The Council of Europe’s Language Education Policy Profile
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David Little
Abstract
This article begins by summarizing the history of the Council of Europe’s language education policy and goes on to explain the process by which its Language Policy Unit develops Language Education Policy Profiles for member states and for regions and cities in member states. It then draws on the author’s involvement in the Language Education Policy Profiles undertaken for Austria and the city of Sheffield to illustrate the contribution that the process can make to the exploitation and management of diversity in language education policy and practice. It concludes by briefly considering some of the limitations of the Language Education Policy Profile, the aspirations of the Council of Europe’s Languages in/for Education project, and the challenge of converting the ideal of plurilingual and intercultural education into lived reality.
Abstract
This article begins by summarizing the history of the Council of Europe’s language education policy and goes on to explain the process by which its Language Policy Unit develops Language Education Policy Profiles for member states and for regions and cities in member states. It then draws on the author’s involvement in the Language Education Policy Profiles undertaken for Austria and the city of Sheffield to illustrate the contribution that the process can make to the exploitation and management of diversity in language education policy and practice. It concludes by briefly considering some of the limitations of the Language Education Policy Profile, the aspirations of the Council of Europe’s Languages in/for Education project, and the challenge of converting the ideal of plurilingual and intercultural education into lived reality.
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
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Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
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Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
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Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
Chapters in this book
- Prelim pages i
- Table of contents vii
- Introduction 1
-
Part 1. Policies
- Plurilingualism and the challenges of education 15
- The Council of Europe’s Language Education Policy Profile 33
- Australian Language Policy and the design of a national curriculum for languages 55
- Acts of identity in the continuum from multilingual practices to language policy 75
- Minority language instruction in Berlin and Brandenburg 87
-
Part 2. Multilingual practices
- Dynamics and management of linguistic diversity in companies and institutions of higher education 113
- Discourse, representation and language practices 139
- “Because it is my life, and I’m the one who makes choices” – Newcomers in the French education system and career guidance 161
- The effects of language transfer as a resource in instruction 181
-
Part 3. Language development
- Effects of biliteracy on third language reading proficiency, the example of Turkish-German bilinguals 199
- L1 and L2 proficiency in Hebrew English adolescent learners 219
- Developing a written lexicon in a multilingual environment 245
- Index 259
