 1, Identity, Diversity, Equity, and Inclusion by Michele Back outlines the benefits ofplurilingual practices to promote diversity, equity and inclusion including “fostering positive identities”, “encouraging exploration of identity” and having greater “linguistic freedom.” Challenges to implementing plurilingual pedagogies include teachers’ own beliefs and ideologies. This requires teachers to critically reflect on their identities and the issues of power. The author calls for more research on identity and critical approaches. It is also crucial to look at language instruction in general, not just English-medium instruction.

Chapter 2 From Multiculturalism to Social Justice: Implications for Language Education in the United States and Canada by Ryuko Kubota discusses the development of critical multicultural education and justice-oriented education in North America. Kubota advocates for engaging with “multiple forms of diversity” (including multiple identities), questioning the power asymmetry between groups of people, and acting toward change.

Chapter 3 Intercultural Competence by Nemouchi and Byram seeks to define intercultural competence (IC) and intercultural communicative competence (ICC). The authors also discuss the impact of ICC theory on policy in different contexts focusing on both Global North and Global South perspectives.

Chapter 4 Critical Interculturality in Language Learning: Plurilingualism for Problematizing and Enriching the Notion by Fred Dervin highlights the multifaceted nature of interculturality and criticality. The author pushes for professionals in the field of language education and intercultural communication to examine their ideological positionings since interculturality is “highly ideological” (p.63). Approaches that support critical interculturality are also revisited.

Chapter 5 Language, Languages, Plurilingual Education by Polzin-Haumann covers basic concepts related to language use and language acquisition; it also reviews relevant research work and how this influences language teaching and learning in Germany (and Europe).

Chapter 6 by Fenyvesi and Bakró-Nagy focuses on Endangered Languages and Language Revitalization. The chapter defines endangered languages and uncovers issues in language revitalization, language planning and teacher training with a focus on Uralic languages. Importantly, the authors emphasize that the digital world might become another place where endangered languages are displaced, and therefore more attention is needed to support these languages.

Chapter 7 by Romanowski and Karras focuses on the notion of lingua franca (LF). It outlines languages that served as LFs in different parts of the world from past to present, with a special focus on English, the current LF.

Chapter 8 Language Comparison in Plurilingual Learning and Processing by Müller-Lancé explores language comparisons, factors that facilitate such practice and how heritage languages could play a role in learning a foreign language.

Chapter 9 Rethinking Code-Switching and Translanguaging as Language Management Strategies in the Dynamic Model of Multilingualism by Jessner et al. starts with defining two main concepts. The authors propose rethinking these concepts as “language management strategies” from a dynamic model of multilingualism (DMM) lens in language planning and language policy.

Chapter 10, Multimodality and Trans-Semiotics by Mastin Prinsloo provides an overview of multimodality as a research area and how it has inspired other work in translanguaging and trans-semiotics.

Chapter 11 Language and Nation Building by Matínez-Prieto presents different theoretical tools for understanding how language and nation are constructed, including Gramci’s and Anzaldúa’s work. The author argues that nation building is ideologically constructed and schools play an important role in promoting national homogenization and monolingualism. Citizens are “exposed to transnational, transcultural and translingual ideologies which impact their linguistic choice” (p.163)

Chapter 12 Language Policy and Planning: A Focus on ASEAN and EU Contexts by Lee presents dominant ideologies affecting language policy and planning in these two groups of nations which often lead to the dominance of English in foreign language education as well as other problems when promoting English at the expense of other languages.

Chapter 13, by De Costa et al., is titled Critical Approaches to World Englishes (WE). The authors posit that WE could be an umbrella term for ELF, EIL, and an intercultural perspective to language teaching. More importantly, they delineate what critical approaches to WE means and argue that translanguaging is the reality for multilinguals/plurilinguals.

Chapter 14, Issues of Equity and Access in Foreign Language Education by Davidson presents an overview of equity and access in the US context, highlighting challenges at the curriculum and program levels as well as those experienced by the students. Implications for teacher training and for policy are provided

Chapter 15, Plurialingual language policies and teaching approaches in higher education, by Cenoz and Gorter, details the ubiquity of English as a Medium of Instruction (EMI) education in higher education as well as challenges that come with it. Importantly, the authors point out social (in)justice issues to be addressed including unequal learning opportunities or linguistic imperialism. Cenoz and Gorter articulate the benefit of translanguaging practices for striving toward multilingualism in higher education contexts. Future research, they suggest, should investigate the content aspect of EMI as well as how different translanguaging pedagogies might yield varied results.

Chapter 16 by Fäcke titled Intercultural Discourses between Universalism and Particularism. Fäcke provides a useful account of different lenses that have been used to scrutinize culture(s). The author also presents pitfalls with each view while advocating for reflecting on what they call the meta-narratives that shape societies and individual worldviews. Such pitfalls include cultural essentialism and cultural appropriation. Becoming aware of one’s own attitudes and what shapes them is crucial in dodging the pitfalls.

Chapter 17: Transculturality (Revisited), written by Werner Delanoy, deals with transculturality and related approaches such as interculturality, cosmopolitanism, global citizenship education, and (critical) posthumanism. The chapter describes each approach and how they might differ from the transculturality lens. The author’s view is that transculturality is not the only perspective that matters. On the contrary, it is necessary to combine these different perspectives to overcome the limitations of individual theories

Chapter 18: Assessing Intercultural Competence by Paula Garrett-Rucks focuses on dominant intercultural competence (IC) theories, presents findings on the use of such theories according to research before describing IC assessment guidelines from various organizations. IC models by Byram and Bennet are discussed. The author points out that both frameworks are valuable yet fail to recognize the importance of learner’s language competence. Garrett-Rucks supports centering assessing language proficiency in IC assessment.

Chapter 19 Intercultural Education through Literature by Ana Gonçalves Matos discusses the role of literary reading in foreign language education, and particularly in relation to intercultural competence. The author convincingly argues for the importance of reading to the development of the ability to think critically and to engage as world citizens, to understand and empathize. The chapter highlights some implications for teaching foreign languages through literature in ways that turn the classrooms into spaces of “disquietness” where students question, reflect, and construct meanings.

Chapter 20 Intercultural Learning in Preschool and Primary School Contexts by Yuko Goto Butler and Shiyu Jiang seeks a better conceptualization of “age-appropriate intercultural learning” since prominent models often neglect the unique needs and characteristics of children. Existing research on intercultural learning for young learners (YLs) focuses on appreciating different cultures and developing global citizenship. To teach intercultural competence, an inquiry-based curriculum featuring global literature and centering children’s voices is crucial. Collaboration among schools is also vital. Teachers need training and support to effectively teach in multilingual and multicultural contexts.

In Chapter 21, Wagner and Galvez write about Intercultural Learning in Secondary School Contexts and in Adult Education. The authors review intercultural frameworks as well as provide examples of curricula that use such frameworks. They seek answers to questions regarding how educators can help students engage in solving social issues, how language education plays a role in this process, how language education can develop their sense of themselves and respect for the identities of others, and how to evaluate student learning.

Chapter 22 is titled Linguistics and Cultural Mediation by Liddicoat and Derivry-Plard. As the title suggests, mediation is the central concept. The authors detail teachers’ roles as intercultural mediators and learners’ role as mediators in the making. They end by suggesting future directions for research, specifically work that explores criticality, interculturality and reflexivity.

Chapter 23 Didactics of Plurilingualism- A European View by Michel Candelier and Jean-François De Pietre discuses two facets of Didactics of Plurilingualism (DP), its benefits and three main approaches that fall under the umbrella of DP, namely Awakening to Languages, Integrated Didactic Approaches to Languages, and Teaching Intercomprehension between Related Languages. Challenges in implementing DP as well as solutions are also included.

Chapter 24 by Angelica Galante titled Plurilingual and Pluricultural Competence: Origins, Current Trends, and Future Directions is a well written chapter tracing the history of plurilingual and pluricultural competence (PCC), three main PCC descriptors, how PPC is taken up in research and language education as well as pedagogical implications and suggestions for further studies.

Chapter 25 addresses Plurilingual Assessment. Bovino and Velásquez start with key issues in plurilingualism and go on to detail plurilingual assessment. The authors acknowledge challenges when it comes to evaluating multilingual repertoires and describe two main ways that assessment has been conducted (analytical and holistic)

Chapter 26 Many Languages—One Curriculum by Hufeisen and Marx is about the teaching of multiple languages in one curriculum and considerations for designing such a curriculum. They highlight Hufeisen’s plurilingual curriculum prototype implemented in Germany. The model incorporates teaching languages and content-language-integrated language teaching and could be useful for policy makers and educators alike.

Chapter 27 Using Telecollaboration to Prepare Teacher Candidates for Plurilingual Students by Üzű et al. introduces a project that allows pre- and in-service teachers in the US and in Türkiye to reflect on social justice issues and to develop their identity as teachers in plurilingual classrooms. This is the first empirical research in this volume but details were not provided. Readers are invited to read more in another publication. The Appendix is helpful for teacher educators who are interested in recreating similar experiences.

Chapter 28 Teaching Intercomprehension and Foreign Language Learning Competence by Jochen Strathmann covers the use of intercomprehension in Europe. The chapter discusses methods of teaching, testing and assessment as well as challenges faced by students and teachers. The chapter also covers intercomprehension projects in Europe.

Chapter 29 Teaching and Learning Materials to Foster Plurilingualism by Rückl emphasizes the role of textbooks for teaching in plurilingual contexts. The chapter indicates the lack of research on plurilingual teaching materials as well as the textbooks themselves. Solutions/suggestions were provided alongside a list of materials and initiatives that promote plurilingualism.

Chapter 30 by Gao and Wang is titled Intercultural and Plurilingual Aspects in Language. Gao and Wang propose that the Douglas Fir Group framework can guide teacher education. They argue that teacher education should address the deficit discourse regarding multilingual individuals and expand teachers’ understanding of teaching and learning, particularly in utilizing plurilingual and pluricultural resources to foster learners’ agency.

Chapter 31, “Teaching Plurilingualism,” authored by Christian Ollivier, presents the primary approaches to plurilingual education. One approach emphasizes the preservation of existing plurilingualism, while the other focuses on assisting students in acquiring additional languages. (p.445) Ollivier comprehensively addresses pedagogies within each category, providing readers with a concise overview of the current state of the field.

In Chapter 32, “Teaching Intercultural Sensitivity and Competence,” Narafshan provides a historical overview of intercultural communication as a field. Subsequently, the author delineates intercultural competence and intercultural sensitivity, followed by practical principles for effectively implementing intercultural sensitivity in educational settings.

Chapter 33, entitled “Plurilingual Learning Competence,” delves into the situatedness of learning. Martinez discusses the paradigm shift that influences our perception of the term and emphasizes the significance of fostering students’ reflective abilities and employing plurilingual strategies.

In Chapter 34, “Doing Language and Gender in the Classroom: Teaching toward Justice,” Kris Aric Knisely posits that language is a verb and languaging is a process of enacting gender identities. The author argues that transitioning from cislingualism to gender-just language education necessitates questioning cisgender normativity and fostering the development of “reflexivity, relationality, and ethics of care” among cisgender educators and all individuals. Gender-just pedagogies entail questioning all norms, raising awareness about the LGBTQ+ community, treating individuals with respect and agency, creating a platform for marginalized voices, and engaging with diverse perspectives in a respectful manner.

In Chapter 35 titled “Methods and Motivations in Foreign Language Teaching from Antiquity to the Present,” Simon Coffey delves into the historical evolution of language learning and pedagogies. The chapter identifies four pivotal themes that influence language instruction and learning, highlighting the Western-centric perspective that has predominantly shaped language education research.

Chapter 36 by Hu, titled “From Native Speaker to Intercultural Plurilingual Speaker: About the Eventful History of Guiding Concepts in Applied Linguistics and Foreign Language Pedagogy,” delves into the evolution of the concept of “native speaker” which was initially conceived as a purely theoretical linguistic notion introduced by Chomsky. This concept faced criticism from Dell Hymes and other applied linguists. Consequently, “the plurilingual and intercultural speaker” emerged as a counter-concept, acknowledging individuals’ multilingualism. Hu further summarizes the current debates within intercultural communication scholarship, particularly those surrounding inter-, pluri-, and trans-communication (p.519).

The concluding chapter of the book, titled “Chapter 37: Critical Applied Language/Linguistics Imaginings and Academic Legacies for a Better World,” authored by Gertrude Tinker Sachs, serves as a fitting final chapter. Tinker Sachs engages readers in envisioning the legacy of applied linguistic research for future generations. She emphasizes the importance of recognizing and addressing one’s own positionalities in the conduct of applied linguistic work. To illustrate these concepts, Tinker Sachs presents five examples and their implications, demonstrating how to approach equity, decolonize one’s practice, engage with gender-just pedagogies, and develop critical interculturality.

EVALUATION

This volume provides an ambitious and comprehensive overview of intercultural and plurilingual language education. It succeeds in mapping the field’s theoretical developments, key concepts, and emerging areas of inquiry. The chapters consistently foreground the fluid nature of language, culture, and identity as well as the crucial role of criticality and reflection in teaching/researching intercultural competence and plurilingualism. These themes are timely and relevant, particularly in light of current sociopolitical tensions and educational challenges in contexts like the U.S, where I am based. Additionally, the volume is well-organized and accessible, with chapters following a consistent structure and maintaining a concise length that enhances readability.

The collection is valuable for researchers, policy makers, and professionals in the field. It is especially helpful for graduate students who are either new to the field or seeking to situate their work within the broader landscape of plurilingualism/intercultural language education. In my view, its most significant contribution lies in foregrounding theoretical debates in plurilingual and intercultural language education, while also engaging with practical considerations. Notably, the volume advances conversations around plurilingualism - an area still relatively underexplored among North American scholars and practitioners. It offers robust critiques of monolingualism, native-speakerism, and cultural essentialism while advocating for diversity, equity, social justice, and inclusion. It emphasizes the importance of valuing and making use of students’ multilingual/plurilingual repertoires. I particularly value the discussions on Indigenous languages, gender, and decolonial approaches, which both resonate with my own research interests and enrich my intellectual perspective.

That said, readers seeking immediate pedagogical applications may find fewer tangible takeaways,unless they choose to delve into the references cited in each chapter. While some chapters (e.g., Chapters 13, 19, and 27) provide useful models and practice-oriented suggestions, many focus primarily on conceptual frameworks and research synthesis. To enhance its appeal for educators and teacher trainers, the addition of more practitioner-focused content or a supplementary volume dedicated to applied teaching strategies would be a welcome complement.

The geographic imbalance is also worth noting, as the editors themselves point out in the introduction. Despite efforts to include diverse perspectives, most contributions reflect Global North experiences, especially from Europe and North America, with few examples from other contexts. Broader inclusion of scholarship, especially from other Global South contexts, would strengthen the volume’s global reach and relevance.

One area where the volume could offer more sustained engagement is in the intersection of heritage language education (HLE), intercultural competence, and plurilingualism. While these fields are closely related, especially in multilingual societies with growing heritage language communities, the volume does not consistently address how heritage language learners negotiate cultural identity, linguistic legitimacy, or how critical reflection could be fostered in HLE.

Nonetheless, a comprehensive handbook on plurilingual and intercultural language education is an important and commendable achievement. As a reference work, the handbook creates space for reimagining language education as pluralistic, critically informed, and socially responsive. It sets a high standard for future scholarship and serves as a valuable touchstone for those committed to transforming language learning and teaching in increasingly complex, multilingual worlds.

REFERENCES

Fäcke, C., Gao, X., & Garrett-Rucks, P. (Eds.). (2025). The handbook of plurilingual and intercultural language learning. Wiley Blackwell.

ABOUT THE REVIEWER

Ha Nguyen is an Assistant Teaching Professor of Vietnamese at the University of Washington. She holds a Ph.D. in Second Language Studies from the University of Hawaiʻi at Mānoa (UHM), where she taught undergraduate courses such as Sociolinguistics of Multilingualism and Learning Languages and Communicating Interculturally in a Globalized World. She is interested in using discourse analysis to examine topics in heritage language education, linguistic landscapes, and alternative epistemologies, particularly those informed by critical and decolonial perspectives.