1. Trilingual Education: National and International Experience Multilingualism: The personal, social and school perspectives
Astana, 2016
Elite Olshtain

2. A multilingual dinner conversation
Portuguese
Portuguese
Hebrew
French
German
Portuguese
English
Hungarian
English
German
French
Portuguese
French
English
English
Hebrew
Hebrew
English
Yiddish
Hebrew
English
German
French
German
Hebrew

3. What is Multilingualism?
Recent approaches to multilingualism support a “holistic” view with fluid boundaries among the languages a person knows (Cenoz, 2013)
Some researchers talk about individual plurilingualism which means various languages individuals use and multilingualism which relates to a geographical area where a variety of languages are used
Multilingualism can, therefore, be studied from an individual or a society perspective (the dinner conversation vs. a multilingual society where different languages are spoken)
Studies in multilingualism can focus on issues related to language competence vs language use, or to language policy vs individual communication needs. Furthermore, they could focus on the process of acquisition and maintenance.
It seems obvious that the context within which the linguistic interaction takes place is very important.

4. Group Multilingualism – National Multilingualism
Group multilingualism depends on the linguistic environment and on the political setting in which the group functions.
The plurilingual individual might be a member of community which exhibits “Natural” mulitilingualism = different languages are spoken by different groups ( a rather stable situation). Or, the plurilingual person might be a member of “multiligualism in transition” such as any immigrant society.
The social status of the languages within the group are a decisive factor: the first issue relates to the status of the first language of the group- is it a minority or a majority language, the second question relates to the literacy level of each language, the third question relates to the ethnic identity of the group and its cohesiveness.
Which of the different languages is a Language of Wider Communication – Some examples:
The case of South Africa is very interesting (Heugh, 2013)
The case of the Circassian in Israel (Olshtain & Nissim Amitai, 2003)

5. Choosing the language of communication
At the personal level: mutual understanding, social harmony and accommodation, shared knowledge, efficacy, etc.
At the social level: language status, personal identity, perception of proficiency (one’s own), social expectations
At school: according to policy and perceived well-being (socially and scholastically)
The choice of one or another language is not only dependent on the availability of the linguistic resources, it is also an act of exhibiting identity, (bilingual schools).
Multilingual speakers do not use each of their languages for the same purposes – they navigate among languages (Moore and Gajo, 2009)

6. Research on Bilingualism and Trilingualism
The study of bilingualism has been of great interest for researchers for over half a century.
The study of trilingualism is considerably younger, probably for the last two decades.
We talk about L1, L2 and L3, and also about simultaneous acquisition of one, two or three languages, and even more (the Circassian example)
The contextual features and the status and function of each language are important elements in language use and language policy

7. Expected language proficiency
A plurilingual speaker has different perceptions of “language proficiency” from a monolingual person. Translanguaging has become acceptable for serving fluent and easy communication.
The status of each language within the school system:
How does proficiency relate to the language skills: listening comprehension, speaking, reading comprehension, writing?
How can practical needs be translated into teaching goals? Who defines the needs?
What choices does the student have?

8. Teacher preparation
Do the language teachers master the language they teach?
When content-based learning is preferred – do the language teachers know the subject matter?
Are the language materials appropriate and user-friendly for teachers?
Is there an effective evaluation system? Do teachers know how to use it?
Is there supporting technology? Do teachers know how to use it?

9. References
Cenoz,J. (2013) Defining Multilingualism, Annual Review of Applied Linguistics, Vol. 33 Heugh,K (2013) Multilingual Education Policy in South Africa Constrained by Theoretical and Historical Disconnections. Annual Review of Applied Linguistics, Vol. 33 Moore,D., & Gajo, L. (2009) Introduction: French voices on plurilingualism and pluriculturalism: Theory, significance and perspectives. International Journal of Multilingualism, 6, Olshtain, E. and Nissim-Amitai F. (2003) Being trilingual or Multilingual: Is there a price to pay? In Hoffman,C. and Ytsma, J. (eds) Trilingualism in Family, School and Community. Clevedon: Multilingual Matters, LTD. Olshtain, E. and Nissim-Amitai F. (2004) Curriculum Decision-making in a Multilingual Context. International Journal of Multilingualism, 1(1)