Languages in a Global World
Learning for Better Cultural Understanding
The rise of globalisation makes language competencies more valuable, both at individual and societal levels. This book examines the links between globalisation and the way we teach and learn languages. It begins by asking why some individuals are more successful than others at learning non-native languages, and why some education systems, or countries, are more successful than others at teaching languages.
The book comprises chapters by different authors on the subject of language learning. There are chapters on the role of motivation; the way that languages, cultures and identities are interconnected; the insights that neuroscience provides; migrants, their education and opportunities to learn languages; language learning and teaching in North America; and new approaches to language learning.
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Epilogue
Prospects for language policies in an age of globalisation
Centre for Educational Research and Innovation
In a globalising world, language policies in education are confronting many challenges and often become subject to fierce political debate. The historical objectives of language education linked to nation-building and state-formation are reshaped by the linguistic consequences of migration, international trade and the interaction of other (“ foreign”) languages with the national language(s). Schools are rapidly becoming complex multilingual environments. Language policies in education have to find a new balance between the need for high literacy skills in the national language(s) and increased proficiency in several non-native languages. Policies regarding languages in education are not only important for language skills as such, but also have profound consequences for raising intercultural awareness and enhancing a positive recognition of “otherness”.
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