The rationale for our focus highlights the imperative of researching the intercultural dimension in language education and the concepts that underpin it.
As greater diversity and rapid transformation have become part of our lives, we aim to explore the potential, possibilities and limitations of intercultural concepts and models applied to second language learning in educational contexts, from primary to higher education. Through theoretical and empirical investigation and comparative research we aim to examine the meanings and values, the complexities and limitations of terms such as “cultural awareness”, “identity”, “intercultural communicative competence”, “plurilingual competence” and “multiliteracy practices”.
The Council of Europe recognizes the importance of intercultural competence (Council of Europe, 2018) and of intercultural citizenship education (Council of Europe, 2016) in key reference documents meant to guide the learning process of foreign languages across Europe and, increasingly, in other countries. This reinforces the urgency of examining the role that intercultural education and intercultural citizenship education should play in educating citizens for the 21st century when assuming the responsibility of promoting social and linguistic diversity as sources of wealth; in requiring cultural translation, mediation and interpretative practice as tools to generate mutual intelligibilities between different worldviews; and in contributing to more engaged and critical citizens for a more inclusive world.
The use of languages as a medium of communication and as social construction offer a space for intercultural citizenship to inspire and complement education in second language education. Interculturality is here used as a research space generating interdisciplinary dialogue between different scientific fields, and seeking to promote intersections with the other strands that form the core of TEALS: b) CLIL; c) Languages, curriculum and teacher education; and d) Translationality.
Continuing the work developed so far, some of our aims are:
Collaborators (PhD students):
Higher education institutions
Engaging in international exchanges, teaching experience and dialogue with colleagues who work in cognate areas of academic expertise:
PEPELT (Picturebooks in European Primary English Language Teaching)
An initiative by Sandie Mourao, Tatia Gruenbaum, Gail Ellis & Anneta Sadowska to support & promote teaching primary English by means of picturebooks.
Recently submitted proposals :
The All = In Pathfinder is an interactive, online multiple choice quiz that helps you to think through some tricky issues and then suggests some links and resources that you may find useful for your work teaching citizenship.
The video sets out some challenging issues and questions for teachers. Together with these training activities, we hope it will encourage colleagues to reflect on their practice and improve their work promoting human rights, participative democracy and equity in the increasingly diverse communities of Europe: http://allinnetwork.eu/animation/
Together with these training activities, we hope it will encourage colleagues to reflect on their practice and improve their work promoting human rights, participative democracy and equity in the increasingly diverse communities of Europe