An approach to the state of the art in linguistic repertoires for foreign language teaching: Part One

Abstract

This is the first part of a qualitative research study employing a documentary, hermeneutic, and heuristic approach, characterized as descriptive and cross-sectional in nature. The former instruments were documents related to the selected linguistic repertoires, including scientific dissemination articles and book chapters, sourced primarily from institutional digital repositories, academic libraries, and indexed electronic journals. Using the application of an exhaustive document review technique, and bearing in mind as a criterion: relevance, validity, currency, comprehensiveness, adherence to the field of linguistics, and alignment with language teaching and/or learning processes. The main objective was to reflect on the connotation of Linguistic Repertoires (LR) for Foreign Language (FL) teaching, and plurilingualism at the hand of the identification, categorization, and description of documentary findings related to the state-of-the-art, thereby contributing to the generation of knowledge within this domain. The findings demonstrated that, 1) LR are a construction of a living and flexible expression of identity; 2) they represent a valuable pedagogical resource that enables greater epistemic justice; 3) they have an impact—either positive or negative—on foreign language teaching; and 4) the hegemonic role of the school is evident about plurilingualism and the teaching of both mother tongues and foreign languages.