Page 115 - Diversity in Action

Language Learning in the Context of Diversity

support each other in pointing out the limits of the respective approaches
and expanding the ideas of learning in the context of diversity.
To enable the transformation of language education, educational institu-
tions are faced with the challenge of finding strategies that suit their situa-
tion under the respective conditions. Learning impulses from the exchange
of experiences with others in the network and the joint reflection of current
findings from research can serve as orientation for their development pro-
cess. The central task, however, is to translate these concepts and impulses
for their own situation, or ‘to recontextualise them’ (Fend, 2006).
The voXmi educational network takes an interdisciplinary approach to de-
veloping concepts and pedagogical practice relating to linguistic diversity
and multilingualism. In addition to linguistic aspects of language literacy,
socio-cultural, socio-political and socio-psychological issues are also consid-
ered. An important measure in this regard is the formulation of common an-
nual themes that unite all voXmi institutions, regardless of the individual
goals they have set themselves to shape a language friendly institutional
culture. These themes encompass cooperation with parents, the links be-
tween multilingual didactics and inclusive education, links to human and
children’s rights, peace and democracy education and others. These are key
transdisciplinary challenges that are of particular concern to kindergartens
and schools. Therefore, it seems important to contribute through voXmi to
develop good practice and exchange ideas. In a whole-institution approach,
voXmi covers aspects of teaching development, staff development and or-
ganisational development (Maurič, 2015).

Reflection Point
1. Do you already have experience of learning in networks? What do you see
as a benefit of this form of collaboration for yourself as an educator?
2. How does an educational network like voXmi expand the possibilities of
learning communities?
3. What potential does such a network have to transform teaching and learn-
ing for comprehensive language education?
4. Discuss the potential of developing a similar network in your own environ-
ment.

Conclusion
In this chapter, we have shown that complex processes like language acqui-
sition in multilingual settings require a shift in how we perceive support ser-
vices and the theories behind them. To explain this, we introduced the con-
cept of rhizomatic learning. To enable a transformation in language educa-

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