LEADER 04634nam 22006015 450 001 9911049181903321 005 20260102120456.0 010 $a3-031-96656-2 024 7 $a10.1007/978-3-031-96656-9 035 $a(CKB)44770153000041 035 $a(MiAaPQ)EBC32471248 035 $a(Au-PeEL)EBL32471248 035 $a(OCoLC)1568047384 035 $a(DE-He213)978-3-031-96656-9 035 $a(EXLCZ)9944770153000041 100 $a20260102d2026 u| 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCross-age Teaching and Plurilingualism $eRealising the Barcelona Summit Agreement /$fby Edward P. Flynn 205 $a1st ed. 2026. 210 1$aCham :$cSpringer Nature Switzerland :$cImprint: Palgrave Macmillan,$d2026. 215 $a1 online resource (347 pages) 225 1 $aSocial Sciences Series 311 08$a3-031-96655-4 327 $aChapter One: Barcelona Summit Agreement ? Mother Tongue plus Two Additional Languages: Developing Plurilingualism through the Education System -- Chapter Two: Key Impediments to Students Achieving their Plurilingual Potential -- Chapter Three: Strategy 1: Cross-age Teaching ? Harmonising Post-Primary Modern Foreign Language Classes in Line with the Common European Framework of Reference for Languages -- Chapter Four: Replacing the Current State Modern Foreign Languages Examinations with Common European Framework of Reference for Languages Examinations, Implementing an Academic Tracking System, and Incorporating the European Language Portfolio -- Chapter Five: Strategy 3: Adapting Content and Language Integrated Learning to Support Cross-age Teaching and CEFR Examinations -- Chapter Six: Language Policy and Planning in Post-Primary Schools: Importance, Creation, Implementation, and Review -- Chapter Seven: Barcelona Summit Agreement ? Mother Tongue plus Two Additional Languages: It can be Achieved through the Education System. 330 $aThis book examines the feasibility of realising the plurilingual vision of the Barcelona Summit Agreement (mother tongue plus two additional languages) through the second-level education system by employing three strategies: 1) harmonising postprimary modern foreign language (MFL) classes in line with the Common European Framework of Reference for Languages (CEFR) through cross-age teaching; 2) replacing the current state second-level MFL exams with CEFR international exams; and 3) implementing Content and Language Integrated Learning (CLIL). Taking Ireland as a microcosm of broader international practice, it analyses the impediments that hinder students from reaching their plurilingual potential within the education system and makes the case for a well-defined framework of topdown and bottom-up language policy and planning. It also investigates how the European Schools system has successfully achieved ?Mother Tongue + 2?. In addition, it explores how the strategies and recommendations put forward can play a key role in the revitalisation of minority languages, with a particular focus on the Irish language. This book will be of interest to a broad readership open to reenvisioning how education systems can foster truly plurilingual students. Edward P. Flynn has over two decades of experience in language education in Ireland and the European Schools system. He has taught modern foreign languages at second level and university level and has served as the Director of an Accredited European School. Edward holds a PhD in Applied Linguistics and Intercultural Studies from Maynooth University, Ireland, and is passionate about advancing innovative approaches to language teaching, learning, and assessment. 410 0$aSocial Sciences Series 606 $aLanguage policy 606 $aEducation and state 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage Policy and Planning 606 $aEducation Policy 606 $aLanguage Teaching and Learning 606 $aLanguage Education 615 0$aLanguage policy. 615 0$aEducation and state. 615 0$aLanguage and languages$xStudy and teaching. 615 14$aLanguage Policy and Planning. 615 24$aEducation Policy. 615 24$aLanguage Teaching and Learning. 615 24$aLanguage Education. 676 $a306.449 700 $aFlynn$b Edward P$01886105 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911049181903321 996 $aCross-Age Teaching and Plurilingualism$94521496 997 $aUNINA LEADER 04858nam 22004813 450 001 9911061748303321 005 20251122060305.0 010 $a1-76046-708-1 035 $a(MiAaPQ)EBC32413661 035 $a(Au-PeEL)EBL32413661 035 $a(CKB)43536537500041 035 $a(OCoLC)1529897506 035 $a(EXLCZ)9943536537500041 100 $a20251122d2025 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDisrupting, Decentring and Diversifying Languages and Cultures in Australian Universities 205 $a1st ed. 210 1$aCanberra :$cANU Press,$d2025. 210 4$d©2025. 215 $a1 online resource (268 pages) 225 1 $aLCNAU Studies in Languages and Cultures Series 311 08$a1-76046-707-3 327 $aIntro -- List of illustrations -- Figure 1.1. Visual representation of disrupting, decentring and diversifying forces -- Figure 1.2. Visualising the interplay of disrupting, decentring and diversifying forces -- Figure 6.1. LGBTQI+ in Italy and Australia -- Figure 6.2. The education of citizenship -- Figure 6.3. Catcalling in Melbourne and Milan -- Figure 7.1. A design pattern for teachers designing for adult language learning at university -- Figure 7.2. An excerpt of learner-robot interactions -- Figure 7.3. Making dumplings with a robot, a tablet and tangible objects (food ingredients and kitchenware) -- Figure 7.4. Students' positive perceptions of statements incorporated in the post-study survey -- Figure 7.5. The design team's immediate reflection, shared on the social media platform LINE -- Figure 8.1. Factors contributing to students' motivation -- Figure 8.2. The project as a challenging experience -- Figure 8.3. The level of anxiety experienced in comparison to a class presentation -- Figure 9.1. The beginning of the VR non-immersive video tour (Project 1) -- Figure 9.2. Example of a virtual tour break and interactive links (Project 1) -- Figure 9.3. The voyage by sea of the two steamships, Piemonte and Lombardo (Project 2) -- Figure 9.4. 3D models of the expedition artefacts created with Sketchfab (Project 2) -- Figure 9.5. Virtual gallery of the three diarist-volunteers (Project 2) -- Figure 9.6. Video installation (Project 2) -- Table 3.1. Graduates of South Australian language training courses since 2011 -- Table 6.1. Virtual exchanges in 2021 -- Table 6.2. Virtual exchanges in 2022 -- Table 6.3. Italian students' comments -- Table 7.1. The task design process for making dumplings -- Table 8.1. The project as a rewarding experience and as an example of project-based learning. 327 $aTable 8.2. The use of language as part of the project and its link to the Italian presence in Melbourne -- Table 10.1. Template grading rubric -- Table 10.2. Student edits and sources table -- Table 10.3. Learner engagement as shown by LMS analytics -- Acronyms -- Editors and contributors -- 1. Disrupting, decentring and diversifying languages and cultures in Australian higher education -- 2. Slipping and sliding: Knowledge production, innovation and creativity from an Indigenous educational perspective -- 3. Falling between the cracks: Learning and teaching Aboriginal languages in the adult education sector in South Australia -- 4. Disrupting idealisations of communication in language learning pedagogy: Digital possibilities -- 5. In step: SOGIESC and language teaching, and learning and the linguistic diversification of gender justice -- 6. Diversifying language and culture through real-world connections: Virtual exchanges during the COVID-19 pandemic -- 7. Designing for adult language learning in a robot-assisted language learning context -- 8. 'It wasn't like getting up in front of the class to speak': Promoting L2 motivation and reducing L2 speaking anxiety through a podcasting project -- 9. No tickets required! Interactive virtual tours and virtual environments in the study of Italian language and culture -- 10. Loosening the reins of teacher control: Empowering student writers through web?based tools -- Index. 330 $aHow can languages and cultures in Australian higher education be disrupted, decentred and diversified?. 410 0$aLCNAU Studies in Languages and Cultures Series 606 $aLanguage and languages$xStudy and teaching$7Generated by AI 606 $aLanguage and culture$7Generated by AI 615 0$aLanguage and languages$xStudy and teaching 615 0$aLanguage and culture 676 $a306.449 700 $aDiaz$b Adriana$01892073 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911061748303321 996 $aDisrupting, Decentring and Diversifying Languages and Cultures in Australian Universities$94536985 997 $aUNINA