Miscellanea

[Summary generated by ChatGPT] Overview: Babylonia 4/2005 is a miscellanea issue offering a wide range of reflections, research, and classroom practices rather than focusing on a single theme. Key concerns include language policy in Swiss primary schools, integrated language didactics, the role of literature and theatre in language learning, and multilingualism in educational and social contexts. Key Contributions: The editorial voices a shared teacher concern: despite technological innovations, teacher training, and didactic reforms (e.g. portfolios, CEFR), many feel language learning outcomes have not significantly improved. It emphasizes the value of teacher collaboration, critical reflection, and staying open to new ideas. A notable cluster of articles revisits language policy in Swiss primary schools. Cécile Bühlmann critiques the dismantling of Switzerland’s once-promising plurilingual vision and highlights the marginalization of migrant languages. Gianni Ghisla and Simone Forster analyze cantonal votes on language teaching, examining the tensions between English and national languages. Another focus is the integrated didactics of languages. Susanne Wokusch defines its conceptual foundations, advocating for curriculum coordination across L1, L2, and content-based instruction (CLIL). Rosanna Margonis-Pasinetti explores the feasibility of a single teacher handling three languages. Victoria Béguelin discusses the introduction of new foreign languages at the secondary level. The issue also features classroom-based innovation: Andrea Zank shows how crime novels enhance motivation and language practice in German as a Foreign Language (DaF). Ruth Huber and Michaela Reinhardt present a dynamic workshop based on newspaper theatre, encouraging voice work and critical thinking. Eddo Rigotti reflects on plurilingualism and cultural unity in Europe. Kees de Bot presents data on English proficiency among adolescents in seven countries. Other articles examine Swiss culture in Australian classrooms, interdisciplinary work on Zola, and the potential of podcasts for listening instruction. Conclusion: This issue of Babylonia demonstrates the richness of language education through diversity. From language policy to didactic integration, from literature to performance, it captures the complexity of language learning today. Though not built around a single topic, the collection offers a vivid snapshot of the challenges and creativity defining multilingual education in Switzerland and beyond.