ABSTRACT
This chapter focuses on issues related to how selves engage with individual pluri-lingualism, resulting from engaging with two or more macro-geopolitical varieties. Multimodality is associated with the dimension of purposes and the studies document how not all macro-geopolitical varieties available to self are equally accepted. Nicholas C. Block reports how sustained long-term support of individual pluri-lingualism in schools provides for more stable plurilingual Multiplicity and greater engagement with the multilingual reservoir among Latino students in the United States. While the translanguaging position offers a critique of the imposition of a narrow monolingual norm, the Multiplicity position enables engagement with that norm as one part of selfs wider communicative repertoire. In framing relationships between Language Education and Applied Linguistics the chapter focuses on the place of selves and how they notice, store, select, combine and deploy features. In an attempt to normalize perceptions of use of more than one language, Aronin and Singleton argued that multilingualism is 'ubiquitous'.
