Foreign Language Education in the 21^stEuropean Context: Exploring New Directions in Intercultural and Plurilingual Approaches Using Anzaldúa’s Border Epistemology

Abstract

| This article considers the reformulation of foreign language classes as spaces of cultural politics, dynamic social activism and holistic education, in order to enable schools, teachers and students to set the foundation for a more inclusive society. It starts by recognizing some of the challenges of the 21 st century European context, addressing the need to explore new directions in the intercultural and plurilingual approaches in Foreign Language Education. Using Cultural Studies as a starting point, it will be argued that Gloria Anzaldúa´s cultural, feminist, queer and linguistic concepts, with a focus on the crossing of different borders, the forging of relational strategies between groups, and a holistic view of the world, can contribute to current debates on interculturalism and plurilingualism, providing an alternative framework for educational practices that empower students from diverse backgrounds with self-knowledge and tolerance towards alterity.

The Place of Values in Plurilingual Education: A University Teachers’ Viewpoint

“…A large amount of research is carried out in university settings addressing plurilingual and pluricultural approaches in Foreign Language Education. For instance, the research carried out by P. Lobo (2016) proves that reformulation of foreign language classes with a plurilingual approach can empower students from diverse backgrounds with selfknowledge and tolerance towards alterity. Similarly E. research results showed that the use of plurilingual repertoires of learners may be advantageous for learning and participation in similar higher education classroom settings and, ultimately, for strengthening internationalisation.…”