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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 3: Creativity in Business Settings

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169 Section 3 Creativity in Business Settings CARMEN ARGONDIZZO / ANNA MARIA DE BARTOLO / LYDIA GÒMEZ GARCÌA / MARTIÑA PIÑEIRO DE LA TORRE / ISABEL FIGUEIREDO-SILVA1 Intercultural Communication in Academic and Professional Settings: Voices from Two European Projects “One of the most remarkable socio-cultural changes of the modern period, culminating in the late twentieth century, has been the global spread of the English language” (Schneider 2007: 1). No one can deny that the power of English has spread into a variety of fields: political, economic, and cultural. It is estimated that English is used nowadays at least by a billion people worldwide (Edwards 2004). In some countries it is the main language; in some others, it is used as an official language for education or administrative purposes; in oth- ers, it is largely learned as a foreign language in schools. However, despite the recognised global power of English, this chapter will emphasise the increasing role of multilingualism and the benefits in being multilingual speakers in the global world. Paradoxically, the undisputed power of English has grown alongside a drive towards multilingualism and multiculturalism which has brought forward the rights of ‘minority’ languages in language policies and planning and consequently, as we will see, in the educational context. To give a few examples, several languages are now achieving co-official status with English. For instance, French, Welsh and Maori, are co-official languages in Canada, Wales and New Zealand. Irish, 1 Although the authors have collaborated in the...

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