Reframing CALL through Plurilingualism: Insights from Virtual Exchange and Language Teacher Education research AbstractRecent research in computer-assisted language learning (CALL) has repeatedly pointed to a mismatch between calls for plurilingual approaches in language education and the predominantly monolingual orientations that continue to shape the design and implementation of CALL activities (Bündgens-Kosten, 2020; Dooly & Czura, 2022). As a result, plurilingual practices that emerge organically in CALL-based activities are often left implicit, rather than being deliberately integrated into pedagogical design or research agendas. This talk discusses the concept of plurilingual CALL, understood as a holistic approach to CALL that not only recognises but also values the diverse linguistic and cultural resources learners bring into the classroom, using them to enrich meaning-making and language learning (Cutrim Schmid, in press). The talk combines theoretical perspectives with empirical evidence from research and practice. It draws in particular on findings from the Erasmus+ project TEMPLATE (Technology-Mediated Plurilingual Activities for (language) Teacher Education, 2020–2023), which investigated how plurilingual orientations can be integrated into CALL tasks. Using virtual exchange as a central example, the presentation illustrates how teachers and learners engaged with, negotiated, and at times struggled to implement plurilingual principles in digitally mediated activities. Building on these findings, the talk outlines key theoretical assumptions underlying plurilingual CALL and situates them within broader discussions of digitally mediated plurilingual practices among young people in a globalised world (Cutler & Røyneland, 2018). It argues that insights from such practices should inform CALL task design, curricula, and pedagogical decision-making. The presentation further discusses how digital tools can support teachers in implementing plurilingual CALL, drawing on classroom-based research on their effects on language learning processes and the development of plurilingual competences. It concludes by reflecting on how evolving digital environments, including AI-supported language tools, open up new directions for future research and pedagogical innovation in plurilingual CALL. Short bioEuline Cutrim Schmid is a full Professor of applied linguistics and TEFL and Chair of the English Department at the University of Education Schwäbisch Gmünd in Germany. She holds a PhD in Linguistics from Lancaster University (UK). She has conducted research in the areas of computer-assisted language learning, language teacher education, and plurilingual approaches to foreign language teaching and learning. Her work can be found in journals such as Language Learning and Technology, ReCALL, CALL, System, Innovation in Language Learning and Teaching, The Language Learning Journal, and Applied Linguistics Review. Her most recent books include Teacher Education in Computer Assisted Language Learning (Bloomsbury, 2019) and Teaching Languages with Technology (Bloomsbury, 2014, with Shona Whyte). Tags Education events Research centres, groups and networks Language, Interculturality and Literacies Research events Conferences, seminars and lectures May 27 2026 14.00 - 15.00 Reframing CALL through Plurilingualism: Insights from Virtual Exchange and Language Teacher Education research The LIL Hub hosts Professor Euline Cutrim Schmid of the University of Education Schwäbisch Gmünd, Germany for the fourth event in its 2026 lecture series. TBC
Reframing CALL through Plurilingualism: Insights from Virtual Exchange and Language Teacher Education research AbstractRecent research in computer-assisted language learning (CALL) has repeatedly pointed to a mismatch between calls for plurilingual approaches in language education and the predominantly monolingual orientations that continue to shape the design and implementation of CALL activities (Bündgens-Kosten, 2020; Dooly & Czura, 2022). As a result, plurilingual practices that emerge organically in CALL-based activities are often left implicit, rather than being deliberately integrated into pedagogical design or research agendas. This talk discusses the concept of plurilingual CALL, understood as a holistic approach to CALL that not only recognises but also values the diverse linguistic and cultural resources learners bring into the classroom, using them to enrich meaning-making and language learning (Cutrim Schmid, in press). The talk combines theoretical perspectives with empirical evidence from research and practice. It draws in particular on findings from the Erasmus+ project TEMPLATE (Technology-Mediated Plurilingual Activities for (language) Teacher Education, 2020–2023), which investigated how plurilingual orientations can be integrated into CALL tasks. Using virtual exchange as a central example, the presentation illustrates how teachers and learners engaged with, negotiated, and at times struggled to implement plurilingual principles in digitally mediated activities. Building on these findings, the talk outlines key theoretical assumptions underlying plurilingual CALL and situates them within broader discussions of digitally mediated plurilingual practices among young people in a globalised world (Cutler & Røyneland, 2018). It argues that insights from such practices should inform CALL task design, curricula, and pedagogical decision-making. The presentation further discusses how digital tools can support teachers in implementing plurilingual CALL, drawing on classroom-based research on their effects on language learning processes and the development of plurilingual competences. It concludes by reflecting on how evolving digital environments, including AI-supported language tools, open up new directions for future research and pedagogical innovation in plurilingual CALL. Short bioEuline Cutrim Schmid is a full Professor of applied linguistics and TEFL and Chair of the English Department at the University of Education Schwäbisch Gmünd in Germany. She holds a PhD in Linguistics from Lancaster University (UK). She has conducted research in the areas of computer-assisted language learning, language teacher education, and plurilingual approaches to foreign language teaching and learning. Her work can be found in journals such as Language Learning and Technology, ReCALL, CALL, System, Innovation in Language Learning and Teaching, The Language Learning Journal, and Applied Linguistics Review. Her most recent books include Teacher Education in Computer Assisted Language Learning (Bloomsbury, 2019) and Teaching Languages with Technology (Bloomsbury, 2014, with Shona Whyte). Tags Education events Research centres, groups and networks Language, Interculturality and Literacies Research events Conferences, seminars and lectures May 27 2026 14.00 - 15.00 Reframing CALL through Plurilingualism: Insights from Virtual Exchange and Language Teacher Education research The LIL Hub hosts Professor Euline Cutrim Schmid of the University of Education Schwäbisch Gmünd, Germany for the fourth event in its 2026 lecture series. TBC
May 27 2026 14.00 - 15.00 Reframing CALL through Plurilingualism: Insights from Virtual Exchange and Language Teacher Education research The LIL Hub hosts Professor Euline Cutrim Schmid of the University of Education Schwäbisch Gmünd, Germany for the fourth event in its 2026 lecture series.
