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How policies influence multilingual education and the impact of multilingual education on practices

  • Piet Van de Craen , Jill Surmont , Evy Ceuleers and Laure Allain
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Exploring the Dynamics of Multilingualism
This chapter is in the book Exploring the Dynamics of Multilingualism

Abstract

In this contribution two questions are addressed namely what is the influence of policy on multilingual education and what is the impact of multilingual education on practices? By multilingual education is meant content and language integrated learning or CLIL. This paper is organized in three parts. In the first part the influence on policy on multilingual education is studied on two levels. First, the local level, i.e. the region of Flanders in Belgium and, second, the European level will be examined. The second part will study the impact of multilingual education on practice by researching two selected secondary schools, one vocational and one elite school by means of a number of tenets that include linguistic and non-linguistic ones. The main task of the Dylan project was to show the importance of multilingualism in a variety of ways. One of the most important aspects is education at both university and secondary level that should ideally be built upon multilingual primary education. Current scientific research has mainly focussed on aspects of language education while we advocate the idea that learning in another language has a major influence on a number of factors that eventually create better learners. In this way this approach is, first, a contribution to the advantages of multilingualism and, second, a plea for educational innovation via language education. Finally, a number of theoretical pathways are identified to illustrate our major conclusion that opens the way toward a new educational paradigm.

Abstract

In this contribution two questions are addressed namely what is the influence of policy on multilingual education and what is the impact of multilingual education on practices? By multilingual education is meant content and language integrated learning or CLIL. This paper is organized in three parts. In the first part the influence on policy on multilingual education is studied on two levels. First, the local level, i.e. the region of Flanders in Belgium and, second, the European level will be examined. The second part will study the impact of multilingual education on practice by researching two selected secondary schools, one vocational and one elite school by means of a number of tenets that include linguistic and non-linguistic ones. The main task of the Dylan project was to show the importance of multilingualism in a variety of ways. One of the most important aspects is education at both university and secondary level that should ideally be built upon multilingual primary education. Current scientific research has mainly focussed on aspects of language education while we advocate the idea that learning in another language has a major influence on a number of factors that eventually create better learners. In this way this approach is, first, a contribution to the advantages of multilingualism and, second, a plea for educational innovation via language education. Finally, a number of theoretical pathways are identified to illustrate our major conclusion that opens the way toward a new educational paradigm.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction ix
  4. Part I. Companies
  5. Chapter 1. Multilingual practices in professional settings 3
  6. Chapter 2. The practical processing of plurilingualism as a resource in professional activities 33
  7. Chapter 3. Multilingualism and diversity management in companies in the Upper Rhine Region 59
  8. Chapter 4. Representations of multilingualism and management of linguistic diversity in companies 83
  9. Chapter 5. A social representational perspective on languages and their management in the Danish corporate sector 101
  10. Chapter 6. What can Gaelic teach us about effective policy through planning? 121
  11. Chapter 7. Language diversity management on corporate websites 137
  12. Part II. European institutions
  13. Chapter 8. Language competence and language choice within EU institutions and their effects on national legislative authorities 157
  14. Chapter 9. EU and lesser-used languages 179
  15. Chapter 10. Dynamics of multilingualism in post-Enlargement EU institutions 205
  16. Part III. Higher education
  17. Chapter 11. Accomplishing multilingualism through plurilingual activities 229
  18. Chapter 12. Multilingual higher education between policies and practices 253
  19. Chapter 13. Plurilingualisms and knowledge construction in higher education 279
  20. Chapter 14. Language policies in universities and their outcomes 299
  21. Chapter 15. Policies and practices of multilingualism at Babeş-Bolyai University (Cluj, Romania) 323
  22. How policies influence multilingual education and the impact of multilingual education on practices 353
  23. Part IV. Transversal issues
  24. Chapter 17. Assessing efficiency and fairness in multilingual communication 365
  25. Chapter 18. English as a lingua franca in European multilingualism 387
  26. Chapter 19. Europe’s multilingualism in the context of a European culture of standard languages 407
  27. Conclusion 429
  28. Index 437
https://doi.org/10.1075/mdm.2.16cra

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Introduction ix
  4. Part I. Companies
  5. Chapter 1. Multilingual practices in professional settings 3
  6. Chapter 2. The practical processing of plurilingualism as a resource in professional activities 33
  7. Chapter 3. Multilingualism and diversity management in companies in the Upper Rhine Region 59
  8. Chapter 4. Representations of multilingualism and management of linguistic diversity in companies 83
  9. Chapter 5. A social representational perspective on languages and their management in the Danish corporate sector 101
  10. Chapter 6. What can Gaelic teach us about effective policy through planning? 121
  11. Chapter 7. Language diversity management on corporate websites 137
  12. Part II. European institutions
  13. Chapter 8. Language competence and language choice within EU institutions and their effects on national legislative authorities 157
  14. Chapter 9. EU and lesser-used languages 179
  15. Chapter 10. Dynamics of multilingualism in post-Enlargement EU institutions 205
  16. Part III. Higher education
  17. Chapter 11. Accomplishing multilingualism through plurilingual activities 229
  18. Chapter 12. Multilingual higher education between policies and practices 253
  19. Chapter 13. Plurilingualisms and knowledge construction in higher education 279
  20. Chapter 14. Language policies in universities and their outcomes 299
  21. Chapter 15. Policies and practices of multilingualism at Babeş-Bolyai University (Cluj, Romania) 323
  22. How policies influence multilingual education and the impact of multilingual education on practices 353
  23. Part IV. Transversal issues
  24. Chapter 17. Assessing efficiency and fairness in multilingual communication 365
  25. Chapter 18. English as a lingua franca in European multilingualism 387
  26. Chapter 19. Europe’s multilingualism in the context of a European culture of standard languages 407
  27. Conclusion 429
  28. Index 437
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