Multilingualism and Education (National Level)

Traditional pedagogic cultures in foreign language education and the need for multicompetence

(WP8, 20062008) This study investigated what values are attached to foreign language education in Szeged (Hungary), South Tyrol (Italy) and Southampton (England) from a policy perspective (cultural and national values, issues of identity) and from a practice perspective (teaching practices, classroom cultures and values).

Researchers used mainly three sources: First, they analysed documents on language education policy (curricula, key government documents on education and language and newspaper articles). Second, they conducted interviews with teachers and students on their attitudes towards multilingualism, European identity, foreign languages in general and German in particular. Third, they made video and audio recordings of and field notes on teaching practices during lessons of German as a foreign or second language. They conducted their research in Szeged (Hungary), South Tyrol (Italy) and Southampton (England).

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In search of multi-competence: Exploring language use and language values among multilingual immigrant students in England, Italy and Austria

(WP8a, 20082010) This study investigated language use of multilingual immigrant students in Italy, England and Austria focusing on individuals who are already competent in a number of linguistic varieties such as home and host languages, foreign languages or dialects. In addition to language use, researchers also examined students and teachers attitudes towards languages, multilingualism and legitimate varieties in education.

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