Linguistic diversity and language skills in Swiss schools
[Summary generated by ChatGPT] Overview: Issue 2/2009 of Babylonia delves into the multifaceted role of intercomprehension in language education. It explores pedagogical strategies, theoretical frameworks, and practical applications that help learners understand related languages without necessa...
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| Format: | Article |
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| Language: | deu |
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Association Babylonia Switzerland
2009-08-01
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| Series: | Babylonia |
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| Online Access: | https://babylonia.online/index.php/babylonia/article/view/690 |
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| collection | DOAJ |
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[Summary generated by ChatGPT]
Overview:
Issue 2/2009 of Babylonia delves into the multifaceted role of intercomprehension in language education. It explores pedagogical strategies, theoretical frameworks, and practical applications that help learners understand related languages without necessarily speaking them fluently. This approach aligns with the broader goals of the Council of Europe’s promotion of plurilingual competence.
Key Contributions:
Melo and Lüdi provide a conceptual introduction to intercomprehension, situating it within the spectrum of receptive multilingualism and showing its potential for educational practice.
Schnell outlines key characteristics of intercomprehension pedagogy and emphasizes the importance of metalinguistic awareness.
Meißner presents an overview of empirical research and evidence supporting intercomprehension, especially in Romance languages.
Ushinsky and Hufeisen describe multilingual projects in Germany that involve developing learners’ ability to read and understand related languages.
Rehbein addresses the role of intercomprehension in migration contexts, stressing its potential for improving communication and inclusion.
Taillefer and Demeuse focus on curriculum development in Belgium, illustrating how intercomprehension can be integrated into secondary education.
Thürmann emphasizes intercomprehension as a tool for educational equity, calling for better teacher training and curriculum coherence.
Kaiser and Schader contribute classroom examples and lesson planning strategies for implementing intercomprehension-based methods, particularly in Switzerland.
Conclusion:
The issue argues that fostering receptive skills across related languages enhances learners' linguistic flexibility and contributes to social cohesion. Intercomprehension is portrayed as a promising didactic strategy that promotes plurilingual education, inclusivity, and intercultural competence.
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| format | Article |
| id | doaj-art-45af996f04c040e0bb55e98e2144fbbd |
| institution | DOAJ |
| issn | 1420-0007 2673-6454 |
| language | deu |
| publishDate | 2009-08-01 |
| publisher | Association Babylonia Switzerland |
| record_format | Article |
| series | Babylonia |
| spelling | doaj-art-45af996f04c040e0bb55e98e2144fbbd2025-08-20T02:45:19ZdeuAssociation Babylonia SwitzerlandBabylonia1420-00072673-64542009-08-012Linguistic diversity and language skills in Swiss schools [Summary generated by ChatGPT] Overview: Issue 2/2009 of Babylonia delves into the multifaceted role of intercomprehension in language education. It explores pedagogical strategies, theoretical frameworks, and practical applications that help learners understand related languages without necessarily speaking them fluently. This approach aligns with the broader goals of the Council of Europe’s promotion of plurilingual competence. Key Contributions: Melo and Lüdi provide a conceptual introduction to intercomprehension, situating it within the spectrum of receptive multilingualism and showing its potential for educational practice. Schnell outlines key characteristics of intercomprehension pedagogy and emphasizes the importance of metalinguistic awareness. Meißner presents an overview of empirical research and evidence supporting intercomprehension, especially in Romance languages. Ushinsky and Hufeisen describe multilingual projects in Germany that involve developing learners’ ability to read and understand related languages. Rehbein addresses the role of intercomprehension in migration contexts, stressing its potential for improving communication and inclusion. Taillefer and Demeuse focus on curriculum development in Belgium, illustrating how intercomprehension can be integrated into secondary education. Thürmann emphasizes intercomprehension as a tool for educational equity, calling for better teacher training and curriculum coherence. Kaiser and Schader contribute classroom examples and lesson planning strategies for implementing intercomprehension-based methods, particularly in Switzerland. Conclusion: The issue argues that fostering receptive skills across related languages enhances learners' linguistic flexibility and contributes to social cohesion. Intercomprehension is portrayed as a promising didactic strategy that promotes plurilingual education, inclusivity, and intercultural competence. https://babylonia.online/index.php/babylonia/article/view/690PDF1/2009 |
| spellingShingle | Linguistic diversity and language skills in Swiss schools Babylonia 1/2009 |
| title | Linguistic diversity and language skills in Swiss schools |
| title_full | Linguistic diversity and language skills in Swiss schools |
| title_fullStr | Linguistic diversity and language skills in Swiss schools |
| title_full_unstemmed | Linguistic diversity and language skills in Swiss schools |
| title_short | Linguistic diversity and language skills in Swiss schools |
| title_sort | linguistic diversity and language skills in swiss schools |
| topic | PDF 1/2009 |
| url | https://babylonia.online/index.php/babylonia/article/view/690 |