Articulating arts and intercultural education

Static and dynamic views of language teaching at school

Bibliographic Data

ID12702003
AuthorsSofia Stratilaki-Klein (0000-0003-1864-7948, Université Sorbonne Nouvelle, corresponding author)
Year2020
Volume20
Issue4
Pages325-339
Publication date2020-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueLanguage and Intercultural Communication (JOURNAL)
Journal identifiersISSN: 1470-8477 • E-ISSN: 1747-759X
PublisherRoutledge (PUBLISHER • GB)
DOI10.1080/14708477.2020.1787425
OpenAlexW3044233112
LanguageEN
Citations received1
References cited16

In this contribution, we argue that consideration should be given to the implications of a holistic approach to language acquisition as a fundamental part of plurilingual and pluricultural education serving several aims of a knowledge-based and innovative learning through metalinguistic knowledge, well beyond developing communicative competence in the language of schooling. By analysing discourse data, we examine to what extent the success of such a plurilingual education is dependent on how the notion of plurilingual speaker is presented, represented by visual images, taught, developed as well as broadly discussed (and understood) among the school community

Communicative competence · Competence (human resources · Intercultural communication · Linguistics · Metalinguistics · Pedagogy · Second-language acquisition · Sociology · Teaching method · Vocabulary development · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching

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