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Guide for Plurilingual Education in Europe: Organising and Implementing Language Policies

This guide provides a comprehensive overview of the development and implementation of language education policies, with a focus on plurilingual education. It includes information on linguistic factors, the responsibilities of schools, the importance of plurilingualism, and considerations for decision-making. The guide also addresses technical obstacles and linguistic varieties in education.

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Guide for Plurilingual Education in Europe: Organising and Implementing Language Policies

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  1. Workshop 8/2005 Guide for the Development of Language Education Policies in Europe From Linguistic Diversity to Plurilingual Education Chapter 6: Organising plurilingual education Chapter 4: The Development of LEP – linguistic factors

  2. Chapter 4: The Development of Language Education Policies – Linguistic factors in decision making • Proficiency in several languages no longer tends to be seen as a useful extra but as essential and basic.

  3. Guide / Schools‘ Responsibility Chapter 6 It is the responsibility of schools to raise interest and awareness of the competence of the human mind to study languages and also to enable its students to become autonomous learners in the long run. In the framework of compulsory education, and then in (upper) secondary, vocational or higher education.

  4. The Guide / Plurilingualism Plurilingualism is the competence to communicate in several languages at different levels. The Overall Objective of Plurilingualism is • to enable people within Europe to communicate with others and • understand the cultural differences better.

  5. Guide /what has to be considered? • 6.1. Decision on objectives and according to educational context: • Language teaching considers characteristics (border regions, migration, etc.) • Coordinate various language courses (grammar, literature, CLIL, etc. - other subjects /working language) • Syllabuses • Levels and standards • Topics (teaching materials) • Involving educational establishments (schools, language centres, etc.) • Compulsory or optional • Format (times, hours, etc.) • Assessment and certification

  6. Guide / Bilingual/Plurilingual Education 6.2.2. Technical obstacles: • Costs: cheaper: by content through FL, costs higher: additional posts (beginning) • Teacher qualifications / profiles: one or two subjects • Co-teachers • Workload and timetables • Assessment: internal : external examinations

  7. Guide / Bilingual/Plurilingual Education 4.1.Linguistic varieties at school: bilingual education – language of instruction: • Language used in its basic sense – to communicate information on subject matter • Dífferent forms of Bilingual Education: • Subject teacher + co-teacher • Subject taught in FL – 1 teacher - saves money • Oral and written variations mixed (2 languages) • Different days : different languages • Minority language: official language • “new language” for all kids

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