Education for responsible persons, tourists and hosts through knowledge of neighbouring countries' languages in cross-border areas

The presented study aims to address the subject of educating youngsters in cross-border regions to be responsible persons, tourists, hosts and neighbours, to accept cultural pluralism, and to raise awareness that knowledge of neighbouring countries' languages supports cross-border cooperation.

The approach double-checked theory and legal regulation, and children's knowledge of neighbouring countries' (Slovenia, Hungary, Austria, and Croatia) languages was empirically researched. Indirectly, parental attitudes were examined. The study focused on Slovene and Hungarian languages and on their trans-border (or: cross-border) tourism as a cultural rather than economic topic.

Cross-border tourism depends also on mutual understanding as a precondition of ethics of interdependence as a precondition of the requisite holism of one's approach via social responsibility enabling the well-being of both tourists and hosts. The socio-linguistic and socio-cultural aspects of neighbouring regions, e.g. Slovenia's Prekmurje and Hungary's Örseg, can support positive interaction between ethnic groups and enhance effective cross-border collaboration, including tourism. Poor knowledge of neighbouring countries' languages submits communities to third languages and hinders these trans-border experiences, making the regions a shared destiny maintaining their cultures, languages and identity. Language learning therefore must start at the earliest possible age.

This case study advocates cross-border educational and cultural policy that (primary) schools should increase the awareness of the dependence of cross-border peace, positive stereotypes, economies and tourism on knowledge of neighbouring countries' languages and socially responsible (young/future) persons, tourists and hosts.