The potential in resistance. Subject-related empirical research in the multilingual classroom

Multilingualism can be discussed from very different perspectives. In this contribution to the PlurCur project,positions from the sphere of applied linguistics are taken up in relation to the issue of multilingualism in schools. These provide the background for an examination with regard to pupils as users of languages. The paper uses data from teaching research and from research accompanying teaching projects on multilingualism, which has arisen since 2011 from work done on multilingualism by the Language Teaching and Learning Research Unit at the University of Vienna. Addressing the perspectives of the pupils, as is proposed here, is linked to the interpretation of the aspirations of the PlurCur project. In addition to its other objectives, PlurCur is a project intended to create opportunities for pupils. The paper will show that pupils who experience a school environment that does not encourage multilingualism develop plurilingual strategies outside of school. These strategies can be attributed to their resistance. In this article the various forms of resistance provide a starting point for considering multilingualism in schools. The 7th OECD learning principle, taking up the link between the lived-in world and knowledge (Dumont, Istance & Benavides 2010) proposes that schools should use pupils’ individuality as a potential force for plurilingualism. PlurCur is asuitable means to this end.