Guide for the Development of Language Education Policies in Europe Language Policy Division

Explains the principles and recommendations of the Council of Europe

Analyses the strengths and weaknesses of current language education policy

Provides a tool for identifying and examining the relevant factors

Describes a range of technical forms of organisation of language education

o Reduce ad hoc decisions o Promote a ‘global concept’ for languages o Stimulate a democratic debate o Ascertain a long-term investment

Plurilingualism the ability to use several languages to varying levels of proficiency for different purposes

Multilingualism The presence of languages in a given territory

To make everyone aware of and value the nature of their linguistic and cultural repertoire

For everyone to develop and improve their linguistic repertoire

To do so through autonomous acquisition

Head teachers  Aware of own opinions  Have an understanding of issues

Head teachers  Responsible for language policy  Develop strategies  Seek resources  Take part in wider decision making arenas, inc. political

Part One Language Education Policies 1. Outlines general policies in Europe 2. Explains plurilingualism as a fundamental principle

Part Two Data and Methods 3. Social factors in decision-making 3. Linguistic factors in decision-making

Part Three Organisational forms of plurilingual education 5. Creating a culture of plurilingualism 6. Organising plurilingual education

Transversal competence Linking the teaching of different languages to one another

Vertical Across the different levels of education

Horizontal Finding common core language content

Diagonal Finding new ways of organising language education e.g. modular

Less a matter of deciding which and how many foreign languages should be taught…than of directing the goals of language education towards the acquisition of a (plurilingual) competence p. 37