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The author starts out from a review of the relationship between language didactics and other fields of research giving inspiration to it (learning psychology, linguistics, second language acquisition research, anthropology), exploring whether constructivism might be one of these fields. He criticizes that in order to explain constructivist perspectives on learning, constructivists tend to use „instructionalism” as a background against which to position their own ideas, „instructionalism”, however, being a construct of outdated, if not invalid, positions. He describes fundamental principles of constructivism and their application to language didactics, maintaining that many didactic recommendations originate from a superficial transfer of hypotheses on brain function onto learning activities. Nevertheless constructivism proves its use as an idea generator and touchstone.

The author comments on his essay’s title which should refer to a „human being” rather than to a „migrant”. With examples drawn from literature, theatre and real life he underpins his theory of an increasing malfunction of language as a means of communication. Finally, he reflects on cultural identity and a (German) concept of integration into a target culture.

The author outlines European and German activities and initiatives in the European Year of Languages. In order to bring these initiatives to fruition, it will be necessary to establish the usefulness of language knowledge in the minds of all European citizens. The author’s argument in favour of familiarity with more than one foreign language as a culturally enriching experience culminates in the promise that „monolinguality is curable”.

English is firmly established as a lingua franca, yet in order to preserve cultural variety the mastering of several languages will continue to be indispensable. The author demonstrates in which ways learners profit from knowledge of and comparison between various languages and argues in favour of a common aim of „English plus multilinguality”.

Teaching and learning situations are only super ficially described as transfer of knowledge. Beneath that surface complex processes of understanding influence the teacher-learner as well as the learner-learner interaction. Learners bring previous knowledge, experiences and attitudes into the classroom which may facilitate but also inhibit learning; they are not usually invited to express their beliefs, doubts and expectations and make them part of their individual learning prcoesses. The author describes a pragmatic framework in which learners reflect on their subjective theories so that they can subsequently form an emotional basis for classroom interaction.