Page 39 - Diversity in Action

Developing Linguistic and Cultural Awareness at an Early Age

(Čotar Konrad, 2018), inviting them to participate in the learning process and
share language samples, such as nursery rhymes or stories. By encouraging
children’s multilingual contributions, teachers create a learning environment
where diversity is not just accepted but valued as a strength. Moreover, the
teacher’s role may evolve into that of a ‘co-participant’ in classroom activities,
allowing for mutual feedback with children, thereby enriching the learning
experience (de Sousa, 2019).
The results of all the piloting studies suggest a very high level of children
participation. They were eager to show their knowledge of different lan-
guages, take part in discussions with the teacher and share their thoughts
and experiences. The study by Jolić Kozina et al. (2024) showed that children’s
involvement depended strongly on whether they could participate actively
in the choice of destinations, topics, and activities. However, Bratož and Sila
(2022) also report that children’s perceptions and their willingness to partici-
pate was still dependent on the teachers’ guidance and support.

Reflection Point
1. Discuss some other ways in which the journey metaphor could be devel-
oped.
2. Discuss a new destination on the Language Train journey taking into ac-
count all six dimensions of the DivCon model.
3. Discuss other ways of encouraging children’s active participation.

Conclusion
Developing linguistic and cultural awareness at an early age equips young
learners with vital tools to navigate an increasingly interconnected world.
Central to this effort is the concept of plurilingualism, which recognises
languages as interconnected systems and highlights the dynamic interplay
of multiple languages within individuals. This approach promotes not only
linguistic skills but also cultural appreciation and respect for diversity. Lan-
guage awareness, as discussed, fosters metalinguistic abilities and enhances
learners’ understanding of language as a social and cultural construct. By
engaging with various domains of language awareness, such as cognitive,
affective, and social aspects, educators can create enriching learning experi-
ences that go beyond mere language acquisition.
Pluralistic approaches to language teaching further expand this perspec-
tive by emphasising the value of linguistic diversity and encouraging the
inclusion of learners’ native and heritage languages. The DivCon model ex-
emplifies how structured, participatory, and multi-sensory activities can im-

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