Coventry Language Policy Framework Section 12: Definitions and Terminology
The following definitions support consistent understanding of key terms related to language and multilingualism used throughout this policy. The terms below are used throughout the policy in relation to language and multilingualism.
Multilingual learner
A learner who uses, or is exposed to, more than one language as part of their everyday life. This term does not imply any specific level of proficiency in English.
English as an Additional Language (EAL)
Refers to learners who use, or have been exposed to, languages other than English. It includes learners at all stages of English proficiency.
Home or community language
The language or languages used within the home or local community, which are central to identity, communication, and early learning.
Linguistic repertoire
The full range of languages, language varieties, and communication practices that an individual can draw upon.
Additive bilingualism
An approach in which the development of a new language takes place alongside, rather than replacing, a learner’s existing language(s).
Translanguaging
The process by which learners draw on their full linguistic repertoire to make meaning, learn, and communicate, moving flexibly between languages.
English proficiency
A learner’s level of competence in English across speaking, listening, reading, and writing.
Language of the curriculum
The specific ways in which language is used within different subjects to construct and communicate knowledge.
Intercultural understanding
The ability to recognise, reflect on, and engage with different cultural perspectives and ways of communicating.
Cultural and linguistic mediation
The ability to interpret and convey meaning across languages and cultural contexts.