This book illustrates new virtual intercultural practices for language learning from primary to tertiary education and highlights the transversality of these practices throughout the language curriculum. The current English as a Lingua Franca (ELF) perspective sets the framework as a possible vector of cultural exchanges in a variety of contexts, and from which the different authors coming from Europe and all over the world present their studies.

The book deploys diverse educational exchanges within a wide range of technological tools and with varied approaches to the intercultural dimension in language learning. Through these virtual exchanges, different languages and educational cultures come together to create emerging communities of practice co-constructed for the limited time-space of the collaborative projects. This volume opens a dialogue with researchers from different backgrounds and theoretical and methodological perspectives as technology can no longer be apprehended without its purposeful human and semiotic meanings and, conversely, human and semiotic meanings can no longer be apprehended without Information and Communication Technology (ICT).

Going beyond strict polarised views on the technology or humanistic approaches, this book presents a more nuanced, interrelated stance and will appeal to researchers, scholars, post graduate students, and teachers in applied linguistics, language learning and teaching, education, information studies, cultural studies, and intercultural communication.

This book illustrates new virtual intercultural practices for language learning from primary to tertiary education and highlights the transversality of these practices throughout the language curriculum. The current English as a Lingua Franca (ELF) perspective sets the framework as a possible vector of cultural exchanges in a variety of contexts, and from which the different authors coming from Europe and all over the world present their studies.

The book deploys diverse educational exchanges within a wide range of technological tools and with varied approaches to the intercultural dimension in language learning. Through these virtual exchanges, different languages and educational cultures come together to create emerging communities of practice co-constructed for the limited time-space of the collaborative projects. This volume opens a dialogue with researchers from different backgrounds and theoretical and methodological perspectives as technology can no longer be apprehended without its purposeful human and semiotic meanings and, conversely, human and semiotic meanings can no longer be apprehended without Information and Communication Technology (ICT).

Going beyond strict polarised views on the technology or humanistic approaches, this book presents a more nuanced, interrelated stance and will appeal to researchers, scholars, post graduate students, and teachers in applied linguistics, language learning and teaching, education, information studies, cultural studies, and intercultural communication.

Malgré les recommandations des institutions de l’Union européenne invitant les Etats à reconnaître la diversité linguistique de leur territoire et à promouvoir l’enseignement des langues selon une éducation ouverte à la pluralité et à l’interculturalité, on constate de nos jours une hégémonie croissante de l’anglais. Cette langue n’est plus considérée comme une « langue étrangère » mais comme la lingua franca de l’internationalisation de l’enseignement supérieur en Europe et dans le monde entier. Notre ouvrage, en tandem avec le second volume publié dans Heteroglossia (2018), réunissant didacticiens des langues, historiens et économistes, se propose d’examiner le rôle de l’anglais dans les stratégies d’internationalisation et d’interroger le plurilinguisme effectif des individus et le multilinguisme des institutions. Plus largement il s’agit de (re)penser les politiques linguistiques dans l’université du XXIe siècle, afin d’articuler la position hypercentrale de l’anglais avec la gestion d’un plurilinguisme plus démocratique.

This book illustrates new virtual intercultural practices for language learning from primary to tertiary education and highlights the transversality of these practices throughout the language curriculum. The current English as a Lingua Franca (ELF) perspective sets the framework as a possible vector of cultural exchanges in a variety of contexts, and from which the different authors coming from Europe and all over the world present their studies.

The book deploys diverse educational exchanges within a wide range of technological tools and with varied approaches to the intercultural dimension in language learning. Through these virtual exchanges, different languages and educational cultures come together to create emerging communities of practice co-constructed for the limited time-space of the collaborative projects. This volume opens a dialogue with researchers from different backgrounds and theoretical and methodological perspectives as technology can no longer be apprehended without its purposeful human and semiotic meanings and, conversely, human and semiotic meanings can no longer be apprehended without Information and Communication Technology (ICT).

Going beyond strict polarised views on the technology or humanistic approaches, this book presents a more nuanced, interrelated stance and will appeal to researchers, scholars, post graduate students, and teachers in applied linguistics, language learning and teaching, education, information studies, cultural studies, and intercultural communication.

This book illustrates new virtual intercultural practices for language learning from primary to tertiary education and highlights the transversality of these practices throughout the language curriculum. The current English as a Lingua Franca (ELF) perspective sets the framework as a possible vector of cultural exchanges in a variety of contexts, and from which the different authors coming from Europe and all over the world present their studies.

The book deploys diverse educational exchanges within a wide range of technological tools and with varied approaches to the intercultural dimension in language learning. Through these virtual exchanges, different languages and educational cultures come together to create emerging communities of practice co-constructed for the limited time-space of the collaborative projects. This volume opens a dialogue with researchers from different backgrounds and theoretical and methodological perspectives as technology can no longer be apprehended without its purposeful human and semiotic meanings and, conversely, human and semiotic meanings can no longer be apprehended without Information and Communication Technology (ICT).

Going beyond strict polarised views on the technology or humanistic approaches, this book presents a more nuanced, interrelated stance and will appeal to researchers, scholars, post graduate students, and teachers in applied linguistics, language learning and teaching, education, information studies, cultural studies, and intercultural communication.

Malgré les recommandations des institutions de l’Union européenne invitant les Etats à reconnaître la diversité linguistique de leur territoire et à promouvoir l’enseignement des langues selon une éducation ouverte à la pluralité et à l’interculturalité, on constate de nos jours une hégémonie croissante de l’anglais. Cette langue n’est plus considérée comme une « langue étrangère » mais comme la lingua franca de l’internationalisation de l’enseignement supérieur en Europe et dans le monde entier. Notre ouvrage, en tandem avec le second volume publié dans Heteroglossia (2018), réunissant didacticiens des langues, historiens et économistes, se propose d’examiner le rôle de l’anglais dans les stratégies d’internationalisation et d’interroger le plurilinguisme effectif des individus et le multilinguisme des institutions. Plus largement il s’agit de (re)penser les politiques linguistiques dans l’université du XXIe siècle, afin d’articuler la position hypercentrale de l’anglais avec la gestion d’un plurilinguisme plus démocratique.