@incollection{Flinz2019,
  author    = {Carolina Flinz},
  title     = {Mehrsprachigkeit: ein {\"U}berblick. Konsequenzen f{\"u}r den DaF-Unterricht},
  series = {Glottodidaktik fr{\"u}her, heute und morgen},
  editor    = {Luiza Ciepielewska-Kaczmarek and Gabriela Gorąca-Sawczyk},
  publisher = {Wydawnictwo Naukowe UAM},
  address   = {Poznań},
  isbn      = {978-83-232-2771-7},
  url       = {https://nbn-resolving.org/urn:nbn:de:bsz:mh39-94016},
  pages     = {15 -- 27},
  year      = {2019},
  abstract  = {Plurilingualism is an important and widespread term. There are many definitions of the concept and its related words, and these definitions sometimes overlap and cause confusion. The European Union has evidenced plurilingualism since the Treaties of Maastricht and Amsterdam, and its influence on the teaching of foreign languages – especially German – remains considerable. This article aims to provide an explicit, concrete definition of the term, analysing it in lexicographic products, official EU documents and specific literature. The article will conclude with a review of didactic strategies for increasing this complex competence.},
  language  = {de}
}