ABSTRACT

The articles in this special issue explore approaches to research and action in language education that have the potential to transform subjectivities and practices in relation to linguistic diversity. They seek ways within education and teacher education to overcome what Gogolin ([1994]. Der monolinguale ‘habitus’ der multilingualen Schule. Waxmann Verlag) called the ‘mononlingual habitus’, i.e. the deep-seated habit of assuming monolingualism as the norm for all individuals and thus for schooling. In doing so, the contributors aim to (re)inscribe multi/plurilingual education in Europe as a socially engaged pedagogical approach and field of research grounded in ideals of social justice. In this introduction, we provide a brief overview of multi/plurilingual education in Europe, linking to current critical work on neoliberalism, language, education and social justice. We then introduce and discuss some of the key theoretical concepts used by the different authors for studying subjectivities (e.g. attitudes, beliefs, ideologies, mind-sets) as well as the methodological approaches employed in the articles. We close with an overview of the different articles that make up the special issue and by highlighting some of the enduring issues in the field of multi/plurilingual education.

摘要

本期特刊中的文章探讨了语言教育中的研究和行动方法，这些方法有可能改变与语言多样性相关的主体性和实践。他们在教育和教师教育中寻求方法来克服 Gogolin ([1994]. Der monolinguale 'habitus' der multilingualen Schule. Waxmann Verlag) 称之为“单语惯习”，即假定单语是所有个人和学校教育规范的根深蒂固的习惯。在此过程中，撰稿人旨在（重新）将欧洲的多语/多语教育作为一种社会参与的教学方法和基于社会正义理想的研究领域。在本介绍中，我们简要概述了欧洲的多语/多语教育，并与当前关于新自由主义、语言、教育和社会正义的重要工作相联系。然后，我们介绍和讨论不同作者用于研究主体性（例如态度、信仰、意识形态、心态）的一些关键理论概念以及文章中采用的方法论方法。