On the basis of a recently concluded dissertation at Goethe University Frankfurt (forthcoming as Nijhawan, 2022b), this presentation proposes multilingual education as a panacea towards teaching global 21st century challenges in secondary schools. The nexus of language and culture is well-accepted (Kramsch, 1993, 1998). On a larger level, it can be described as a twinning of multitingualism with cosmopolitanism. At first, the theoretical part sketches a conceptual framework with a competence model for the promotion of global discourse competence to prepare students for democratic participation within a transnational civil society. Its idea of thought is rooted in suggesting the construction of multilingual ‘cosmopolitan classroom glocalities’ for the genesis of 21st century skills in a glocal world (Nijhawan, Elsner & Engartner, 2021), ultimately uniting globalization and localization as often wrongly diametrically labeled concepts (Robertson 1990, 1995). The example of #climonomics (see references), a multilingual EU parliamentary debate about climate change held with 200 students in 2019, illustrates its practical realization within school education and exemplifies the contribution to education for sustainable development (ESD) and the value of democratic and participatory learning arrangements.



Empirical data will thereafter be presented twofold. At first the genesis of a comprehensive content and language integrated learning (CLIL) model with first language (L1) use through translanguaging, designed together with students of a 10th grade CLIL classroom in Germany, will be reconstructed (Nijhawan, 2022a). The model offers affordance-based and differeniated teaching and learning methods, in order to tap upon individual resources and to cater individual needs (learner types) within a superdiverse world society (Vertovec, 2007) that is mirrored by multilingual and heterogenous classrooms - concomitantly recognizing and acknowledging diversity as a strongly desired and welcomed development of globalization. Classroom scenes of the famous degrowth vs. green growth debate were documented as thick description (Geertz, 1973) for understanding the novel dynamics the model emits. The influence of the resulting bilingual dynamism have the potential to put emotio and ratio into equilibrium, strongly desired for global education and ESD, respectively. Multilingual learning arrangements, as it is concluded, have the potential to productively integrate emotions into learning, valuing their positive contribution as prerequisite for empathy (Davis, 2006) towards appropriate and multilayered political judgments, as a harbinger of more global justice and solidarity in a glocal world.

A part of the presentation intends to present design-based action research (DBAR), a hybrid of design-based research and action research, as a research instrument that consolidates didactical theory with school practice. This pragmatic approach, in accordance with Dewey (1938) as well as Schön’s (1983) plea for reflective practitioners, enables stakeholder participation (students and teachers) within academic research and thus renders practical knowledge to be scientific. DBAR can be seen as a democratic approach to academic inquiry into teaching (Nijhawan, 2017). Presenting the method as a best practice example of integrating stakeholders on eye level with academic researchers, will be au pair with the results, because DBAR can be seen as remedy towards rendering teaching, learning and research to be more democratic, strongly promoting ownership and empowerment already during formal education. NB: The idea of DBAR was published at first by Nijhawan (2017), open access in the Studia Paedagogica journal that cooperates with the ‘European Educational Research Association’.

The outcomes/findings that will be presented in short can be summarized threefold: - a conceptual framework towards transforming educational spaces into cosmopolitan classroom glocalities, for the promotion of 21st century skills in a globally interconnected world; - a tangible multilingual teaching model with judicious and principled L1 use; - a framework to use multilingualism for making emotions visible and productive during teaching, as prerequisite for more global justice and solidarity.

Davis, M. H. (2006). Empathy. In J. E. Stets & J. H. Turner (Eds.), Handbook of the sociology of emotions (443-474). New York, NY: Springer. Dewey, J. (1938). Experience and education. New York: The Macmillan Company. Geertz, C. (1973). The interpretation of cultures: selected essays (Vol. 5019). New York: Basic books. Kramsch, C. J. (1993). Context and culture in language teaching. Oxford: Oxford University Press. Kramsch, C. J. (1998). Language and Culture. Oxford: Oxford University Press. Nijhawan, S. (2017). Bridging the gap between theory and practice with ‘design-based action research’. Studia Paedagogica: Special issue on Teacher Education and Educational Research, 22(4), 9-29. doi:10.5817/SP2017-4-2 Nijhawan, S. (2020). Finding the ‘perfect equilibrium of emotional and rational learning’ in content and language integrated learning (CLIL) in the social sciences. In M. Simons & T. Smits (Eds.), Language education and emotions: research into emotions and language learners, language teachers and educational processes (181-201). London: Routledge. Nijhawan, S., Elsner, D., & Engartner, T. (2021). The Construction of Cosmopolitan Glocalities in Secondary Classrooms through Content and Language Integrated Learning (CLIL) in the Social Sciences. Global Education Review, 8(2-3), 92-115. Nijhawan, S. (2022a). Translanguaging... or ‘trans-foreign-languaging’? A comprehensive CLIL teaching model with judicious and principled L1 use. Translation and Translanguaging in Multilingual Contexts (TTMC), 8(2). Nijhawan, S. (2022b, forthcoming). Multilingual CLIL in the Social Sciences. A Design-based Action Research Approach to Teaching 21st Century Challenges with a Focus on Translanguaging and Emotions in Learning. Stuttgart: Ibidem Press. Robertson, R. (1990). Mapping the global condition: globalization as the central concept. Theory, Culture & Society, 7(2), 15-30. doi:10.1177/026327690007002002 Robertson, R. (1995). Glocalization: time-space and homogeneity-heterogeneity. In M. Featherstone, S. Lash, & R. Robertson (Eds.), Global Modernities (25-44). London: Sage. Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books. Vertovec, S. (2007). Super-diversity and its implications. Ethnic and Racial Studies, 30(6), 1024-1054. doi:10.1080/01419870701599465 Information on the #climonomics conference: http://polecule.com/2019/11/05/climonomics-so-lief-unsere-mehrsprachige-eu-klimakonferenz-fuer-schuelerinnen-25-10-2019/