Co-Crossing Borders through Neighbouring Languages Teaching and Learning
The CoBLaLT model and school communities’ perceptions of language policy in their border regions
Abstract
Border studies in Europe have traditionally been shaped by disciplines such as law, sociology, geography and history. However, the humanistic and educational dimensions— particularly those related to language education—remain under-recognised in both value and practical application. In border regions such as those between Italy and Slovenia, language plays a critical yet often overlooked role in fostering integration, collaboration, and social cohesion. This paper aims to reframe the discourse by placing applied and educational linguistics, language policy and pedagogy, and geopolitical awareness within school communities at the centre of border-related inquiry. It begins with an analysis of territorial policy frameworks in border regions, drawing on the example of the Gorizia– Nova Gorica 2025 European Capital of Culture initiative, the policies of the European Grouping of Territorial Cooperation (EGTC), and the Adriatic–Ionian Euroregion. This analysis is anchored in relevant European recommendations and communications on border region policies. The paper then introduces a methodological proposal for language education – the CoBLaLT method -, developed and validated through recent fieldwork on the Italian, Slovenian and Croatian border. Particular attention is given to a research segment that explores how participating school communities perceive the lack of coherent language policies in their cross-border context. The study concludes by underscoring the relevance and potential impact of integrating humanistic research—such as the work presented here—into the formulation of policies for border regions, complementing and enriching traditional sectoral approaches.
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