Europe is becoming a melting pot of cultures. It is important to get children experience diversity as a phenomenon that shapes their identities as individuals who speak a given language or belong to a particular culture that, in either case, was shaped by the contributions of many people with distinct origins. The proposals about cultural and language diversity cannot be simplified, instead we should admit that by g iving prominence to these issues we are deepening into the construction of the self and, at the same time, we are building the scaffolding for a tolerant and integrative society. Janua Linguarum Reserata: An open door to languages / The open door of languages The reflections in the present article are the fruit of long discussions with the members of an international project, namely Ja-Ling, whose main goal is to design, implement and evaluate materials to engage learners in activities that will allow them to be in contact with a large number of languages while they develop knowledge of and about the languages in the school curriculum. The group believes that if students had a broader view on language and linguistic diversity, they would develop positive attitudes towards language and language learning, which in turn would enable them to build up the learning skills they need to improve their language aptitudes. In the previous volume I presented the origins of the current project and two activities of our didactic units and, in this volume, the article " 1,2, 3 … 4.000 langues " by Artur Noguerol provides us with a clear description of how the materials of the Ja-Ling group have been structured and why. Therefore my intention here is to share our reflections upon how we could tangle language and cultural diversity in the foreign language class and to invite my readers to incorporate and even go beyond the proposals of the Ja-Ling group in their daily practices. Shouldn't we open up the foreign language class? The current tendency towards the communicative approach within language classrooms has helped shift the focus of teaching methodology from a more rigid, magisterial approach to a methodology that incorporates the language student as an

XLinguae, 2022

The question of interculturality and the plurilingual and pluricultural competence connected with it is often found at the heart of contemporary language learning debate. The documents drafted by the Council of Europe seem to reflect this fact. Nowadays, language teachers face the challenge of designing a lesson unit which not only contains and practises all aspects of the language but also develops all skills and competences through the process of so-called integrated learning. Language teaching and learning is coupled with cultural and linguistic anthropology which is often termed as anthropological approach in language teaching. The approach calls on the term: cultureme which denotes language items present in any language class material whose cultural embedding requires a more extensive semantic and pragmatic commentary. The methods, means and techniques employed within the eclectic teaching framework aim to eliminate a learner's ethnocentric attitude and existing stereotypes which leads to the development of the plurilingual and pluricultural competence. Our research relies on our extensive experience acquired in the plurilingual and multicultural environment of 30 nationalities and 160 students of the College of Europe in Natolin while teaching Romance (French, Spanish, Italian) and Slavonic languages (Russian, Polish, Ukrainian).

Linguaculture is one of the leading disciplines in linguistics today. It sounds cheesy to hear an opening sentence like that one, but if we look at the contemporary research in the relationship between language and culture, we can see that linguaculture delivers a full package of theoretical concepts ready to be implemented in reality.

The Consequences of Mobility. Roskilde, Denmark: …, 2005

Are language and culture inseparable, or are they separable? Neither of these positions is tenable, and in order to find a solution to this seeming paradox, it is useful to develop a theoretical understanding of the concept of languaculture. The point of departure should be a sociolinguistic one, seeing language primarily as linguistic practice going on in-small and large-social networks of various ranges, incl. the global range. Languages, i.e. language users, spread all over the world by various kinds of migration, and each language carries languaculture with it. The languaculture of each specific language is seen as encompassing three interrelated dimensions: a semantic and pragmatic potential, a poetic potential and an identity potential. Languages and their languacultures spread across cultural contexts and discourse communities. This view has a range of far-reaching implications for the content and identity of language teaching and learning.

Cultura Lenguaje Y Representacion Culture Language and Representation, 2004

El presente estudio de campo aborda los problemas de comunicación que pueden surgir en el contexto de la enseñanza y aprendizaje de una lengua extranjera. Específicamente, se analiza la necesidad de introducir el contexto cultural de la lengua de destino para superar las posibles deficiencias comunicativas, en el ámbito de la instrucción de la lengua inglesa a estudiantes universitarios lituanos. Tras ponderar las diversas reacciones de los estudiantes muestreados ante la exposición a la cultura anglosajona, llevada a cabo con la proyección y posterior discusión de dos películas, Animal Farm (Rebelión en la granja) y Waiting to Exhale (Esperando un respiro), los autores concluyen que el concepto de «conocimiento» o «conciencia cultural» constituye un elemento fundamental en el aprendizaje de una lengua extranjera, cuya ausencia puede provocar el fracaso en la comunicación. Sin embargo, la enseñanza de tal noción debe integrarse y complementarse con el espectro cognitivo de la lengua y cultura del hablante nativo si se pretende conseguir una habilidad comunicativa eficaz en la lengua de destino.

European Journal of Language and Literature

Though the issues of integrating cultural studies in language education are often raised in FLT scholarly works (M. Byram- V. Esarte-Sarries, G. Zarate and others), but the question arises what kind of interdisciplinary cultural studies and for what didactic purposes is really needed at different levels of university education. The paper starts with looking at and showing the differences between the following concepts: "cultural studies as a branch of culturology (science of culture)", "cultural studies as an inseparable part of modern language pedagogy" and "Cultural Studies as a university subject" with the view to their didactic potential, aims - outcomes as a means of cultural education. The author goes on with giving an insight into the essential characteristics of the three types of cultural studies /CS/ under consideration and then focuses on the CS as a branch of language pedagogy - CS as a university subject, discussing their didactic values fo...

linguístico e cultural dos alunos, assim como as suas identidades plurais compósitas. No entanto, não rentabilizam estas características, não promovendo atividades de enriquecimento das culturas linguísticas e culturais daqueles alunos. Conclui-se que, em contexto escolar, as possibilidades para uma educação em e com as LH, enquanto projeto pedagógico e didático, ainda não estão presentes nos currículos e nos habitus escolares, por um lado, porque não existem políticas linguísticas educativas que as enquadrem e, por outro, porque nem escolas nem professores parecem valorizar o papel e a utilidade das LH na promoção de uma educação intercultural e plurilingue. 2 R.M. FANECA ET AL. Downloaded by [b-on: Biblioteca do conhecimento online IPVC] at 10:15 29 January 2016

The process of effective teaching a foreign language includes also cultural studies. In learning another language students are exposed to, and inevitably learn something, about other societies and their cultural practices. Language is a part of nation´s culture., so we cannot acquire a foreign language without learning its culture. But what is culture and what culture to teach?