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KatarzynaCybulska
BETWEENPLURILINGUALISM
ANDINTERCOMPREHENSION:
ASTRATEGYFORLINGUISTICDIVERSITY
ANDCOMMUNICATIONINEUROPE
INTRODUCTION
TheprocessesofEuropeanintegration,globalisationandtheresulting
increasedmobilityopportunitieshavecalledforareconceptualisationof
approachestolanguageteachingandlearningaswellasforanupdated
specificationofcommunicationskillsexpectedofEuropeans,whichwould
enhancetheirmutualintelligibilityinaculturallyandlinguistically
diversifiedEurope.
Inthislight,theEuropeanlanguagepolicydevisedbytheCouncilof
Europe[CoE]andtheEuropeanUnion[EU]hasbeencentredupon
promotingplurilingualism/individualmultilingualism(CouncilofEurope,
2001;EuropeanCommission,2005)togetherwithintercomprehension
(CouncilofEurope,2007;EuropeanCommission,2003;Doyé,2005;Alves
&Mendes,2006;Capucho,2008;Pinho&Andrade,2009).Apartfrom
beingameansofcommunicationthatsupportslinguisticdiversity,
intercomprehensionexemplifiesoneoftherecentdidacticapproaches
withintheframeworkofplurilingualeducation.
1.PLURILINGUALISMANDPLURILINGUALEDUCATION
AsnotedbytheprojectmembersofzValuingAllLanguagesinEurope’
workingundertheauspicesoftheEuropeanCentreforModernLanguages
[ECML],thepolicyoftheEuropeanUnionandtheCouncilofEuropehas
convertedfromthemonolingual-separatistintotheplurilingual-
comprehensiveorientation(McPakeetal.,2007:8).Theimplicationsofthis
shiftarenowpresentintheEuropeaneducationalcontexts.