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

2. Explains the principles and recommendations of the Council of Europe

3. Analyses the strengths and weaknesses of current language education policy

4. Provides a tool for identifying and examining the relevant factors

5. Describes a range of technical forms of organisation of language education

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

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

8. Multilingualism The presence of languages in a given territory

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

10. For everyone to develop and improve their linguistic repertoire

11. To do so through autonomous acquisition

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

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

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

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

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

17. Transversal competence Linking the teaching of different languages to one another

18. Vertical Across the different levels of education

19. Horizontal Finding common core language content

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

21. 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