A speaker’s verbal repertoire defines his or her individual communicative competence. The linguistic repertoire of one individual speaker is determined by the language varieties that he or she knows and uses within his or her speech community (= active and passive knowledge). in Switzerland or India) it may be comprised of several languages and may include linguistic varieties of all these languages. In monolingual speech communities this repertoire is made up of varieties of one single language. In other words, the linguistic repertoire of a speech community includes all the linguistic varieties (registers, dialects, styles, accents, etc.) which exist in this community. Linguistic or verbal repertoire is ‘the set of language varieties used in the speaking and writing practices of a speech community’ (Finegan 2004, glossary). The notion of a ‘linguistic repertoire’ captures this sense of various linguistic ingredients contributing to a common skill set.Linguistic Repertoire and Communicative Competence The Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) distinguishes between multilingualism as ‘the co-existence of different languages in a given society’ (p4) and ‘plurilingualism’ whereby individuals build up ‘a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact’ (p4). greetings, insults and other short phrases in a range of languages picked up from multilingual peers.snippets of French studied as MFL, alongside snippets of Tunisian-inflected French picked up from grandparents.some knowledge of an adapted “text speak” Arabic employing Roman script, used on social media.a reading knowledge of Koranic Arabic studied at the mosque.some spoken conversational Arabic picked up from grandparents, reinforced during occasional extended trips to Tunisia.a vernacular London English used with friends and siblings, including elements of a London Jamaican Creole.a growing knowledge of Standard English literacy picked up at school.The linguistic repertoire of a young Londoner might include: Individuals pick up different bits of language at home, at school and in other contexts, all of which combine to form their linguistic repertoire. Blommaert and Rampton (2011) define this concept as referring to: ‘individuals’ very variable (and often rather fragmentary) grasp of a plurality of differentially shared styles, registers and genres, which are picked up (and maybe then partially forgotten) within biographical trajectories that develop in actual histories and topographies’ (p6). Rather than being rigidly segmented within an individual’s mind, they contribute to a common ‘linguistic repertoire’. Although these linguistic resources might be categorised within dictionaries and textbooks as “belonging to” specific languages, they are drawn on by individuals in much more fluid and hybrid ways. The ‘polylingualism norm’ (Jørgensen et al., 2011) describes a situation where individuals have access to words, phrases and concepts from a range of languages.
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