Introduction The Manifesto for Languages produced by the APPG (All-Party Parliamentary Group on Modern Languages 2014) argued that the UK needs to have a strategy for ‘national recovery in language learning’. The Manifesto calls for a set of important commitments to be made by the political parties in the next general election, which would form a Framework for National Recovery in Language Learning. In this document it is suggested that £48 billion could be added to the UK economy if ‘national competence in languages is revived’. The Manifesto exposes the severity of language learning decline at different levels.

Ovaj je članak sažetak izvješća koje je napravljeno za LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe; Jezici u urbanim kontekstima: integracija i raznolikost u Europi) projekt i mrežu. Projekt je financiran iz Programa Europske unije za cjeloživotno učenje 2011.-2014., temeljem prikupljenih primarnih i sekundarnih podataka. Ovaj se sažetak fokusira na višejezičnost u osnovnoškolskom obrazovanju. Cjelovito izvješće govori o višejezičnosti u nekoliko ostalih područja: javnoj, gospodarskoj, privatnoj sferi te urbanim prostorima (dostupno na: www.urbanlanguages.eu) S obzirom na veličinu, stanovništvo i složenost Londona u radu je posebna pažnja usmjerena na lokalnu jedinicu (od postojeće 33): grad Westminster koji je zemljopisno srce ove metropole. Westminster je na mnogo načina predstavnik jezičnih trendova u Londonu. To pokazuje neke od najistaknutijih obilježja višejezičnosti Londona, kao što je izvanredna lingvistička raznolikost sa širokom rasprostranjenošću jezika, pri čemu niti jedan jezik nije dominantan. Cilj ovog istraživanja je stjecanje uvida u iskustva višejezičnih učenika u Londonu s obzirom na obrazovnu praksu i relevantne politike. Primarne podatke prikupio je tim od četiri istraživača koji su konzultirali 82 stručnjaka relevantna za identificirana područja prakse. Korištene su metode intervjuiranja i anketiranja. Uzorkovanje je svrhovito obuhvaćalo relevantne struke: obrazovanje, socijalni rad, javne službe, policiju i financije te stručnjake iz poslovnog sektora. Teorijski okvir za razvoj ovog pristupa je tipologija uporabe jezika koja razlikuje: simboličku, pragmatičnu i autoritativnu primjenu jezika.

Abstract Educators working in diverse contexts and looking to promote language learning, as well as maintaining home languages, often encounter resistance and negativity directed towards a wide range of languages resulting in language loss at the individual level and language death at a societal level. On the other hand, a small number of languages are regarded as high status languages, in demand to study and speak. This paper has two aims: firstly, to identify processes which result in different attitudes to languages, which will be termed: language hierarchies and, secondly, to suggest an innovative way of creating conditions for development of ‘hierarchy-free education policy and practice’. In order to exemplify these processes the author’s previous research conducted in London and Cardiff is used. Hierarchy-free policy and practice is promoted as a necessary condition for sustainability of endangered languages. The second part of this paper introduces the concept of: ‘Healthy Linguistic Diet’ (Mehmedbegović 2011) and makes a proposal based on this concept for a new, cognitive-based approach to policy and practice in education which would help eradicate language hierarchies. This section presents latest research evidence from cognitive neuroscience, which supports the argument that all stakeholders in education and wider society would benefit from a shift in attitudes and approach to bilingualism and learning other languages. The benefits at the individual and societal level are so significant that acting on this evidence is not only an educational, but also a health and moral imperative too. In the conclusion, I give recommendations in terms of how this new strategy could be developed and implemented.

Many types of human behaviour, from scientific research to political decision-making, are based on implicit assumptions, considered to be so self-evident that they do not need any further justification. Such assumptions are particularly powerful in topics related to language: one of the most universal and fundamental human abilities and a prerequisite for social life, civilisation and culture. They become a driving force in the current debates about multilingualism.We identify three central assumptions underlying key controversies related to language: (a) the "limited resources model" assuming that learning languages has a detrimental effect on learning other subjects, (b) the notion that the "normal" state of human brain, mind and society is either monolingualism, or a strong dominance of a "mother tongue", accompanied by less relevant "additional" languages, (c) the belief that the aim of language learning is a "native-like" proficiency and anything that fails to reach it has only limited value.Combining radically different academic backgrounds (education and cognitive neuroscience) and methodologies (qualitative and quantitative) we examine how these assumptions influence attitudes towards multilingualism. We evaluate the available empirical evidence and explore conceptual common ground, from the design of school curricula to the promotion of healthy ageing. We conclude that our perspectives complement each other, providing a valuable tool to inform language policy.Bien des comportements humains, des recherches scientifiques aux prises de décisions politiques, sont basés sur des hypothèses implicites, considérées comme si évidentes en elles-mêmes qu'elles ne nécessitent donc pas de justifications supplémentaires. Ces hypothèses sont particulièrement pertinentes sur les sujets concernant le langage, capacité humaine la plus universelle et la plus fondamentale, et pré-requis pour la vie en société, la civilisation et la culture. Ces hypothèses jouent un rôle moteur dans les débats actuels sur le multilinguisme.On distingue trois hypothèses majeures subordonnées aux controverses clés liées au langage: a) "le modèle à ressources limitées" qui défend l'idée que l'apprentissage des langues se fait au détriment de l'apprentissage d'autres matières, b) la notion selon laquelle l'état "normal" du cerveau humain, de la pensée et de la société est, soit le monolinguisme, soit une forte domination de la langue maternelle, accompagnée de langues additionnelles moins pertinentes, c) la croyance selon laquelle le but de l'apprentissage des langues est d'atteindre le niveau de compétence d'un locuteur natif et que tout échec à y parvenir en limite la valeur.L'association de nos formations académiques (éducation et neurosciences cognitive) et de nos méthodologies (qualitative et quantitative) qui sont radicalement différentes, nous permettent d'examiner comment ces hypothèses influencent les nombreuses théories au sujet du multilinguisme. Nous analysons les résultats empiriques disponibles et explorons les points communs conceptuels depuis l'élaboration des programmes scolaires jusqu'à la sensibilisation au vieillissement sain. Nous en concluons que nos perspectives se complètent les unes les autres et offrent un précieux outil qui contribue au développement de la politique linguistique.

In the current climate of increased influx of migrants into European countries, understanding how to engage with diversity in order to utilize it as a resource is becoming essential for supporting inclusion in education and society. Schools are often first sites of intercultural experiences for children and young people recently arrived to a host country. Educators and other professionals in public services facilitating equality of opportunity and equality of access for diverse school communities often lack opportunities to develop skills and insights relevant to new everyday challenges. The LUCIDE (Languages in Urban Settings for Inclusion and Diversity in Europe) network of research partners was established with the aim to provide insights and develop guidance that would support institutions (schools, councils, universities, hospitals) and local and national economies to gain better understanding of complexities involved in providing services in highly diverse contexts. LUCIDE consisted of 16 partners based in 13 European cities (two in London) and two cities outside of Europe. All partners had pre-existing activities focused on researching and promoting multilingualism within urban contexts of different types. Some cities in the LUCIDE network have had multilingualism as an integral part of their functioning over a long period throughout centuries of their history, while others started experiencing it as a recent impact of new patterns of migration. The European city partners were Athens, Dublin, Hamburg, Limassol, London, Madrid, Osijek, Oslo, Rome, Sofia, Strasbourg, Utrecht, and Varna. The two outof-Europe partners were Ottawa and Melbourne. This feature in the London Review of Education brings to its readers papers from four LUCIDE partner cities: Limassol, Rome, Strasbourg, and Ottawa (with the latter’s research here comparing the services in Montreal and Vancouver). These papers have been selected to provide insights into new explorations of multilingualism in cosmopolitan cities. The term ‘cosmopolitan cities’ is used to place the emphasis on a positive approach to diversity stemming from the premise that diversity is a resource for individuals and societies. The LUCIDE network directly built upon the LETPP (Languages in Europe: Theory, Policy and Practice) project, funded in 2010 by the EU Lifelong Learning Programme. The LETPP vision was that multilingual cities would be trailblazing new ways to approach and utilize diversity. The LUCIDE network proposal aimed to extend the aims and delivery of this project, and was developed and funded by the European Commission Lifelong Learning Programme from December 2011 to November 2014. Its main activities were to carry out research as the basis for developing guidelines for multilingual cities relating to the following five spheres:

This report is produced for LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe) project and network, funded by the EU Lifelong learning programme 2010- 2014, based on the collected primary and secondary data. It includes a brief historic overview of London’s demolinguistic features and a range of evidence relevant to current manifestations of multilingualism and plurilingualism in this global city. Considering the size, population and complexity of London our specific focus is on one local authority (out of an existing 33): the City of Westminster, geographically the heart of this metropolis. Westminster is in many ways representative of London language trends. It shows some of the most prominent features of multilingualism in London: an extraordinary linguistic variety with a wide distribution of languages, where no one language is dominant. Nevertheless, we also make reference to examples of multilingualism from outside Westminster, when we have considered it to be pertinent.

This report is produced for LUCIDE (Languages in Urban Contexts: Integration and Diversity in Europe) project and network, funded by the EU Lifelong learning programme 2010-2014, based on the collected primary and secondary data. It includes a brief historic overview of London’s demolinguistic features and a range of evidence relevant to current manifestations and positioning of multilingualism in this global city. Considering the size, population and complexity of London our specific focus is on one local authority (out of existing 33): the City of Westminster, geographically the heart of this metropolis. Westminster is in many ways representative of London language trends. It shows some of the most prominent features of multilingualism in London: an extraordinary linguistic variety, very random distribution and consistent increases in the number of speakers and languages. Nevertheless, we also make reference to examples of multilingualism from outside Westminster, when we have considered it to be pertinent.

Aujourd’hui, la globalisation est largement en debat dans l’espace public et dans les media. On lui impute la responsabilite de la plupart des maux de la modernite en meme temps qu’on la reconnait comme la source d’une prosperite jamais atteinte. En premiere ligne de la globalisation : les milieux urbains qu’on nomme « villes globales » (Sassen 2001) ou se concentrent les activites des entreprises, le capital humain, les flux d’information, les activites culturelles et politiques. Les soixante villes reperees dans le monde comme villes globales, sont celles qui affrontent les defis et les complexites d’un monde globalise en faisant emerger de nouvelles identites qui ne se rattachent plus aux nations et en absorbant une proportion importante des migrations globales.Differentes disciplines de sciences humaines, telles que la geographie, l’economie, les recherches sur les flux migratoires, ont produit du savoir scientifique sur les villes globales mais les questions educatives semblent avoir ete oubliees. Ainsi, les differents systemes de classification des villes globales existants, negligent les dimensions educatives de ces villes alors qu’on sait le role cle de l’ecole pour faciliter l’integration des populations immigrees et la reduction des tensions ethniques. Cette situation s’explique probablement par l’absence de recherches en education sur les problematiques educatives partagees par les villes globales. C’est a cette lacune que le London Education Research Center se propose de remedier en initiant un reseau de recherche sur les politiques et les pratiques educatives dans les villes globales (Global Cities Education Network). Ce reseau associe des equipes de recherche basees a New York, Paris, Tokyo, Beijing, Toronto, Los Angeles, Chicago, Sydney et Lisbonne.globalisation, villes globales, reseau.