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Internationalization of higher education resulted in the introduction of various innovations into the study process, including English language instruction, novel teaching methodologies, diverse classroom assessment techniques, and more. The evolving nature of global education and the need for individuals to navigate and thrive in diverse, multicultural environments underscores the significance of intercultural competence for all individuals involved in this educational context. The aim of this study is to measure and compare the students' Intercultural Competence (IC) levels in English- Medium Instruction (EMI) and Content and Language Integrated Learning (CLIL) settings to detect whether CLIL programmes are more effective for students' IC development. The research is conducted within tertiary education settings in Ukraine (Vasyl Stefanyk Precarpathian National University) and Spain (Universidad Complutense de Madrid) correspondingly. This comparative approach focuses on assessing students' IC using both quantitative and qualitative methods. Quantitative data (collected through a self-rating IC scale) and qualitative data (obtained from students' interviews) were analysed for a comprehensive understanding of IC in both contexts. [ABSTRACT FROM AUTHOR]

Bilingual education currently faces the challenge of improving teacher training to meet the linguistic and didactic demands of a content and language integrated approach. Our paper analyses what Spanish in-service primary school teachers consider the key training priorities for their involvement in bilingual programmes. Using content data analysis, we have detected the most frequently used terms in the teachers' answers to an open-ended question. 2,830 words were examined, and the net of relations among the training priorities emerging from their discourse was established. Our results confirm that teachers prioritise the need to be proficient in English over methodological issues, which prevail once language proficiency has been achieved. They highlight investment as being crucial both to implement school bilingual programmes and to provide training opportunities for their professional development. Our study concludes that only concerted personal and administrative efforts will bridge the gap between global educational agendas and classroom performance. [ABSTRACT FROM AUTHOR]

What is the role of students' language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg's official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects. [ABSTRACT FROM AUTHOR]

The article presents the results of a research into Ukrainian state and university language policies, and a Ukrainian university community's potential to become multilingual in terms of its foreign language proficiency and attitudes toward multilingual tertiary education. The results allow assuming that Ukrainian state acts and university regulations allow for multilingual tertiary education. Ukrainian universities can develop their own multilingual models, as the case study of one top Ukrainian university (Zaporizhzhia National University) suggests. [ABSTRACT FROM AUTHOR]

Copyright of School Administrators is the property of School Administration Research Association, R.O.C. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Voces y Silencios is the property of Universidad de los Andes and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Luxembourg literature can be considered a 'small' literature from various angles. Its small size, young age and the existence of a sparsely diffused language within a multilingual setting are features that also apply to other small European literary systems and that affect their self-perception fundamentally. In that context, Jeanne E. Glesener has identified a "discourse on smallness" which is developed by the literary centres and unconsciously internalized by the actors of small literary systems themselves: this discourse is essentially shaped by the ideas of creative sterility, poor visibility and, particularly, literary belatedness. However, as Glesener points out with respect to Pascale Casanova's concept of literary time, the notion of belatedness wrongly implies that all literary systems sooner or later generate the same literary phenomena; it is therefore highly problematic. This paper introduces Itamar Even-Zohar's polysystem theory - which has been designed in view of the Israeli literary system - as an alternative descriptive model for 'small' and multilingual literatures. Proceeding from the example of Luxembourg 'Heimatliteratur' in the second half of the 20th century, I would like to argue that by openly acknowledging every system's historical and sociological characteristics and by excluding the notion of comparison from the analysis, the concept of 'polysystemic interference' allows for a more neutral study of literary contacts and literary change. [ABSTRACT FROM AUTHOR]

This article focuses on a key issue for the sustainability of bilingual education: teacher training for content and language integrated learning (CLIL). It begins by canvassing the main innovations affecting teacher training within the current CLIL panorama in terms of the CLIL teacher training profile and the interesting evolution that research into the topic has undergone. The chief challenges stemming from aforementioned innovations are then examined on 7 main fronts: linguistic competence; methodology; scientific knowledge; organizational, interpersonal, and collaborative competence; and ongoing professional development. Finally, 5 concrete lines of action are proposed to address these niches, illustrated with specific practical examples from diverse educational contexts. The updated research evidence and specific actions presented in this article provide a comprehensive overview of where educators stand and where they need to go in the area of teacher training to guarantee a success-prone implementation of CLIL in the European continent and beyond it. [ABSTRACT FROM AUTHOR]

Copyright of Synergies Pays Germanophones is the property of GERFLINT (Groupe d'Etudes et de Recherches pour le Francais Langue Internationale) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Language is both a means and an end in educational systems. As a means to learning, it manifests itself in countless, shifting modalities; while as an end or objective of learning, it is often perceived as an autonomous, formal entity. Through a case study of an interdisciplinary secondary school project in Luxembourg, this paper explores the tension between formal, standardizing ideologies of language and the diversifying realities found in many classrooms and beyond. Beginning with discussion of different ideological stances towards multilingualism, language education and classroom participation, this paper analyses ways in which these ideologies impact educational systems in general, and language education in Luxembourg in particular, and advocates for heteroglossic, inclusive approaches to language education. The case study presented illustrates successful heteroglossic pedagogy, marked by inclusion of numerous languages, numerous content areas, numerous modalities of expression, and shifts in school participation hierarchies. At the same time, analysis of this case also illustrates continued influences of standard, monoglossic language ideology and areas of difficulty that need to be addressed in order to further develop and normalize effective multilingual pedagogy. [ABSTRACT FROM AUTHOR]