Dynamic Conceptions of Plurilingual and Intercultural Competence in the Multilingual Environment of Luxembourg

Autor/in	Stratilaki-Klein, Sofia
Titel	Dynamic Conceptions of Plurilingual and Intercultural Competence in the Multilingual Environment of Luxembourg
Quelle	In: European Journal of Higher Education, 9 (2019) 3, S.300-314 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2156-8235
DOI	10.1080/21568235.2019.1623705
Schlagwörter	Cultural Awareness; Intercultural Communication; Communicative Competence (Languages); Multilingualism; Second Languages; Universities; College Students; College Faculty; Student Attitudes; Professional Identity; Teacher Attitudes; Cultural Capital; Language of Instruction; Cultural Context; Foreign Countries; Teaching Methods; French; German; English (Second Language); Second Language Learning; Second Language Instruction; Luxembourg + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Interkulturelle Kommunikation; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Mehrsprachigkeit; Multilingualismus; Second language; Zweitsprache; University; Universität; Collegestudent; Fakultät; Schülerverhalten; Lehrerverhalten; Teaching language; Unterrichtssprache; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Französisch; Deutscher; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht
Abstract	Contemporary education systems, particularly in European societies, are characterized by different forms of plurality: plurality of cultural references, in terms of values and principles, languages and visions of multilingualism. In this article, we argue that these different forms of plurality are important in many respects for teachers and students in the multilingual environment of the University of Luxembourg, as both social actors have a complex experience of language forms and uses. Even if this experience naturally differs from one social actor to another, we try to gain a more comprehensive understanding of the perceptions of plurilingual and intercultural competence, professional identity and teaching practices of a group of students and teachers. The plurilingual speaker is comprehended as a social actor, whose resources constitute linguistic, symbolic and cultural capital, and take different values in different contexts. Influential concepts are discussed in terms of their significance for a reorientation of multilingual education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01