Additional languages at high school from the zone of difference to the zone of transformation

Abstract

We argue that traditional stereotypes of languages learners, such as non-native speakers, prejudices against the developing (additional) language and evaluation styles that focus only on content and skills, but fail to consider how people develop through their multiple experiences, can darken language practices that arise locally. These practices, when recognized, can become resources for the organization of learning and for the transformation in forms of participation in various contexts of everyday life. We note that transformations are mediated by locally situated communications and are open to interpretations. We also take the perspective that people can make use of “differentiated” language practices to participate in experiences with their emerging language and thus achieve their social objectives. We conclude that failure to recognize heterogeneity as a wealth is a great loss, but to recognize it and interpret it in real time is not a trivial accomplishment.