Languages as objects of learning: language learning as a case of multilingualism

Abstract

This paper considers multilingualism from the point of view of language learning and teaching. We discuss the ‘monological’ thinking in linguistics and in the research of language learning and teaching and argue that the monological stand, more often than not, also embeds a monolingual bias. As an alternative to monologism, we discuss dialogical notion of language and argue that this inherently involves a multilingual stand.