[lg policy] Intercultural cities: good practice examples

[Harold Schiffman]

 Intercultural cities: good practice examples
<http://twitter.com/home/?status=https://www.coe.int%2Fen%2Fweb%2Finterculturalcities%2F-%2Fproject-centre-of-language-and-literacy->
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The Intercultural city aims at building its policies and identity on the
explicit acknowledgement that diversity can be a resource for the
development of the society.

The first step is the adoption (and implementation) of strategies that
facilitate positive intercultural encounters and exchanges, and promote
equal and active participation of residents and communities in the
development of the city, thus responding to the needs of a diverse
population. The Intercultural integration policy model is based on
extensive research evidence, on a range of international legal instruments,
and on the collective input of the cities member of the Intercultural
Cities programme that share their good practice examples on how to better
manage diversity, address possible conflicts, and benefit from the
diversity advantage.

This section offers examples of intercultural approaches that facilitate
the development and implementation of intercultural strategies.
Compilation of Good Practices from ICC Cities 2017
<http://rm.coe.int/compilation-of-good-practices-from-icc-cities-2017/168076fee0>
Project “Centre of language and literacy”
Implement policy and develop practices on language and literacy, second
language learning and active bilingualism by supporting teachers and staff
in pre-schools, primary schools and after-school activities
>From September 2017 onwards

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The project “Centre of language and literacy” is run by the Department of
Education and Youth of the City of Reykjavik and implemented thanks to
co-operation with the Mother Tongue association.

Due to the consistently rising number of immigrant families in the capital
of Iceland and the difficulties that students, parents and teachers
experience with this increase, the Department of Education and Youth
initiated the project “Centre of language and literacy”. The project is a
follow-up to, and part of, the Education and Youth Department’s action plan
in literacy policy and policy on multicultural education and leisure
entitled “The World is Here”.

The centre covers that policy’s emphasis concerning the teaching of
Icelandic as a second language, active bilingualism and co-operation
between parents and schools. To unite the aims of the aforementioned
policies, the department included mother-tongue teachers and language
facilitators as team members.

The project is directed to everybody involved in the education process –
students, parents and employees in pre-schools, primary schools,
after-school centres, as well as other specialists. Teachers obtain
counselling, advice, courses, cross-cultural training and support on how to
work specifically and meaningfully with immigrant pupils. The role of
facilitators is to support preschool teachers and other employees to build
up a rich language and literacy environment in all preschools in the city.
They also support primary school teachers in making study programmes that
work best for mixed language groups. Facilitators are also educators for
all employees in both pre-schools and primary schools.

After two years of implementation, the impact of the action will reviewed
by the department responsible.

*For More Information*

   -
   http://reykjavik.is/sites/default/files/ymis_skjol/skjol_utgefid_efni/fjolmenningarstefna_uppsett_enska_n.pdf
   - https://www.facebook.com/Midjamalsoglaesis/



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 Harold F. Schiffman

Professor Emeritus of
 Dravidian Linguistics and Culture
Dept. of South Asia Studies
University of Pennsylvania
Philadelphia, PA 19104-6305

Phone:  (215) 898-7475
Fax:  (215) 573-2138

Email:  haroldfs at gmail.com
http://ccat.sas.upenn.edu/~haroldfs/

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