Empowering Indigenous and Non-Dominant Voices: Three Initiatives from the IDIL for Language Vitalization and Advocacy

Shannon Bischoff¹, Mary Bischoff¹, Candace Galla²

1: Purdue University Fort Wayne, United States of America; 2: University of British Columbia, Vancouver BC Canada

A Playful Approach to Indigenous Language and Culture Learning: A Community-Designed Card Game

Tereza Hlavackova

Charles Darwin University, Australia

The Derisory Position of Tamazight in the Multilingual Linguistic Landscape of Tizi-Ouzou

Youcef HATEM

Université Mouloud Mammeri Tizi Ouzou, Algérie

The visibility of Romansh in public spaces - Between minority language promotion and the commodification of ethnolinguistic authenticity

Giuanna Caviezel

Universität Zürich, Schweiz

Monolingual norms or multilingual diversity? Linguistic landscape of three universities in Romania

Enikő Biró

Sapientia Hungarian University of Transylvania, Romania

Teachers’ self-efficacy beliefs and classroom practices in multilingual digital storytelling

Camilla Spaliviero

Università Ca' Foscari Venezia, Italia

Negotiating Multilingual Identity by Swiss and Maltese Student-Teachers

Antoinette Camilleri Grima¹, Edina Krompák²

1: University of Malta, Malta; 2: Pädagogische Hochschule Luzern

Multilingualism as an asset in immersion teaching: maximising its integration in teacher education

Lynn Williams, Dominique Hess

PHBern, Switzerland (Bern University of Teacher Education)

Stessa città, lingue diverse: gli elementi culturospecifici fiumani nei testi letterari italiani e nelle loro traduzioni croate

Iva Peršić

University of Rijeka, Faculty of Humanities and Social Sciences, Croatia

Multilingual Istria: Exploring languages, borders, people, communication, relationships and language learning through the eyes of teenagers and their teachers “in contact”

Irina Moira Cavaion

Znanstveno raziskovalno središče Koper - Science and reserach centre Koper -Capodistria, Slovenia

The place of minority languages in (language) teachers’ preparation for the global context

Irene Zingg

Pädagogische Hochschule Bern, Schweiz

Mobile Assisted Language Learning (MALL) for Minority Languages: What Can Change with AI-Powered Tools?

Izabel Rego de Andrade

Escola da Linguagem, Switzerland

Promoting multilingualism through AI: a trans/lational-languaging project within Portuguese Heritage Language Teaching in Switzerland

Maria de Lurdes Gonçalves¹, Sónia Melo¹, Cristina Flores²

1: Portuguese Embassy / Camões I.P.; 2: Minho University Portugal

«Français pour les bilingues» à Bâle: herausfordernder Brückenschlag zwischen Atelier- und Regelunterricht

Mirjam Egli Cuenat¹, Bernadette Trommer^1,2

1: Pädagogische Hochschule der Fachhochschule Nordwestschweiz, Schweiz; 2: Erziehungsdepartement Basel-Stadt

Percezioni, pratiche didattiche e lingue di minoranza: primi dati dal progetto PEP

Diego Edisson Cortés Velásquez¹, Melissa Lamonaca^1,2, Daniela Zini^1,2

1: Università degli Studi Roma Tre, Italia; 2: Sapienza Università di Roma, Italia