複言語・複文化主義をめぐる議論について

　複言語・複文化主義について、あちこちで議論されていますが、CEFR（2001）やCEFR（2020）でちゃんと定義されていますね。何だか、そこから先は、Japanese-contextで、それをどう解釈しどう生かすか（生かす部分と生かさない/生かせない部分があると思う）の議論をするのが「筋」だと思う。

CEFR（2001）から
A further characteristic of plurilingual and pluricultural competence is that it doesnot consist of the simple addition of monolingual competences but permits combinationsand alternations of different kinds. It is possible to code switch during the message,to resort to bilingual forms of speech. A single, richer repertoire of this kind thus allowschoice concerning strategies for task accomplishment, drawing where appropriate on aninterlinguistic variation and language switching.

CEFR（2020）から
The CEFR distinguishes between multilingualism (the coexistence of different languages at the social or individuallevel) and plurilingualism (the dynamic and developing linguistic repertoire of an individual user/learner).Plurilingualism is presented in the CEFR as an uneven and changing competence, in which the user/learner’sresources in one language or variety may be very different in nature from their resources in another. However,the fundamental point is that plurilinguals have a single, interrelated, repertoire that they combine with theirgeneral competences and various strategies in order to accomplish tasks (CEFR 2001 Section 6.1.3.2).Plurilingual competence as explained in the CEFR 2001Section 1.3 involves the ability to call flexibly uponan interrelated, uneven, plurilinguistic repertoire to:f switch from one language or dialect (or variety)to another;f express oneself in one language (or dialect, or variety)and understand a person speaking another;f call upon the knowledge of a number of languages(or dialects, or varieties) to make senseof a text;f recognise words from a common internationalstore in a new guise;f mediate between individuals with no commonlanguage (or dialect, or variety), even if possessingonly a slight knowledge oneself;f bring the whole of one’s linguistic equipmentinto play, experimenting with alternative formsof expression;f exploit paralinguistics (mime, gesture, facial expression,etc.).
CEFR（2020）の同ページのコラムには、languagingも出ている！
The linked concepts of plurilingualism/pluriculturalism and partial competenceswere introduced to language educationfor the first time in the second provisionalversion of the CEFR in 1996.They were developed as a form of dynamic,creative process of “languaging” acrossthe boundaries of language varieties, as amethodology and as language policy aims. Thebackground to this development was a series ofstudies in bilingualism in the early 1990s at theresearch centre CREDIF (Centre de recherche etd’étude pour la diffusion du français) in Paris.The curriculum examples given in CEFR 2001Chapter 8 consciously promoted the conceptsof plurilingual and pluricultural competence.These two concepts appeared in a moreelaborated form in 1997 in the paper“Plurilingual and pluricultural competence”.

＊上のPaperとあるのは、これ。https://rm.coe.int/168069d29b。

複言語・複文化主義の議論は、当然のこととして、こういうのを踏まえるべきでしょう。日本でのいろいろな議論は、プラットフォーム＝共通の出発点、論点の明確化などなしの議論が多いように思います。「寄り合い」（宮本常一）での話し合い！？