The intercultural communication competence is closely connected with the value-laden practices based on real life experiences. Education system might provide creation of good professionals in different fields, but it is not enough if the population is not aware of the cultural peculiarities which should be taught to the population. European countries included studying cultures to the curriculum of educational establishments, i.e. education system introduces different cultures to learners.
The necessity of an appropriate education context for plurilingualism of individuals is well-written by Byram (2009). The author explains intercultural education and effective support which learners need for their plurilingual repertoire. In the same vein, COE (2009) comments about the absence of a unique model for all countries because “teaching in/of the mother tongue of minorities and the official/national language(s) will vary according to the situation of the languages concerned, the socio-political setting and the individual school context.” (p. 3). They raise the issues of well-qualified teachers and suitable textbooks in a particular socio-political context. Solving these issues would help to deal smoothly with sociopolitical structure and standards of the country. The authors mention the Framework Convention for the Protection of National Minorities and the European Charter for Regional or Minority languages. I consider it to be well-organized policy documents which regulate and foster of the development and preservation of plurilingualism in a multilingual society.
According to Byram, “there is also a demotic discourse, the language of culture making, which is often used when people from different backgrounds interact in discussing issues of common concern or engaging in projects of mutual interest” (p. 5). However, the important factor of this interaction is not only economic and financial benefits of both countries, but sensitive feature of language user’s linguistic repertoire which is mentioned by Kalliokoski (2011) “plurilingual competence serves interpersonal, emotional, poetic and textual functions.” It provides participants with necessary information interpretation from the socializing context. Thus, it functions as a powerful source for developing “(g)local identities in our changing globalized world” (p. 106).
Consequently, even plurilingual identities are considered to be endangered if there is no mutual understanding, respect to the other in an intercultural dialogue.
Byram, M. (2009). Multicultural societies, pluricultural people and the project of intercultural education. Council of Europe Publishing. Retrieved from www.coe.int/lang.
COE. (2009). Regional, minority and migration languages. Council of Europe Publishing. Retrieved from www.coe.int/lang.
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