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Eighth EDiLiC Congress Lisbon (Portugal), July 11, 12 and 13, 2019


Interculturality and Awakening to Languages: challenges and opportunities for formal and non-formal education contexts  


The management and enhancement of the linguistic and cultural landscape of societies is one of the greatest challenges of our time, in particular because of the relationships between culture (s), language (s) and identity (s). In this context, it is particularly interesting to discover and exchange on the way in which individuals negotiate their identities across languages and cultures and to consider how these social, linguistic and cultural identities are co-constructed in and through social interactions insofar as individuals mobilize complex linguistic repertoires, a variety of literacy practices and different linguistic and cultural life trajectories and affiliations (Blommaert, 2010). This reality underlines the importance of taking into account concepts such as voice and participation and of recognizing the existence of power relations, during any exchange between individuals, in educational settings as well as in society. 

From an educational perspective, this perspective challenges schools, teachers, students, families (/ guardians), policy makers and other community members to co-construct education as a dialogical and intercultural space. to act together so as to make diversity a legitimate component of the learning environment and, more broadly, of life in society. Building educational environments which protect and safeguard all the languages and cultures of the individual is fundamental for the development, in all learners, of a "linguistic well-being" and questions the necessary implementation of innovative initiatives and 'creative approaches, which can cause resistance and difficulties during their implementation.



Description of the theme of the congress

This 8th EDiLiC Congress is positioned as a forum for dialogue between all those interested in research on the links between interculturality and awakening to languages, in formal and non-formal educational contexts.  

The presentations and discussions were organized around the following three axes:  

Sub-theme 1 - Intercultural pedagogies and awareness of linguistic diversity 

This sub-theme is related to the intersections between interculturality and plurilingualism and, therefore, considers the links between plurilingual and intercultural education. Among other things, the section of this axis asks the following questions: How are the relationships between languages and cultures explored in education, in formal and non-formal contexts? How do the different social institutions strengthen interculturality and awakening to languages? What theoretical approaches are adopted to work on the relationship between interculturality and awakening to languages and cultures in education? What is the role of critical pedagogies and concepts such as voice, participation and empowerment? How is culture structured or expressed through pluralistic approaches? And to what extent are languages and linguistic identity essential components of intercultural education? To what extent does awakening to languages foster a dynamic perspective of cultures and social interactions? How are linguistic and cultural identities and practices developed in dialogue with educational projects in the community? How is the concept of (intercultural) mediation conceptualized and used as an educational tool? What is the role of community mediators in formal and non-formal contexts? What is the role of international exchanges and immersion in culturally diverse communities for the intercultural and plurilingual awareness of individuals?  

Sub-theme 2 - Language education policies, schools and non-formal education 

This sub-theme addresses the macro, meso and micro levels of plurilingual and intercultural education as a policy. It focuses on the mediating functions of schools and other educational contexts and on the role of teachers and decision-makers as designers of policies and curricula. Among others, the component of this axis asks the following questions: How is plurilingual and intercultural education as a policy interpreted, conceptualized, negotiated and (re) constructed in / by schools and other educational contexts? What dialogues exist between formal and non-formal contexts (schools, homes, community partners, cultural institutions, etc.) and what learning paths are encouraged and supported? What understanding is made about the educational implications of linguistic and cultural diversity by teachers (of all subjects and all levels of education)? How are the languages and cultures of learners legitimized by education? What innovative approaches taking languages and cultures into account, in teaching and in education in general, are being developed? How is student learning observed and documented? What innovative assessment methods are currently underway?  

Sub-theme 3 - Professional learning and professional development of teachers in teaching in / for linguistic and cultural diversity 

This sub-theme focuses on professional learning and initial and in-service teacher training to support education that values linguistic and cultural diversity and establishes a link between teacher training and professional development policies. Among other things, the component of this axis asks the following questions: How do training programs prepare teachers in initial and continuing training to work with linguistically and culturally diverse classes and to teach in favor of diversity in the field? company? With which conceptual frameworks and which approaches? What challenges do teacher educators and other education professionals face when adopting such pedagogies in teacher training or in higher education in general? How to develop the training of teacher trainers and other professionals of higher education institutions in relation to these questions? To what extent do decisions about teacher education relate to research results? What is the role of teacher participatory research in improving teaching practices /  teacher training? What professional learning opportunities and what networks are encouraged?  

To submit a communication proposal  :  


Submissions accepted until  February 17, 2019

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