For the last twenty years at least, the promotion of plurilingualism and the fostering of linguistic diversity have constituted an important priority on the agenda of European institutions: language has acquired an obvious strategic role in mapping out the European model of citizenship, democratic participation and competitiveness in the knowledge society. The detachment from the monolingual habitus (I. Gogolin 1994) has become increasingly necessary in the face of demographic, political, cultural and economic conditions, irreversibly marked by internationalization, mobility and international migration. However, a more analytical consideration of the progress achieved so far is required, in order to understand how the exhortations of the European institutions in favour of pluri- and multilingualism have been implemented by central and educational authorities of individual States and also to better understand the impact of these actions on citizens of different countries. In particular, it is worth asking whether national policies are really fostering both plurilingualism and multilingualism per se, or whether they are oriented towards a more limited goal, privileging individual plurilingualism, often as a short-term attainable goal, over a more long-term and socially productive model of multilingualism, which may be conducive to an effective “integration” of the linguistic diversity brought about by so-called “immigrant languages”. Such a research question is particularly relevant with regard to the direction that some European national educational systems are choosing as far as the linguistic integration of pupils with a migrant background is concerned. This is the case of five Southern European countries – Portugal, Spain, Italy, Slovenia, Malta - which are facing today very particular conditions, insofar as they have recently become immigration destinations, whilst, in the past, they experienced significant mass migration. This sudden change has implied a remarkable increase in linguistic diversity, to which these States have to respond by providing adequate models of linguistic and cultural integration, also through their educational policies. In the light of the above, in this paper we discuss whether, at a macro-level, educational policies promote plurilingualism and linguistic diversity efficiently in these countries, and whether teachers’ attention is drawn to such phenomena brought about by migration. At a micro-level, we then consider if plurilingualism and linguistic diversity are part of everyday classroom activities in order to create a learning environment which fosters interlinguistic and intercultural awareness.
|Titolo:||Bridging the Gap between Policies and Practices Related to Multilingualism in Schools in Southern European States|
|Data di pubblicazione:||2016|
|Appare nelle tipologie:||2.1 Contributo in volume (Capitolo o Saggio)|