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This volume provides a comprehensive report on a symposium organised by the Council of Europe (Strasbourg) in 2016 in the context of its human rights agenda. Its purpose was to explore some of the ways in which scientific evidence can inform the development and implementation of policy and practice designed to support the linguistic integration of adult migrants.

Migration in Europe --- Language Teaching --- Linguistic Integration

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Untangling the various approaches to language teaching and their history, Gerdi Quist maps recent thinking in language studies at university. Using an interdisciplinary theoretical framework, drawn from educational philosophy, cultural studies, intercultural studies and language pedagogy, the author discusses the many tensions and currents in contemporary language teaching.

The author puts forward an alternative pedagogy, that of a cultuurtekst-perspective, which engages learners at complex linguistic and cultural levels. In discussing the case study in which this approach is tested, the author develops her argument for embracing various critical perspectives through the personal engagement of students. From the start the author acknowledges her own engaged position as a language teacher in a liberal humanistic educational environment. She adopts a self -critical perspective through which her engagement with adverse student reaction leads to deepening insights both for the author and her students as part of the non-linear process of learning. 

Gerdi Quist teaches Dutch language and lectures on multiculturalism and intercultural communication. Recent publications included a book chapter and journal articles on language pedagogy and intercultural communication. 
(DOI: http://dx.doi.org/10.5334/baj)

cultural complexity --- intercultural communication --- language pedagogy --- culture --- educational philosophy --- language teaching

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The first volume of the series “Scripta Ladina Brixinensia” edited by Paul Videsott is dedicated to the Ladin language in the educational system – compulsory schools, secondary schools, universities/colleges – in the regions of Trentino-Alto Adige and Friuli as well as in the Canton of Grisons. The focus is on the Ladin department, a unique feature of the Free University of Bolzano, aiming at the documentation, description and the development of the Ladin language. The final contribution presents the volume Sprachen im Vergleich: Deutsch-Ladinisch-Italienisch which is designed as a teaching aid for multilingual language teaching in Ladin schools.

sprachunterricht --- sprachforschung --- ladinistica --- insegnamento linguistico --- mehrsprachigkeit --- schule --- fremdsprachenunterricht --- bildungspolitik --- scuola --- südtirol --- linguistics --- linguistica --- sprachwissenschaft --- insegnamento delle lingue --- unterricht --- language teaching --- ladinistik --- education --- linguistico --- multilingualism --- education policy --- linguistik --- minoranze etniche --- philology --- insegnamento --- south tyrol --- language research

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The Open Access version of this book, available at https://www.taylorfrancis.com/books/e/9781351049139, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. This volume offers an exhaustive look at the latest research on metacognition in language learning and teaching. While other works have explored certain notions of metacognition in language learning and teaching, this book, divided into theoretical and empirical chapters, looks at metacognition from a variety of perspectives, including metalinguistic and multilingual awareness, and language learning and teaching in L2 and L3 settings, and explores a range of studies from around the world. This allows the volume to highlight a diverse set of methodological approaches, including blogging, screen recording software, automatic translation programs, language corpora, classroom interventions, and interviews, and subsequently, to demonstrate the value of metacognition research and how insights from such findings can contribute to a greater understanding of language learning and language teaching processes more generally. This innovative collection is an essential resource for students and scholars in language teaching pedagogy, and applied linguistics.

Linda Fisher,Odd Eriksen,Ragnar Arntzen,Hilde Hasselgård,Eva Thue Vold,Gro-Anita Myklevold,Henrik Bøhn,Yvonne Knospe,Karen Forbes,Gerard Doetjes,Åsta Haukås,Magne Dypedahl,Camilla Bjørke,metalinguistic awareness,applied linguistics,language teaching,language learning,metacognition,Ulrike Jessner,Lawrence Jun Zhang,Tony Limin Qin,Phil Hiver,George E. K. Whitehead