Bilingualism, Trilingualism, Hybrid Language - Reflection on The Conditions for A Successful Plurilingual Education - Presentation and Case Analysis - Life Story, Longitudinal Approach

<p>ABSTRACT<br>The aim of this work is to reflect on the optimal conditions necessary for plurilingual education. After a<br>brief theoretical approach to bilingualism and plurilingualism, a practical family case is discussed, based<br>on a longitudinal approach spanning three generations.<br>The issue of bilingualism and hybrid language is addressed, with the harmful effects of linguistic<br>hybridization due to a lack of a reference language. What do we observe in children living in a bilingual<br>environment, from a language point of view? Is bilingual or trilingual education possible in all<br>circumstances?<br>What are the best conditions for a successful multilingual education? But what are also the conditions and<br>pitfalls on the long road to a plurilingual education?<br>We know that bilingualism, for example, can help children to develop their language skills, but we also<br>need to set the course if we are to achieve our educational objective. There are two fundamental aspects<br>to this:<br>firstly, the assessment of what has been achieved in each language, in terms of bilingualism, throughout<br>the school career, by means of school results;<br>secondly, the assessment of the mother tongue or father tongue of reference, using the comparative<br>method.<br>This method has three parameters: vocabulary, semantics and morphosyntax. The Neel test by Chevrier-<br>Müller, 2001 edition, was used for Turkish children aged 8;0 - 8;6, in order to highlight language<br>difficulties.<br>A longitudinal approach involving four children was used, as it enabled us to step back in time and assess<br>the development of the four children... Is there a cocktail of success when it comes to plurilingual<br>education?</p>