cohesion - European Centre for Modern Languages

ELP_WSU will focus on the role of the ELP, in particular of self-assessment and
self-reflection, in whole-school development processes embracing stakeholders at
different levels (students, parents, teachers, head teachers). The aim is to develop
complementary information packs on the use and the objectives of the ELP for
various stakeholders.
ELP_TT2 will disseminate the ELP teacher training kit developed at the ECML
within the second medium-term programme.
New strategy for multilingualism in the European Union: policies
and tools
Following the principles well established by the Council of Europe, the promotion of
language learning and of individual multilingualism, combined with an emphasis on
linguistic diversity has been a corner stone of the EU’s educational policy since the
Socrates-Lingua programme promoting language teaching and learning came into force
in 1989. The more recent years have seen the promotion of an inclusive language
education policy, in support of the learning of all languages, including regional or
minority, migrant and major world languages.
The learning of languages in the EU is no longer regarded as being beneficial to the
individual citizen only, but as being of special value for the achievement of the aims
specified within the Lisbon Strategy for economic growth and social cohesion.
Improving foreign language learning in the member states was included as a specific
objective in “Education and Training 2010”, the education and training component of
the Lisbon Strategy (European Commission 2002). Communication in foreign
languages was listed as one of the eight key competences for lifelong learning in the
European Qualifications Framework (EQF) (European Commission 2006).
A Language Passport, adopted from the European Language Portfolio, was integrated
in the Europass scheme offering tools for the implementation of the EQF. The Action
Plan “Promoting Language Learning and Linguistic Diversity 2004-2006” (European
Commission, 2003) put forward several concrete proposals for action at national level
leading to a general consensus on basic issues such as the importance of languages as a
key competence in a lifelong learning perspective, the need for teaching pupils at least
two foreign languages in their initial education, and the necessity of quality language
teaching and transparent assessment. Reforms launched or supported by the Action
Plan have focused on such areas as:
review of the educational system in the light of a lifelong language learning
approach;
introduction of early language learning;
introduction of Content and Language Integrated Learning (CLIL) in curricula;
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