Η CLIL ως μια Πολύγλωσση προσέγγιση ή η Γλώσσα της Πραγματικής Ζωής και η Γλώσσα ως Φορέας Πολιτισμού

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1 Research Papers i Laguage Teachig ad Learig Vol. 8, No. 1, February 2017, ISSN: Available olie at This article is issued uder the Creative Commos Licese Deed. Attributio 3.0 Uported (CC BY 3.0) CLIL as a Pluriligual Approach or Laguage of Real Life ad Laguage as Carrier of Culture Η CLIL ως μια Πολύγλωσση προσέγγιση ή η Γλώσσα της Πραγματικής Ζωής και η Γλώσσα ως Φορέας Πολιτισμού Áie FURLONG ad Mercè BERNAUS Much of what laguage educators do is particularly relevat to the 21st cetury labour market, particularly whe CLIL ad pluriligualism are cosidered as a itegrated approach i istructioal cotexts. Ngũgĩ Wa Thiog o s aalysis of laguage as the laguage of real life ad laguage as carrier of culture (1986) provides further isight ito a ratioale for itegratig pluriligualism ito CLIL, thereby addressig the uresolved issue of the Culture dimesio i CLIL classrooms. Reports o a ECML project CoBaT+ ( ) are preseted to support a educatioal reform based o itercultural uderstadig as we cosider the diversity of the classroom. I essece this laguages-sesitive pedagogy is both a meas ad a ed i achievig pluricultural awareess. Πολλές από τις μεθόδους που ακολουθούν οι εκπαιδευτικοί της γλώσσας στη διδακτική πράξη σχετίζονται με την αγορά εργασίας του 21ου αιώνα, ιδιαίτερα όταν η μέθοδος CLIL και η πολυγλωσσία θεωρούνται ως μια ολοκληρωμένη προσέγγιση σε διδακτικά περιβάλλοντα. Η ανάλυση του Ngũgĩ Wa Thiog o για τη γλώσσα ως η γλώσσα της πραγματικής ζωής και η γλώσσα ως φορέας πολιτισμού (1986) σχετίζεται περισσότερο με τη λογική της ενσωμάτωσης της πολυγλωσσίας στη μέθοδο CLIL, ενισχύοντας έτσι την πολιτισμική διάσταση σε τάξεις που ακολουθούν τη μέθοδο CLIL. Στη συγκεκριμένη εργασία, παρουσιάζονται τα έγγραφα του πρότζεκτ ECML έργο CoBaT +( ) για να υποστηριχθεί μια εκπαιδευτική μεταρρύθμιση που στηρίζεται στη διαπολιτισμική κατανόηση, καθώς λαμβάνουμε υπόψη την ποικιλομορφία της τάξης. Στην ουσία αυτή η παιδαγωγική της ευαισθητοποίησης στη/στις γλώσσα/γλώσσες αποτελεί ταυτόχρονα ένα μέσο και έναν σκοπό για την επίτευξη της πολυπολυτισμικής επίγνωσης. 34

2 Keywords: CLIL, pluriligual approach, laguage use, cross-curricula materials. 1. Laguage use: CLIL as a pluriligual approach The cotext for this paper is the 21 st cetury i a global world, where time ad places are marked by ew defiitios of idetity ot coceived as oe ad fixed, but rather as diverse, plural ad costatly evolvig. This ew uderstadig of idetity is brought about by icreased diversity i society as well as the complexity of solutios required to solve global challeges. I educatioal cotexts this is reflected by reewed calls for iterdiscipliarity, ecouragig learers ad educatioalists to thik. across the boudaries of their disciplies, ad to iteract with more ad more iterlocutors from diverse eviromets, thereby challegig us to be. across socio-cultural boudaries. Ievitably, may of these cogitive, commuicative ad attitudial processes are chaeled through laguage, that is, laguage use. The Coucil of Europe laguage policy through the Commo Europea Framework of Referece for Laguages (CEFR, 2001) places particular emphasis o the otio of laguage use; specifically, laguage activities are ot coceived i isolatio from other huma activities but are itegrated ito a wider social cotext i order to achieve full meaig ad, ultimately, to trasform the laguage learer ito a laguage user. I this perspective, the learer/user is defied as a social aget: Laguage use, embracig laguage learig, comprises the actios performed by persos who as idividuals ad as social agets develop a rage of competeces, both geeral ad i particular commuicative laguage competeces... (CEFR, 2001, p.9). The text further defies words such as competeces, whether geeral or laguage related i terms of actio: competeces. allow a perso to perform actios, commuicative laguage competeces. empower a perso to act. withi a variety of socio-culturally defied cotexts ad domais icludig the educatioal, occupatioal, public ad persoal domais (pp.9-10). The uderlyig priciple of these defiitios is that laguage, whe used, is iextricably iheret to huma activity, i.e, doig ad makig thigs, takig actio, i ways that are particular to the sociocultural values, beliefs ad behaviours trasmitted by the laguage i use. It is agaist this backgroud that this paper proposes a iitial aalysis of laguage use takig two dimesios ito accout: the laguage of real life the laguage we use to do thigs ad the laguage as carrier of culture the particular ways i which we lear to achieve these thigs (Ngũgĩ Wa Thiog o, 1986). I additio, laguage is also used to acquire ad create kowledge. However, aother aspect eeds to be cosidered: the otio of spaces i-betwee. These become maifest whe boudaries are crossed, e.g. the boudaries of a disciplie ad/or socio-cultural boudaries as already metioed. Bhabha (1994) describes these spaces as follows: 35

3 The i-betwee spaces provide the terrai for elaboratig strategies of selfhood sigular ad commual that iitiate ew sigs of idetity, ad iovative sites of collaboratio, ad cotestatio i the act of defiig society itself. (Bhabha 1994, pp.1-2) O this basis, we ought to seek aveues for laguage learig ad laguage use i the 21 st cetury that provide iovative sites of collaboratio to trasform the laguage learer ito a laguage user; cosequetly the laguage user through actio - becomes a social aget through egagemet ad commuicatio with others. We propose that a pluriligual approach to Cotet ad Laguage Itegrated Learig (CLIL) through cross discipliary activity ad use of laguages ot oly reflects the reality of our times ad our classrooms but just as importatly, provides a educatioal opportuity for childre to grow ad acquire the attitudes, skills ad kowledge, that are required from them. Followig a overview of Ngũgĩ Wa Thiog o s (1986) aalysis of laguage, parallels will be draw with more cotemporary publicatios by the British Coucil; although these parallels may seem iroical - Ngũgĩ Wa Thiog o s Decoloisig the Mid represets his last publicatio through the medium of Eglish -, these are draw to emphasise the value placed o the specificity of laguages i laguage use whe socio-cultural ad ecoomic iterests are cosidered; results of a survey ivestigatig teachers ad studets attitudes towards CLIL ad pluriligualism will be reported (Beraus et al. 2012). Moreover, examples of a pluriligual approach to CLIL derived from the work of teachers across Europe who took part i a project etitled CoBaT+ (Beraus, Furlog, Jockheere & Kervra, 2011), at the Europea Cetre of Moder Laguages will also be preseted. 2. The laguage of real life This aspect of laguage is basic to the origi ad developmet of laguage ad here, Ngũgĩ Wa Thiog o borrows Marx s termiology, i.e., the laguage of real life. It is the meas of commuicatio humas iitially created to eable work ad productio for their ow survival; this icluded ways of acquirig ad producig food, shelter, clothig, etc.) to subsequetly fuel the creatio ad cotrol of wealth. I Ngũgĩ Wa Thiog o s words: productio is co-operatio, is commuicatio, is laguage, is expressio of a relatio betwee huma beigs. (1986, p.13). O this view, speech mirrors the laguage of real life because it is commuicatio i productio; therefore, productio is oly made possible whe laguage develops as a shared system of verbal sigposts. The spoke word mediates betwee huma beigs i the same way as the had or the tool mediates betwee huma beigs ad ature. Similarly, through the evolutio of huma commuicatio, the writte word developed its ow system reflectig the iteractio of me betwee themselves ad betwee ature. This type of commuicatio echoes the huma lived experiece of those who share this laguage ad Ngũgĩ Wa Thiog o argues that whe the laguage of real life, i.e. commuicatio i productio, combied with speech ad writte sigs reflects the reality of those who use these sigs, the there is broad harmoy for a child betwee these three aspects of commuicatio (1986, p.14). However, the evolutio of a laguage is also a fuctio of the evolutio of the culture that created the laguage; the culture is the sum of actios, directios ad decisios take i the act of productio over time. It is simply how we do thigs ad why we do them i certai ways, i a cotiual evolutio as we progress i the world. 36

4 3. Laguage as carrier of culture As metioed above, laguage i use cotais all that we eed to help us to produce (somethig); it also holds all of our experieces acquired i particular cotexts ad over time. I itself, laguage holds a way of life with the values that defie, for example, people s perceptios of what is right or wrog, acceptable or ot acceptable, beautiful or ugly. These values are the buildig blocks of idividuals idetities withi particular commuities ad these values are trasmitted through laguage. It is i this maer that laguage is also the carrier of culture. Ngũgĩ Wa Thiog o proposes three dimesios to this particular aspect of laguage. The first aspect is that culture mirrors the commuicatio betwee huma beigs i their edeavor to produce ad cotrol wealth. Oe ca assume that at the heart of productio ad cotrol of wealth lies the commuicatio that takes place to establish trust ad priciples of exchage through egagemet. Iterestigly ad more recetly, this type of targeted commuicatio has also bee described as soft power, a term defied by the British Coucil i a publicatio etitled Ifluece ad Attractio: Culture ad the race for soft power i the 21st cetury: [Soft power is atios ] ability to achieve their iteratioal objectives through attractio ad co-optio rather tha coercio i a effort to promote cultural uderstadig ad avoid cultural misuderstadig. [Where]. cultural relatios activities move beyod simple cultural projectio ad towards mutuality, together with icreasig iovatio ad a recogitio of the role of cultural actors as agets of social chage. (2013, p.3) Moreover, soft power through cultural egagemet ad as a meas to achieve ecoomic ad political growth, i the 21 st cetury, ow exteds beyod the actio of goveremets as the the Secretary of State for Foreig ad Commowealth Affairs, William Hague commets: Foreig policy today is o loger the preserve of govermets. There is ow a mass of coectios betwee idividuals, civil society, busiesses, pressure groups ad charitable orgaisatios which are also part of the relatios betwee atios. (British Coucil, 2013, p.2). It is through these relatios withi ad more so ow across specific cultures that laguage as carrier of culture shapes culture-mediated images i the huma mid ad defies the extet to which these images reflect or distort reality; these images shape our coceptio of ature ad urture ad ultimately of ourselves amog others. The pricipal vehicle for the culture-mediated images i our mids is laguage. This secod aspect of laguage is sigificat i shapig our worldview. Today, we operate i multicultural settigs where the mutuality of these perceptios becomes crucial i our successful iteractio with others. The third aspect of laguage as carrier of culture is its cultural specificity. While the uiversal qualities of laguage as a huma capacity to order ad give meaig to souds ad words are ackowledged, they do ot trasmit a specific culture. Hece, accordig to Ngũgĩ Wa Thiog a specific culture is ot trasmitted through laguage i its uiversality but i its particularity as the laguage of a specific commuity with a specific history (1986, p.15). I this regard, UNESCO s world report o cultural diversity ad itercultural dialogue states: 37

5 Laguages mediate our experieces, our itellectual ad cultural eviromets, our modes of ecouter with huma groups, our value systems, social codes ad sese of belogig, both collectively ad persoally. [ ] I this sese, laguages are ot just a meas of commuicatio but represet the very fabric of cultural expressios, the carriers of idetity, values ad worldviews. (2009, p.12) Egagig with the cultural specificity of the laguage (its souds, its grammar, its words, its style) is ot oly see as a embodimet of the culture that produces ad uses this laguage but also becomes the gateway to the establishmet of trust betwee people. The British Coucil s aptly amed Trust Pays report shows that the strogest predictor of trust i the UK o the part of iterviewees from 10 differet coutries is their ability to speak Eglish. Two additioal factors are also metioed: the ability to make frieds i or from the UK ad persoal visits to the UK (2012, p.16). Trust i this cotext is see as key to ecoomic ad busiess beefits (2012, p.16). I this light, although ot metioed i this report, the school settig represets the ideal ad obvious terrai for the developmet relatioships ad trust, through laguage use, that is laguages of real life ad laguages as carrier of culture, i their specificity. To sum up, so far we have see that two dimesios characterise laguage: (1) the laguage of real life associated with huma activity to create ad produce; (2) laguage use as carrier of culture guidig the directio of this huma activity, which i tur helps to shape sociocultural values, ultimately becomig a composite of the idetity of the laguage user. However, whe the laguage of real life does ot coect with laguage as carrier of culture, the cotext for laguage use becomes somewhat dysfuctioal. As we cosider Irish, a recet report o the usage of Irish i the Gaeltacht suggests that the Irish laguage has cotracted as a commuity laguage i the Gaeltacht, especially i the strogest Gaeltacht areas (2015). Moreover, the report predicts that Irish, as a commuity laguage, will ot be used as the primary medium of commuicatio by the ext decade. The report also otes that Irish will be cofied to school settigs ad academia. This is cofirmed by a recet Ecoomic ad Social Research Istitute publicatio (August 2015) showig that the Irish medium sector i educatio is cosistetly growig i the Republic of Irelad (p.24) ad i Norther Irelad (p.39). Without uderestimatig the challeges facig Irish usage i the wider commuity, school settigs are also places of commuities at work, carryig particular value systems (see also Darmody & Daly, 2015). I other words, both the laguage of real life ad laguage as carrier of culture are used ad defie these particular eviromets; hece, there is o reaso why laguages i their specificity, combied with their commuicative ad valuemakig attributes caot be used to ehace commuicatio i productio to carry out the work of a multi-faceted learig commuity. I this regard, much has bee doe to address this questio through Cotet ad Laguage Itegrated Learig (CLIL) as well as Pluriligualism. The combiatio of the two approaches advocates the learig of school subjects through laguages other tha the domiat laguage of the school or eve of the wider commuity. I other words, by usig spaces i-betwee created as a result of the segregatio of academic subjects, e.g. sciece - Irish or Geography - Frech, ew ad iovative learig/workig cotexts emerge: thikig ad beig across boudaries become tagible ad relevat as the gap betwee the laguage of real life ad laguage as carrier of culture is meaigfully bridged. Such a approach also addresses the questio of the itegratio of Culture i a CLIL class; may CLIL advocates do ot perceive a automatic place for culture i CLIL ad this i spite 38

6 of Culture beig ackowleged as oe of the pillars of a successful CLIL experiece; Dalto- Puffer (2009, p.211) proposes that a learig space for itercultural competece is ot automatically preset i CLIL classrooms, Coyle (2009, p.122) describes the potetial of CLIL to add value to itercultural learig ad Ball ad Lidsay (2010) state that CLIL is ot the purveyor of culture (October 2010, Factworld forum). However, as explaied above, laguage as commuicatio ad as culture are products of each other, therefore, commuicatio creates culture ad culture becomes a meas of commuicatio (Ngũgĩ Wa Thiog o, 1986, p.15). I this light, ay subject may itroduce ot just a biligual but a pluriligual aspect to the cotet. 4. A Europea pluriligual CLIL project I cocrete terms, learig ad teachig applicatios of pluriligual CLIL have bee developed pricipally i Europea cotexts through the work of several projects, sposored by the Europea Cetre of Moder Laguages, such as Laguage Educator Awareess (LEA ) ad Cotet Based Teachig ad Pluriligualism (CoBaT ). The overarchig aims of these projects were: To create materials for laguage teacher traiig, aimig to build up laguage ad cultural awareess; To raise awareess of diversity as a key elemet of society; To develop positive attitudes amog laguage teachers & traiees towards all other laguages as well as their speakers; To erich laguage teacher educatio with the potetial to exploit liguistic ad cultural diversity at idividual ad social levels; To facilitate curricular chages aimed at icorporatig pluriligual ad pluricultural awareess ito laguage classes. More specifically, pluriligual competece amog teachers ad their pupils was targeted. The teachig materials cosidered all laguage skills so as to eable learers ad teachers to access cotet as well as use laguage/s i a meaigful way. Laguage learig strategies were activated ad icluded readig strategies, writig strategies, speakig strategies ad listeig strategies. This pluriligual approach offers additioal cogitive challeges to those ormally associated with cotet aloe while learers are ecouraged to become autoomous ad iquisitive. Teachers were also empowered to create quality cross-curricular materials i Eglish, Frech, ad Spaish, as a L2, for primary ad secodary school learers. These materials allow pupils to experiece the laguage differetly as well as view the cotet from a differet perspective. Moreover, the studet grows from beig a laguage learer to becomig a laguage user which makes learig the cotet ad the laguage much more attractive ad motivatig. The laguages ad cultures preset i the classroom were itegrated ito a umber of subjects because the liguistic ad cultural diversity that exists i our classrooms ca o loger be igored by educatioal practitioers. Therefore, the impact of teachers providig opportuities for this diversity to be heard by all caot be overestimated; i this cotext, the materials of CoBaT+ provide teachers with the opportuity to use other laguages ad empower the practitioer to itroduce ad use the laguages of the class. Whe learers liguistic repertoires are ecouraged i the classroom, the liguistic ad cultural experieces 39

7 of each ad everyoe emerge aturally. I this light, pluriligualism is a useful istrumet for the iitiatio of itercultural dialogue ad the developmet of laguage learig strategies. Fially, pluriligualism creates a forum for the laguages of the class that, so ofte, remai uheard ad ukow by the school commuity. I CoBaT+, teachers were also motivated to impact o a reform of laguage learig ad teachig. Ólöf Olafsdóttir (2011), states that: to impact o a reform every teacher eeds to have the trasversal kowledge, skills ad attitudes that eable him or her to become a facilitator or a guide who ca steer the learig process of his or her studets. Teachers eed to ecourage learers idepedece, their creativity, self-reliace ad self-criticism, help them to lear to debate ad egotiate ad to take part i decisio-makig processes. For educatio is ot oly about kowig, it is also about kowig how to be ad kowig what to do. Our educatio systems cotiue to reproduce patters i educatio that focus mostly o the trasmissio of kowledge ad preparatio for employmet, forgettig that the aims of educatio are also preparatio for life as active citizes, persoal developmet ad the maiteace, i a lifelog perspective, of a broad ad advaced kowledge base. (p. 7-8). Those recommedatios should be take ito cosideratio by teachers, admiistrators ad educatioal authorities i order to impact o a real reform of laguage learig ad teachig. 4.1 Survey Results As part of the CONBAT+ project, a survey was developed to study teachers ad studets attitudes toward cotet-based teachig ad plurligualism. The survey has 32 items ad was admiistered i 12 coutries (Armeia, Belgium, Bulgaria, Czech Republic, Frace, Filad, Greece, Netherlads, Polad, Romaia, Spai, ad Swede). The data were gathered from 74 teachers ad 558 studets. The pilot survey shows that three factors uderlie the items i the questioaire: Attitudes toward CONBAT+, Acceptace of its approach, ad Satisfactio with the schools where the program materials were developed. Both studets ad teachers expressed positive attitudes, acceptace ad satisfactio. There was a slight tedecy for boys to be less positive tha girls ad teachers might wish to cosider the differeces betwee boys ad girls reactios to the program materials. If there is a overall coclusio emergig from the data aalysis, it is that attitudes toward cotet-based ad pluriligual approaches to learig are positive, amog both studets ad teachers. Therefore, we believe that studets ad teachers will be receptive to the CONBAT+ materials. 5. Pluriligual cross-curricular materials Several applicatios of the developmet of pluriligual competece, i the form of quality cross-curricular materials i order to impact o educatioal reform of laguage learig ad teachig ca be foud below. The tasks proposed represet the three mai educatio sectors ad were developed by teachers ad project coordiators i the CoBaT+ iitiative: The first example comes from the primary educatio sector ad focuses o laguage awareess ad the origi of the followig words i a Geography class: 40

8 Look for the meaig of these words i a dictioary ad try to guess the laguage they are borrowed from: avalache: cayo: fjord: geyser: golf: iceberg: jugle: toudra: (from Motio i the Ocea by Martie Kervra) Aother example, this time from post-primary level, combies Mathematics, Music ad Laguages where studets are ivited to metio laguages they speak ad/or kow as well as become aware of imported words i the world of music ad maths. Allegro, π, mezzo forte, ß, Lied. Ca you thik of laguages ad cultures that are importat i the world of music? Ad i the world of maths? I some of the expert cards some laguages ad cultures are metioed. I teams, take oe of the laguages you cosider importat i the world of music, ad make a ew expert card which cotais ew relatios betwee music ad/or maths ad the ew laguage you have chose. What about your mother togue? Ad what about other laguages you may kow? Takig everythig you have leart i this first ad secod part of the project, thik of how may of these ew music ad maths cocepts you ca say i the laguages you kow. Make a word cloud like the oe i activity 1. You ca use the olie tool Wordle ( (from A symphoy of fractios by Oriol Pallares ad Carlota Petit i ) The pluriligual text below is used at uiversity level i a Frech ad Marketig class; the traditioal blaks i the text are replaced by the laguages of the class, here, Eglish ad Irish; o other occasios, the laguages of the class icluded Arabic ad this was represeted i the text. The outcome of this particular task makes the work iterestig ad itegrates the speakers of these laguages i the learig commuity; to create this activity, teachers simply use the huma resources of their class: 41

9 Trasformez ce texte triligue e texte mooligue The pratice du coût-plus-marge est-elle loighciúil? E gééral, o. Ue approche qui e cosiders i de la demade i de value-based pricig, i de competitors das la fixatio des luachaa a peu de chaces de coduire au profit maximal, qu il soit à court ou à log terme. Cette approche perd so ses si les díolteaa e correspodet pas aux aticipatios. la valeur perçue tiet compte la cocurrece la pratique logique prix vetes 6. Coclusio This paper proposed that laguage use implies ot oly laguage to commuicate for the productio of particular outcomes but that iheret to such activities, lies laguage as carrier of culture; oe is the product of the other (Ngũgĩ Wa Thiog o, 1986); moreover, while the world is becomig a area of exchage ad mutual learig for mutual beefit (British Coucil 2013, p.35), so are our classrooms. By experiecig the laguages of peers withi particular CLIL tasks, or by raisig awareess of laguages, we are i effect actively ackowledgig the dyamic cultural composites costitutive of the class idetity ad applyig the cocept of mutuality. A CLIL experiece is about learig ad producig but laguage use is also about the developmet of positive attitudes to the speakers of other laguages. I this regard, the CoBaT+ project ad associated survey results demostrated that CLIL ca be approached from a pluriligual ad pluricultural perspective. If may of us laguage specialists share Vygotsky s aalysis of thought ad word, the we must also recogize that the specificity of a word aloe cotais the cosciousess of its speakers: A word relates to cosciousess as a livig cell to a whole orgaism, as a atom relates to the uiverse. A word is a microcosm of huma cosciousess (1986, p.256). It is this cosciousess, through words, that we as educators must aim to raise amog our peers ad learers. Note: Special thaks to the editors of the followig publicatio for their kid permissio to reproduce parts of this article: Ó Ceallaigh, T.J & Ó Laoire, M. (eag/eds.) 2016 A Tumoideachas: Bua ó Dua? Baile Átha Cliath: COGG. Refereces Ball, P. & Lidsay, D. (2010). Teacher traiig for CLIL i the Basque coutry: The case of the Ikastolas a expediecy model. I D. Lasagabaster & Y. Ruiz de Zarobe (Eds.), CLIL i Spai: Implemetaio, results ad teacher traiig. Newcastle upo Tye: Cambridge Scholars Publishig, Beraus M., Furlog Á., Jockheere S. & Kervra M. (2012). Iovatio i laguage learig ad teachig. I T. Lamb (Ed.) Empowerig Laguage professioals Special issue of the 42

10 Europea Cetre for Moder Laguages.Abigdo Oxo: Routledge, Taylor ad Fracis, Beraus M., Furlog Á., Jockheere S. & Kervra M. (2011). Pluriligualism ad pluriculturalism i cotet-based teachig: A traiig kit. Graz: Europea Cetre of Moder Laguages. Bhabha, K. H. (1994). The Locatio of Culture. Lodo: Routledge. British Coucil (2013). Ifluece ad Attractio Culture ad the race for soft power i the 21st cetury. Available at britishcoucil.uk2/files/ifluece-ad-attractio-report.pdf. British Coucil (2012). Trust Pays. Available at CEFR (2001). The Commo Europea Framework of Referece for Laguages. Cambridge: Cambridge Uiversity Press. Coyle, D. (2009). Promotig cultural diversity through itercultural uderstadig: a case study of CLIL teacher professioal developmet at I-service ad Pre-service levels. i M.L. Carrió Pastor (Ed), Cotet ad Laguage Itegrated Learig: Cultural Diversity. Ber: Peter Lag, Dalto-Puffer, C. (2009). Commuicative competece ad the CLIL classroom. I Y. Ruiz de Zarobe & R.M. Jiméez Catalá (Eds.), Cotet ad laguage itegrated learig. Evidece from research i Europe. Bristol: Multiligual Matters, Darmody, M. & Daly, T. (2015). Attitudes towards the Irish Laguage o the Islad of Irelad. Dubli 2: The Ecoomic ad Social Research Istitute. Available at Irelad.pdf. Ngũgĩ Wa Thiog o. (1986). Decoloisig the mid. Nairobi: East Africa Educatioal Publishers. Olafsdóttir, Ó. (2011). Foreword. I J. Huber & P. Mompoit-Gaillard (Eds), Teacher educatio for chage. Strasbourg: Coucil of Europe Publishig. Údarás a Gaeltachta (2015): Update Report to the Comprehesive Liguistic Study o the Usage of Irish i the Gaeltacht: Available at UNESCO (2009). Ivestir das la diversitéculturelle et le dialogue iterculturel. Paris: UNESCO. Available at : uesdoc.uesco.org/ images/0018/001847/184755f. Vygotsky, L. (1986). Thought ad laguage. A. Kozuli (Ed). Massachusetts: The MIT press. Aie Furlog's (afurlog@wit.ie) research iterests focus o creatig learig relevace through CLIL while itegratig pluriligual elemets to the learig of subjects. She has also ivestigated the relatio of pluriligualism to creativity. She led the MA i Secod Laguage Learig ad Teachig at Waterford Istitute of Techology ad supervises Ph.D. studets. She has also worked i teacher educatio i Irelad, Europe ad the Middle East. Merce Beraus (merce.beraus@uab.es) is emeritus professor of the Uiversitat Autooma de Barceloa. She coordiated pluriligualism/culturalism projects at the Europea Cetre for Moder Laguages like CoBaT+ ad Laguage Educator Awareess (LEA). Recetly, she is egaged i the ECML Traiig ad Cosultacy program for member states. She is collaboratig i workshops dealig with Supportig Multiligual Classrooms. 43