This special issue includes texts by some of the most currently prominent scholars in the fields of plurilingualism and translanguaging. Coming from diverse geographical and cultural contexts, the authors were invited to share their perspectives on the evolution of plurilingualism, translanguaging and their relation to language teaching and learning. The articles in this special issue illustrate the varied and exciting possibilities that can be afforded by these approaches that aim to locate speakers' fluent, hybrid, multimodal and creative communicative practices at the centre of research and practice. The texts also underscore key commonalities and divergences which demonstrate that these frameworks are best analysed, compared or applied after first acknowledging that they emerge from different research traditions and socio-political backgrounds. Perhaps most importantly, the articles demonstrate that as long as socioeducational inequalities persist there is need for reflection, expansion and complementary actions, especially since both approaches share an interest in social and educational transformation of current models of bi/ multilingual education around the globe.

IntroductionAccording to the latest Eurostat report (2012a) on early school leaving (ESL), Spain has twice the EU-27 rate with 28% of those aged 18 to 24 having completed no more than lower-secondary education and not being involved in further education and training. The same report shows that only 61% of the Spanish population aged between 20 and 24 have completed higher secondary education, compared to the EU-27 average of 79%. At a time when government austerity measures are in place and unemployment is rising, ESL rates in Spain converge with the highest level of youth unemployment of the EU. The fact that 51.68% of Spanish young people aged between 20 and 24 are unemployed is extremely alarming, and the percentages increase among those with less training. These worrying levels have made both ESL and youth unemployment subjects of concern, debate and analysis in the Spanish educational and political agenda.In the context of Spain's particularly acute crisis with respect to both ESL and employment, this article describes the causes and effects of ESL in Spain, bearing in mind current social, political and economic circumstances in both Spain and Europe. An analysis of the causes for the high level of ESL in Spain is a complex task that must take into consideration both structural (exogenous) factors, such as socioeconomy and class, gender, ethnicity or parents' cultural capital, and endogenous circumstances of the Spanish educational system. The article then looks at ESL and social inequality, especially in relation to the labour market, and ends with a few words on possible paths to follow for a more equitable future for all.Before exploring the reasons and consequences of ESL, one must provide a brief overview of the Spanish educational system in order to understand ESL in its historical and political context.

No abstract

No abstract

In this age of communication revolution and intense globalization, there is a growing interest and expectation that individuals be familiar, comfortable and willing to engage in multicultural, international contexts. News of 'global citizen week' and 'global citizen festival'; public and academic debates regarding 'globalization' and an increasing number of media outlets (web pages, twitter accounts, etc.) aimed at 'global citizens' are just a few indicators of a growing sense of shared responsibilitylocally and globallyfor occurrences around the planet. There seems to be an emergent consensus that political, socioeconomic and environmental realities impact multiple levels worldwide and therefore should be engaged from different viewpoints: not just by nation-states but also by individuals, communities, civil organizations, and institutions and transnational networks. Subsequently, it has become more commonplace to hear of the need to educate intercultural, 'global citizens' in order to nurture respect for all and build a sense of belonging to a common humanity (cf. UNESCO Global Citizenship Education). However, this notion of global citizenship can bring to mind a vague, 'culturally-bland', non-political worldstate which is both unrealistic (Parekh, 2003) and difficultif not impossibleto critique. As Pais and Costa (2017) argue, perceptions of global citizenship often encompass parallel but conflicting discourses that, on the one hand promote 'ethical values, social responsibility and active citizenry' (p. 1) and on the other, implicitly endorse neo-liberal tenets of individual and corporate investment and gains. From an educational outlook, increased critical intercultural education has been proposed as a way to move forward (cf. Crosbie, 2014; Ahn, 2015) in an ever more connected world. Given that the unprecedented ubiquity of new media has made interpersonal and mediated channels of intercultural communication inseparable (see Chen, 2012; Chen & Zhang, 2010; Cheong, Martin, & Macfayden, 2012; Shuter, 2011), and that the marks and imprints of macro-level contexts and structural forces on human interactions across cultures are indelible, it behooves the intercultural communication field to direct renewed attention to contemporary studies in global and development communication.