How to promote the use of the target language in the classroom

Abstract

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Overview
This issue focuses on multilingual didactics, particularly within the framework of Switzerland’s linguistic diversity. It revisits major theoretical and practical debates surrounding integrated language didactics (ID), addresses the new Swiss language law passed in December 2007 (in effect since 2010), and highlights various national and regional initiatives aimed at revitalizing the role of standard language and fostering multilingual competence.

Key Contributions

• Editorial reflection on the difficulty of maintaining multilingualism in a democracy, especially in the face of dialect dominance in German-speaking Switzerland.
• Political context: A commentary on the Swiss Language Law's potential to support coordinated language education policy.
• Thematic focus on Integrated Language Didactics (ID), offering insights into how different languages and subject areas can be taught in relation to each other.
• Reports from symposia and forums, notably the 4th CIIP Forum and events in St. Gallen and Bern, emphasizing differences in understanding and implementation of ID in the French and German regions.
• Comparative contributions on the distinct treatment of ID in the French-speaking (Suisse romande) and German-speaking regions.
  • In Suisse romande, ID often emphasizes foreign languages, with less integration of local (school) languages.
  • In German-speaking Switzerland, ID tends to embrace a broader inclusion of languages, including dialect, local languages, and foreign languages.
• Academic contributions discuss the benefits of pedagogical coherence and coordinated language teaching, and caution against isolated or overly rigid frameworks.
• Practical examples: From curricula design to teacher training, showcasing how ID is being operationalized differently across regions.

Conclusion
The issue stresses the need for pedagogical cohesion in a multilingual society. It calls for a nuanced approach to integrated didactics, sensitive to local traditions while promoting plurilingual and intercultural competences. The contributions underline that integration doesn't imply uniformity, but rather an intentional, flexible coordination of language education strategies.