- 2.Enlist in the respect of the linguistic rights
- 2.1.Situate one’s educational intervention with the possibility of a wider linguistic justice and equity in communication
- 2.2.Understand the relevancy of the IC compared to the respect of the linguistic and cultural rights
- 2.3.Act ethically and responsible in front of the linguistic and cultural diversities in the plurilingual exchanges
- 2.4.Fight against prejudices and stereotypes on languages that are obstacles for the concrete recognition of the linguistic rights
- 3.Enlist in a democratic and linguistic teaching
- 3.1.Enlist in actions of promotion of plurilingual teaching and highlight at the same time the role of language and of different languages in communication between people and groups
- 3.2.Highlight the subjects as intermediary of their languages-cultures
- 3.3.Fit the IC into the global linguistic and integrated teaching framework
- 4.Promote the intercultural dialogue
- 4.1.Think about the reasons and the purposes of an intercultural work about IC
- 4.2.Participate actively in multilingual, multicultural and multidisciplinary teams in preparation of the promotion of an intercultural dialogue
- 4.3.Identify fields/themes that allow engaging thoughts that call out the numerous identities of the participants in training situations
- 4.4.Work towards the evolution of representations and stereotypes on languages and cultures in the intercultural communication
- 4.5.Contribute ethically to the creation of welcoming communication areas, with a responsible and proactive participation that favors a safe and communication atmosphere
This dimension leads to the ability to understand the IC as a form of democratic participation in a world within a diversity of languages and cultures. This dimension implies the commitment of the tutor in the promotion of an intercultural dialogue as well as the “linguistic justice” with a view to ensure the effective recognition of the equal value of all languages and cultures. Thus, the IC is considered at a macro-social level as a political and ethical stake and at a micro-social level as an opportunity of the teaching to plurilingualism and to interculturality.
Enlist in the respect of the linguistic rights
Situate one’s educational intervention with the possibility of a wider linguistic justice and equity in communication
The tutor of IC has to be able to analyze teaching situations to identify the possible areas of construction of linguistic and didactic processes that favor the voice of all the projects thanks to the diversification of languages, in circulation, as well as the access to information and to communication, The Universal Declaration of Linguistic Rights of the UNESCO (http://www.unesco.org/cpp/uk/declarations/linguistic.pdf)
Understand the relevancy of the IC compared to the respect of the linguistic and cultural rights
The tutor recognizes the IC as a process to ensure the linguistic democracy in some contexts of communication by the acceptance and the improvement of languages/cultures in contact.
Act ethically and responsible in front of the linguistic and cultural diversities in the plurilingual exchanges
The tutor enhances the linguistic biographies (including the dialectal varieties) of all the participants, learners and colleagues.
During the exchanges, he ensures that all the idioms have their rightful place; he makes a shoring to facilitate the reception of the less disseminated languages and asks a collective participation to the construction of the meaning of the word of another.
Fight against prejudices and stereotypes on languages that are obstacles for the concrete recognition of the linguistic rights
The tutor is ready to enroll himself to work against the prejudices broadcasted on the value, the beauty, the performative utterance of languages (ex: the capacity or not of some languages to express abstract concepts, their lexical richness; the value associations linked to their sonorities, to the alphabet used…). In order to do this, he promotes the taste of languages including for example the cultural and aesthetic events in which all languages find expression.
Enlist in a democratic and linguistic teaching
Enlist in actions of promotion of plurilingual teaching and highlight at the same time the role of language and of different languages in communication between people and groups
The IC’s tutor supports plurilingualism because he knows that the verbal language is decisive in the relationship to the world of human groups, in the transmission of culture and knowledge, in situations of multimodal communication (oral, written and digital) between subjects and groups with different processes and different linguistic biographies as well as the access to work opportunities with full social inclusion (http://www.unesco.org/new/fr/indigenous-peoples/cultural-and-linguistic-...).
Highlight the subjects as intermediary of their languages-cultures
The tutor puts the subjects at the center of the teaching/learning process and helps them to be aware of the value of their linguistic and cultural heritages. The expression in mother tongue or in the language chosen by the subject becomes then a resource of discover and learning for all the participants at the training in IC (cf. http://en.unesco.org/events/international-mother-language-day-celebratio... ). Then, the communication in IC becomes a powerful means to fight against the linguistic sense of insecurity of the locators legitimating their expressions whatever is the linguistic type that they want to use.
Fit the IC into the global linguistic and integrated teaching framework
The tutor can be inspired by the concept of Linguistic Democratic Teaching (cf.: éducation_linguistique_Costanzo, giscel.dieci-tesi-leducazione-linguistica-democratica) to include IC in the teaching of languages where the verbal abilities are linked to socialization, to conceptualization and to the symbolic expression. The linguistic and cultural heritage of the subject forms the starting point for an opening to diversity.
Promote the intercultural dialogue
Think about the reasons and the purposes of an intercultural work about IC
It is about to understand the educational purposes of IC, not only in the teaching/learning field of languages but also for the intercultural education, the education in citizenship, the education to peace, the IC is a way that allows to work in and through the contemporary complexity.
Participate actively in multilingual, multicultural and multidisciplinary teams in preparation of the promotion of an intercultural dialogue
The work in teams more and more diversified means a capacity to build a consensus negotiated in the intercultural dialogue areas. This work requires the construction of links between languages and modes of expression and communication on different subjects, namely the capacity to solve eventual misunderstandings or conflicts, with an assistance practice and the enhancement of everyone.
Identify fields/themes that allow engaging thoughts that call out the numerous identities of the participants in training situations
The IC can be used in various fields (linguistic, social, cultural) and themes (immigration; real or virtual mobility; linguistic majority or minority; main languages and cultures; linguistic repertoire, history of languages, etc.) which give the opportunity to the educational actors to choose their own processes and modes of communication in interdisciplinary themes. The tutor ensures that a non essentialist conception of the cultural identities is spread.
Work towards the evolution of representations and stereotypes on languages and cultures in the intercultural communication
The tutor in IC takes into account the representations (images, beliefs) on languages, cultures and theirs values that influence the motivation to learn, to communicate and to collaborate at the individual level as well as at the relationships level between groups. So he works to push forward in a critical manner these representations toward alterity.
Contribute ethically to the creation of welcoming communication areas, with a responsible and proactive participation that favors a safe and communication atmosphere
To ensure the communicative well-being, prepare it ensures to maintain a participative and secure atmosphere. It applies mediations between the different types of work that can be owed to individual features, to different educational cultures and to the institutional stakes of the training in each one’s contexts.