he book’s concept falls within the stream of search for the educational role of language and construction of the individual capital on an individual based on language. The texts included in this book are both of an empirical and theoretical character. They inspire rumination on the problem of the educational role of language at the theoretical level (premises and constructs) and also at the empirical level (experimental settings and practical strategies transferred to the classroom ethnography and situated in various cultures). Thus, the book has a clear innovative potential not only for researchers but also for reflective educators; it prompts a search for the possibilities of constructing developmental language situations by teachers working with students at different educational stages. [...]
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