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In many environments, in/outside educational contexts, learners use more or less intentionally and flexibly code-switching and interlingual mediation. These plurilingual and pluricultural skills are seen as particular competences to develop. Focusing on this particular aspect of plurilingual competence, I propose the term flexilingual competence to shed light on the capacity of learners to take conscious decisions about when and for what purpose they access their different languages. To develop this competence, many learners need support and careful interventions of a teacher or a coach to help them reach their full learning potential. The teacher or the coach develops a dialogical process with the learners. They ask for reasons and decisions, address personal learning habits and practices of personal internal and external resources and they initiate a self-evaluation process. Such techniques can be used to encourage learners to independently recognize and being aware of what they are doing, why they are doing it, and how to tailor their learning behavior to make the most of the different opportunities in multilingual environments. |
