Fostering plurilingualism and intercultural competence : affective and cognitive dimensions

Abstract

The benefits of linguistic and cultural diversity are multiple and multifaceted (Skutnabb-Kangas, 2002; Starkey, 2002; Gogolin, 2002; Pavlenko, 2005; Edwards, 2010). In almost every recent book that deals with multilingualism and cultural diversity lies an emphasis on the extent of cultural diversity in many regions around the world, and the need to tackle this issue with urgency and with a positive outlook (Pattanayak, 2003; Ouane, 2003; Miller et al., 2009; Helot and 6 Laoire, 2011). Indeed, important international organisations such as UNESCO (e.g. Ouane, 2003), the Council of Europe (e.g. Raasch, 2002; 6 Riagain, 2002), the European Centre for Modem Languages (e.g. McPake and Tinsley, 2007), as well as the European Union (e.g. Europublic, 2009) have delegated experts to produce studies, and thereafter made recommendations for the implementation of a variety of policies, projects and actions aimed at fostering plurilingualism and intercultural competence (e.g. Beacco and Byram, 2003; Camilleri Grima, 2007; Newby, 2007). [Excerpt from Introduction]