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					<Title> Pluralingualism in multilingual Europe </Title> <META name="description" conten t=" "> <META name="key words" content="multilin gual education teacher training language proficiency recommendations, OTH, ENL, T06 "> <!--PICOSEARCH_ SKIPALLSTA RT-->

European Year of Languages – Berlin, 28-30 June 2001. WORK SHOP REPORT: MULTILINGUAL EDUCATION PLURALINGUALISM IN MULTILINGUAL EUROPE P. Van de Craen, coordinator, rapporteur Vrije Universiteit Brussel & European Language Council

Multilingual education is considered to be a key issue in European education. The workshop examined a number of good practices from Sweden, Germany, Belgium, Finland, England, Switzerland, France, Spain and Italy. The discussion of the theoretical and practical aspects of issues related to the implementation of multilingual education, also referred to as plurilingual education, led to the following general recommendations. Recommendations 1. In order to spread multilingual education more rapidly throughout Europe and in order to comply with the 1+2 recommendation from the White Paper action from all the member states is badly needed. 2. The best results as far as language proficiency is concerned are obtained with those methods where some form of content and language integrated learning i (CLIL) is used. i.e. those methods where part of the curriculum is taught in the target language or languages. 3. In countries where English threatens to prevail to the detriment of other foreign languages it is recommended to opt for English as a third foreign language and to promote another foreign language as the second one. 4. Regional languages such as Catalan, Frisian, Welsh, ... are highly suited for a CLIL environment. 5. The current tendencies to teacher professionalisation throughout Europe should taken into account the opportunities for multilingual education. 6. Teachers should be encouraged to travel more to areas where multilingual education is actually taken place. 7. ICT should be exploited more towards aspects of multilingual education especially in those areas where there is a teacher shortage. In addition the following needs were identified.

Needs 1. There is a need for an overview of activities related to multilingual education destined for school authorities regarding multilingual education in Europe. 2. There is a need for teaching material suited for multilingual education.

3. There is a need for teacher education in the area of multilingual education. The Advanced Level Programme in Multilingual Education is a modest step in that direction.. 4. There is a growing need for reserach in the area of multilingual education throughout Europe the more so since no large scale research regarding this area is available. 5. There is a need for positive action as some member state school authorities seem reluctant to support new language pedagogies supporting multingual education.