Mobile Teachers at Border Schools – Multilingualism and Interculturalism as New Challenges for Professional Development
Keywords:
mobile teachers, neighbour language acquisition, multilingualism and interculturalism, professional development
Abstract
This article discusses the implementation of cross-border learning mobility, which has taken place in some schools and kindergartens at the tri-border area of Slovenia, Austria and Italy. The findings suggest that the implementation of multilingual and intercultural practices, which involve weekly exchanges of ‘mobile teachers’ from neighbouring countries, created a unique educational experience that has encouraged teachers to greater professional growth. In addition to another language, mobile teachers have brought with them various new educational approaches. Border mobility has contributed to the simultaneous strengthening and enriching of educational practices in various border kindergartens and schools. For teachers, the implementation of cross-border learning mobility strengthens the awareness of the importance of competence in multilingualism and interculturalism as an important factor for their further professional development. This article will analyse the knowledge and experience of professionals involved in such mobility programs in terms of a new dimension of professionalism, and the need to develop multilingualism and interculturalism competences.
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References
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Wode, H. (1995). Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. [Learning in the foreign language: basic features of immersion and bilingual teaching]. Ismaning: Max Hueber Verlag.
Baker, C. (1993). Bilingual education in Wales. In H. Baetens Beardsmore (Ed.), European typologies of bilingual education. Clevedon, UK: Multilingual Matters.
Baker, C. (2010). Foundations of bilingual education and bilingualism (4th ed.). Bristol, UK: Multilingual Matters.
Byram, M. (2009). Jezikovno izobraževanje za plurilingvistiÄne in medkulturne uÄence. In K. Pižorn (Ed.), UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu [Learning and teaching extra languages in childhood] (pp. 116–135). Ljubljana: Zavod RS za Å¡olstvo.
Cenoz, J. (2013). Defining multilingualism. Annual Review of Applied Linguistics, 33, 3–18.
Cvetek, S. (2004). Kompetence v pouÄevanju in izobraževanju uÄiteljev [Competencies in teaching and teacher education]. Sodobna pedagogika, 55(special edition), 144–161.
Esco-Educare senza confine-Bildung Ohne grenzen-Izobraževanje brez meja (2013). [Education without borders]. Gorizia: Grafica Goriziana.
Fishman, J. A. (1965). Who speaks what language to whom and when? La Linguistique, 2, 67–68.
Garcia, O. (2009). Bilingual education in the 21st century. A global perspective with contributions by Hugo Beatems Beardsmore. Singapore: Utopia Press Pte ltd.
Gombos, G. (2013). Analiza intervjujev vkljuÄenih udeležencev projekta Regio SLO-ITA. Delovno gradivo. [Analysis of the interviews of the involved participants of the Regio SLO-ITA project. Working material.]. Ljubljana: Zavod za Å¡olstvo.
Guskey, T. R. (2002). Professional Development and Teacher Change. Teacher and Teaching, 8(3), 381–391.
Jazbec, S. (2008). Sporazumevanje v tujih jezikih – Uvajanje tujega jezika in medkulturnega/medjezikovnega uzaveÅ¡Äanja v 1. VIO v OÅ : TeoretiÄna razmiÅ¡ljanja [Communication in foreign languages - Introduction of a foreign language and intercultural / interlingual awareness in the 1st VIO in the elementary school]. Retrieved from http://www.zrss.si/projektiess/skladisce/sporazumevanje_v_tujih_jezikih/tuj%20jezik%20v%20prvem%20triletju/Strokovni%20%C4%8Dlanki%20in%20prevodi/projekt_zgodnje_
ucenje_sasa_jazbec_28_08.2008.pdf
Jazbec, S. (2013). VeÄjeziÄnost – nov vidik za uÄiteljev profesionalni razvoj. Predstavljeno na mednarodnem posvetu: Kompetence brez meja [Multilingualism - a new aspect for teachers‘ professional development. Presented at the international conference: Competence without borders]. Lignano: Zavod za Å¡olstvo.
Mrežno povezovanje Tri-krat – tri (2012). [Networking Three times - three]. On the way to cross-secondary education in Austria, Italy, Slovenia. Retrieved from http://www.dreitretri.eu/index.php/de/wp3-2
Na poti do Äezmejnega sekundarnega izobraževanja za Avstrijo, Italijo, Slovenijo. E.S.C.O. Izobraževanje brez meja. (2013). [On the way to cross-border secondary education for Austria, Italy, Slovenia. E.S.C.O. Education without borders]. Regione Autonoma Friuli Venezia Giulia. Goriziana.
Pevec Semec, K. (2013). PoroÄilo projekta Comenius Regio: Italija-Slovenija (2010-2013). [Comenius Regio project report: Italy-Slovenia 2010-2013]. Working material.
Pevec Semec, K. (2012). TrojeziÄno pouÄevanje: primeri iz razliÄnih projektov. Presented at the conference: Poti do Äezmejnega veÄjeziÄnega izobraževanja med Italijo, Avstrijo in Slovenijo [Trilingual teaching: Examples from different projects. Presented at the conference: Paths to cross-border multilingual education between Italy, Austria and Slovenia]. Videm: Zavod za Å¡olstvo.
Pižorn, K. (2009). UÄenje in pouÄevanje dodatnih jezikov v otroÅ¡tvu. [Learning and teaching extra languages in childhood]. Ljubljana: Zavod RS za Å¡olstvo.
Rasch, A. (2002). Europe, frontiers and languages. Guide for the development of language educational policies in Europe. From linguistic diversity to plurilingual education. Strasbourg: Council of Europe.
Schon, D. (1993). The reflective practitioner. New York, NY: Basic Books.
ValenÄiÄ Zuljan, M. (2001). Pojmovanja znanja pri bodoÄih uÄiteljih [Knowledge of future teachers]. AndragoÅ¡ka spoznanja, 7(2), 16–23.
Wintersteiner, W., Gombos, G., & Gronoland, D. (2010). VeÄjeziÄnost, transkulturnost in izobrazba [Multilingualism, transculturally and education]. Goriziana: Wieser.
Wode, H. (1995). Lernen in der Fremdsprache: Grundzüge von Immersion und bilingualem Unterricht. [Learning in the foreign language: basic features of immersion and bilingual teaching]. Ismaning: Max Hueber Verlag.
Published
2018-12-27
How to Cite
Pevec Semec, K. (2018). Mobile Teachers at Border Schools – Multilingualism and Interculturalism as New Challenges for Professional Development. Center for Educational Policy Studies Journal, 8(4), 47-62. https://doi.org/10.26529/cepsj.551
Section
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