Page 107 - Diversity in Action

Language Learning in the Context of Diversity

forfurtherlanguagedevelopment.Byfosteringanenvironmentwheremulti-
ple languages coexist and are actively integrated into teaching and learning,
the model promotes a more holistic and empowering language education.
Another key principle involves building on learners’ prior knowledge and
world experiences. The model stresses that language learning is not isolated
from other forms of knowledge; rather, it is deeply connected to what learn-
ers already know about the world. By linking new language content to famil-
iar concepts and experiences, educators can facilitate deeper understanding
and engagement. This approach also supports learners’ self-confidence and
motivation, as it acknowledges and values the knowledge they bring from
their own lives.
The Five Building Blocks of Comprehensive Language Education are:

1. Inner images and concepts. Supporting children in developing mental
concepts and inner images through multisensory experiences, which
form the foundation for language acquisition and abstract thinking.
2. Multilingualism. Recognising and valuing the diverse linguistic back-
grounds of children and promoting the development of all their lan-
guages.
3. German language. Focusing on the development of German language
skills as the language of instruction and education in Austria, while ac-
knowledging the importance of home languages.
4. Languageawarenessand languagelearningawareness. Encouraging re-
flection on language itself and the process of language learning, foster-
ing metalinguistic skills.
5. Dealing with diversity. Embracing the variety of life experiences and
backgrounds children bring and using this diversity as a resource in ed-
ucation.

The model also highlights the importance of metacognitive and metalin-
guistic awareness. This principle encourages both teachers and learners to
reflectconsciouslyontheprocessesinvolvedinlearninglanguages.Bydevel-
oping an understanding of how languages work and how language learning
occurs, learners can become more strategic and effective in managing their
own learning. Teachers, in turn, can design activities and interventions that
foster this reflective capacity, helping learners to navigate the complexities
of acquiring multiple languages.
Finally, the principle of educational equity underpins the entire model. By
addressingthediverseneedsoflearnersandrecognisingthechallenges they

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