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It is with great pleasure that we invite you to submit papers to be included in a special issue titled “Modern Methods of Assessment for Young Learners: research perspectives”. Assessment has been placed at the center of the research and teaching activity over the last decades highlighting the need for employing tools of alternative and authentic assessment in the classrooms. According to Moon (2000), “assessment seems to be something that most teachers spend a lot of time doing. So it is important to consider what it is, why we do it, what kinds of information it provides, and the decisions that might be taken based on that information.”(p. 148). Thus, this special issue aspires to provide a collection of original research-papers which will facilitate an understanding of the multidimensional context of assessment, focusing on assessment methods implemented within young learners’ (4-11 years old) classrooms in the 21st century.

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Original Research 

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Modern Methods of Assessment for Young Learners: Research Perspectives

Τhe CLIL (Content and&nbsp;Language Integrated Learning) approach has been proposed as an effective&nbsp;approach for students’ education in the 21st century. Although it was initially&nbsp;proposed for students of higher education, CLIL has become especially attractive&nbsp;for students even in pre-school education. This paper focuses on the importance of CLIL implementation in fostering intercultural competencies among students&nbsp;who are engaged in CLIL programs. More specifically, this paper covers a theoretical review on CLIL and its development, while special emphasis is&nbsp;placed on the position of CLIL in the priorities of the European Council within&nbsp;the context of promoting multilingualism in Europe. CLIL aligns itself with the&nbsp;European Language Policy of improving language learning in its member states&nbsp;and with the EU Commission’s objective of EU citizens’ competence in European&nbsp;languages other than learners’ mother tongue. The paper ends with references to&nbsp;organizations that promote the implementation of CLIL across Europe, while&nbsp;special emphasis is placed upon CLIL in Greek education.&nbsp;

Interculturalism in Content and Language Integrated Learning Classes: Research Perspectives from European Policy to Greek Reality

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Guest-editor: 
Isaak Papadopoulos, PhD, European University Cyprus, Cyprus

Thematic Issue: Interculturalism in Second Language Teaching

This is the edited volume related to the broad but&nbsp;interesting thematic area of “Interculturalism&nbsp;in Second Language Teaching”. The multilingual and multicultural panorama of the current world intensifies the need for placing interculturalism at the&nbsp;center of the research and teaching activity. Especially, in classrooms with linguistic and cultural diversity, interculturalism should be promoted as a&nbsp;source of teaching and learning while important research has been carried out&nbsp;towards investigating the contribution of interculturalism to second language teaching practices.&nbsp;Within this context of linguistic and cultural&nbsp;diversity, students are encouraged to develop their intercultural competences, so that they can be prepared to act in a diverse world. In particular, students&nbsp;should develop their intercultural sensitivity and awareness, which can help&nbsp;them to realise and appreciate the differentiations among people from different&nbsp;cultures and achieve mutual understanding. In this way, they are aimed to also&nbsp;develop their intercultural communication strategies, which are proposed by the Council of Europe as important mechanisms for facilitating the communication&nbsp;and co-existence of people in multilingual and multicultural environment and&nbsp;they can be of great help for students’ interactions and exchanges in a&nbsp;classroom. Students need to develop such competences of communication,&nbsp;participation and interaction which can facilitate their work and activity within a classroom with students from different countries, while such&nbsp;competences can be extremely important for them later in life.

Preface to the Special Issue: Interculturalism in Second Language Teaching

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In this paper, an&nbsp;attempt is made to develop a framework of a “MulDiLanguaging”&nbsp; approach with the purpose to enhance primary school students’ intercultural competence. This educational framework consists&nbsp;of three interactive – interdependent components: a)&nbsp;Intercultural/multicultural sensitivity and awareness, b) Intercultural&nbsp;cooperation and communication, c) Language and intercultural communication&nbsp;strategies. It includes communicative and creative activities aiming at developing&nbsp;students’ intercultural communicative skills in parallel with their target&nbsp;language skills (EFL). In the “MulDiLanguaging” framework, the students are&nbsp;trained to acquire knowledge of ‘self’ and ‘other’, knowledge of everyday life&nbsp;in different cultural contexts, to function fully in an intercultural&nbsp;situation, as well as to develop language skills and abilities in the target&nbsp;language and intercultural communication strategies. A number of communicative&nbsp;and creative activities are presented with the purpose to create a&nbsp;group-working, cooperative context and enhance students’ intercultural&nbsp;competence. Also, an Intercultural&nbsp;Portfolio is suggested as an alternative tool for assessing students’&nbsp;linguistic skills and strategies and their intercultural communication skills&nbsp;acquired in the “MulDiLanguaging”&nbsp;setting.

“MulDiLanguaging” for Fostering Intercultural Communicative Competence in Second/Foreign Language Education

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