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Creativity and Innovation in Language Education

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Edited By Carmen Argondizzo

This volume sheds light on Creativity and Innovation in Language Education as key issues for the development of personal, professional and social competences and aims at highlighting the relevance of such concepts which education at any level, in any sector and at any time should continuously stimulate and enhance. The prefaces and the interrelated sections explore the concept of creativity linked with issues such as cultures and language use, language teaching, business settings, technology. This is carried out following theoretical and practical perspectives which integrate with each other.
The volume is published in a historical moment in Europe in which the European Commission is celebrating the 10th Anniversary of the Barcelona Agreement (2002-2012), which emphasized the importance of learning two languages in addition to the mother tongue. The volume reflects on strategies for achieving these objectives, while underlining the belief that creativity is a skill which needs to be identified, stimulated and nurtured for the benefit of the entire society.

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Section 2: Creativity and Language Teaching

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83 Section 2 Creativity and Language Teaching ROSSELLA PUGLIESE / SERAFINA FILICE1 Plurilingual Communication: A Polyglot Model for a Polyglot World Il problema della cultura europea del futuro non sta certo nel poliglottismo totale, ma in una comunità di persone che sanno cogliere lo spirito, il profumo, l’atmosfera di una favella diversa. Un’Europa di poliglotti non è un’Europa di persone che parlano correntemente molte lingue, ma nel migliore dei casi di persone che possono incontrarsi parlando ciascuno la propria lingua e intendendo quella dell’altro, che pure non saprebbero parlare in modo fluente, e intendendola, sia pure a fatica, intendessero il ‘genio’, l’universo culturale che ciascuno esprime parlando la lingua dei propri avi e della propria tradizione.2 Umberto Eco (1993) The globalization phenomenon and the steady rise in mobility drive language teachers to constantly reflect on possible didactical innova- tions, to revisit the role of plurilingualism, and to think about how to simplify language learning for our future ‘citizens of the world’ (see Pugliese/Filice 2009). Today, plurilingual scenarios are a reality, not an exception (see Filice 2010b: 2). Therefore, developing transversal linguistic competences becomes a need that should not be neglected in the language classroom. 1 Although the authors have collaborated in the research work and in writing the chapter, they have individually devoted attention to the following sections: R. Pugliese Introduction; 1; 2; 2.1; 5; S. Filice 2.2; 3; 4; 6. 2 [The problem of European culture in the future certainly does not reside in the triumph of total polyglotism, but...

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