Abstract
This paper aims to provide an overview of the current situation of multilingualism and language education in the city of Limassol, Cyprus. The multicultural character of Limassol is reflected in every aspect of city life, and is notably reflected in the sector of education. Therefore, there is a need to delve into the situation of language education, as this is manifested in affordances and policies, and in daily encounters, within the educational context. Drawing both from primary and secondary data, the study examines issues such as good practices in language learning for immigrants and the role of linguistic support.
Highlights
There has been a massive increase in immigration throughout Europe over the last decades
Cyprus has experienced increased inward migration over the decades with Limassol, its second largest city, developing into a migration locus inhabited by people hailing from various cultural backgrounds.The multicultural character of Limassol is reflected in every aspect of city life, most notably in the sector of education
One key dilemma is to understand the challenges that both instructors and learners are confronted with, and to take action for the future of educational systems (Nicolaou et al, 2016).there is a need to delve into the sector of education in order to evaluate the situation of language education and multilingualism, because these are manifested in affordances and policies, as well as in day-to-day encounters and experiences, within the educational context
Summary
There has been a massive increase in immigration throughout Europe over the last decades. Current policies and practices employed in the field of education face a number of major challenges, which relate in particular to some ultimate changes taking place in the global society of the twenty-first century – for instance, the rapidly developing information and communications technologies, the high levels of mobility, and the dramatic change of workforce skills and demands Within this dynamic environment, one key dilemma is to understand the challenges that both instructors and learners are confronted with, and to take action for the future of educational systems (Nicolaou et al, 2016).there is a need to delve into the sector of education in order to evaluate the situation of language education and multilingualism, because these are manifested in affordances and policies, as well as in day-to-day encounters and experiences, within the educational context. The research addresses more specific questions, such as educators’ perceptions of multilingualism, language barriers in the educational context, and current efforts that help develop the educational system within an intercultural perspective
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