ABSTRACT
This conclusion presents some closing thoughts discussed in the preceding chapters of this book. The book provides Language Education, Applied Linguistics and Linguistics often work on the same issues and share what they think of as similar concerns. It argues that engaging with the shared nature of these endeavours requires a more comprehensive understanding of the structure and workings of the communicative repertoire. Linguistic terminology is part of the reservoir available to language educators but linguistics is primarily concerned with 'the what'. The book explores how selves communicate through their shared awareness of the repertoire's dimensions, elements and threads. By tracing deployed acts through time and across interlocutors, one might be able to provide a way forward to a better understanding of the redeployment and reuse of communicative acts stored within Multiplicity and the role the interlocutor plays in this. As a framework, Multiplicity need not only be a resource for teacher's professional development.
