MULTILINGUALISM AND INTERCULTURALISM AS PROFESSIONAL CAPITAL: THE MAKING OF A MODEL OF TEACHER EDUCATION IN PRIMARY SCHOOLS IN BORDER AREAS

Abstract

In many aspects of our lives nowadays, there are requirements for effective communication as a consequence of globalisation and coexistence in a multicultural and multilingual society. The expanding need for multilingual and intercultural communication occurs as a result of mobility and the spread of market employability within the European Union and beyond and, consequently, migrations of people because of better material living conditions and the revitalisation of some provinces and regions. The rapid development of information and communication technology, which eliminates local distance and encourages simultaneous communication through various media, he also become an important factor. In the age of globalisation, we can add another fact, that today more people than ever live in a nearby neighbourhood with different languages and cultures, many of them working together or having daily encounters. People are thus becoming more mobile, for both private and professional reason, and thus need to communicate in several languages. Knowledge of language allows for intercultural dialogue and encourages the willingness to coexist along with mutual respect. The learning and use of languages are fundamental to peaceful coexistence in the common European area, especially in those area where languages and cultures have coexisted for centuries. Cooperation between schools and kindergartens in border areas has a long tradition in Slovenia. Recently, a new form of cooperation has been introduced, the so-called cross-border mobility, which goes beyond occasional meetings of cultural or sporting nature. Teachers who teach in the schools in border areas in Slovenia, Austria, Italy, Croatia and Hungary are implementing professionally prepared learning mobility in neighbouring schools, and they are occasionally included in the regular educational programme. This mobility has extra significance for students because they develop multilingual and intercultural competences, they become acquainted with their peers and teachers from neighbouring countries and with new teaching strategies and, at the same time, they also improve subsequent employment prospects. With the implementation of multilingual and intercultural educational practice in the neighbouring schools, mobile teachers are developing their professional capital, which is reflected in the intercultural and multilingual awareness, personal growth, upgrading of methodical-didactic knowledge, knowledge of the neighbour language and learning about the educational system and curriculum of the neighbouring country. The model of education presented in this article was conducted as research into multilingual education and pointed out new aspects of professionalism among the professional staff that will need to be explored further in the direction of professional capital. The key role in the implementation of the model has a web-based environment/lingfest.eu/ that expertly supports users, enables them networking and cooperating with the local community (tourist associations, cultural arts institutions, joint events etc.).