Objectives

• • To engage with conceptualisations of multilingualism.

• • To develop an awareness of how citizenship relates to multilingualism in the higher education domain.

• • To critically evaluate the relationship between citizenship education and language learning.

• • To critically examine the nexus between conceptualisations of multilingualism and citizenship.

INTRODUCTION

In Chapter 1 we sought to raise awareness of key conceptualisations of citizenship that will underpin much of the discussion to follow. We also highlighted the potentially transformative role of education, and specifically languages education, in developing individuals’ knowledge and understanding of active citizenship to facilitate their engagement with society at this level.

We now move on to introduce the concepts of multilingualism and multiculturalism, in order to explore their relationships with (active) citizenship. Furthermore, we then seek to identify how these notions relate to social cohesion. We will outline different perspectives on multilingualism and multiculturalism, that is to say those who consider these concepts as a challenge (something negative), and those who take them to be an opportunity (something positive). We consider how multilingualism and citizenship interact in higher education settings, as well as in language learning environments. We explore some key tenets of citizenship education, and raise for reflection some possible parallels between language education and citizenship education. We conclude by posing some points for reflection on the interconnectivity between multilingualism and citizenship.