Page 10 - Diversity in Action

Martina Irsara

such settings, critical thinking is encouraged, creativity is nurtured, social in-
telligence is developed, and proficiency in multiple languages is celebrated.
In essence, diversity transforms schools and preschools into vibrant, interac-
tive, and growth-oriented communities that better equip learners to engage
with and navigate the increasingly interconnected world around them.
The chapters in this volume explore linguistic and cultural diversity, as out-
lined in the second and third section of this introduction. They address the
topic not only from a theoretical standpoint but also by examining its real-
world manifestation in specific, practical contexts. The contributions shed
light on concrete practices, behaviours, interactions, and competences that
emerge when diverse languages and cultures intersect. Diversity is seen not
only as being present, but as being in action – actively shaping the ways in
which people learn, communicate, and grow together. Moreover, diversity in
action is accompanied by ongoing reflection – before, during, and after the
experiences described and analysed in this volume.

Linguistic Diversity
Linguistic diversity is an essential component of overall diversity and a key
aspect of human development and experience. Language is not only a tool
for communication, but also a fundamental element of human cognition,
with language and mind being deeply interconnected. It serves as a pow-
erful marker of identity and provides a window into the different ways in
which people perceive and engage with the world. The broad concept of
linguistic diversity covers a wide range of meanings: the large number of
languages spoken worldwide, the coexistence of several languages within
a given region or community, the use of different languages by individuals,
and the variations in dialects, accents and linguistic idiosyncrasies within a
single language. Linguistic diversity thus encompasses both multilingualism
and plurilingualism. While multilingualism generally refers to the collective
linguistic diversity within a society, plurilingualism typically focuses on an
individual’s ability to use several languages at different levels of proficiency
(Council of Europe, 2001).
Plurilingualism is therefore concerned with an individual’s whole linguis-
tic repertoire, including all the linguistic varieties and languages, such as
first language (L1), second language (L2), third language (L3), and further
languages (Ln) in the individual’s mind and the interrelationships between
them. L1 is the abbreviation generally used to refer to the first language an in-
dividual learns at home as a child, although the term may also take the plural
form L1s in the case of simultaneous bilinguals who grow up with two native

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