Intercomprehension in Theory and Practice: Teaching and Learning Plurilingual Competence in a European Context
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| Title: | Intercomprehension in Theory and Practice: Teaching and Learning Plurilingual Competence in a European Context |
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| Language: | English |
| Authors: | Claudia Polzin-Haumann, Christina Reissner |
| Source: | Dimensions. 2026 61:29-40. |
| Availability: | Southern Conference on Language Teaching. P.O. Box 33615, Decatur, GA 30033. Tel: 404-290-1942; Web site: http://www.scolt.org |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Evaluative |
| Descriptors: | Multilingualism, Foreign Countries, Policy, Mutual Intelligibility, Cognitive Processes, Second Language Instruction, Theory Practice Relationship, Educational Practices, Electronic Learning |
| Geographic Terms: | Europe |
| Abstract: | Plurilingualism and multilingualism have long been central to human interaction. However, in the context of increasing global mobility, digital communication and ongoing migration, they have gained renewed importance. This article examines some aspects of language diversity and plurilingual teaching and learning in Europe. It situates current European language policies as pivotal in fostering plurilingual competence and intercultural understanding through education. The discussion foregrounds exemplarily the pluralistic theoretical and didactic model of intercomprehension, defining its core principles and summarizing central concepts. It highlights digital and social learning environments and shows the importance of the human factor for successful plurilingual education. In this way, the article addresses pressing issues in language education and the impact of language policy, as well as the role of (language) teaching practices in overcoming communication barriers and fostering relationships across languages and cultures. These topics are of great importance in both the European and American contexts and beyond for successful transcontinental communication and relationship building. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1500492 |
| Database: | ERIC |
| Abstract: | Plurilingualism and multilingualism have long been central to human interaction. However, in the context of increasing global mobility, digital communication and ongoing migration, they have gained renewed importance. This article examines some aspects of language diversity and plurilingual teaching and learning in Europe. It situates current European language policies as pivotal in fostering plurilingual competence and intercultural understanding through education. The discussion foregrounds exemplarily the pluralistic theoretical and didactic model of intercomprehension, defining its core principles and summarizing central concepts. It highlights digital and social learning environments and shows the importance of the human factor for successful plurilingual education. In this way, the article addresses pressing issues in language education and the impact of language policy, as well as the role of (language) teaching practices in overcoming communication barriers and fostering relationships across languages and cultures. These topics are of great importance in both the European and American contexts and beyond for successful transcontinental communication and relationship building. |
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