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Table of contents 1. Editors’ Foreword 9 David Newby and Hermine Penz (editors) 2. Introduction Languages for social cohesion: the 2004-2007 programme of the ECML 11 Adrian Butler, Executive Director (2003-2008), ECML Graz Section 1: Perspectives from the Council of Europe 17 3. Message to the ECML Conference 2007 17 Terry Davis, Secretary General, Council of Europe 4. The work of the Council of Europe in language policies and standards 19 Joseph Sheils, Head of the Department of Language Education and Policy, Council of Europe Section 2: Conference keynote speakers 25 5. Language policy for cultural and social cohesion 25 Lucija Čok, Rector, University of Primorska, Slovenia 6. Social cohesion and language learning 35 Joseph Lo Bianco, Professor of Language and Literacy Education, University of Melbourne, Australia Section 3: The contribution of the projects of 47 the ECML’s 2004-2007 programme 7. The achievements of the “A” strand of projects: 47 Coping with linguistic and social diversity: provisions, profiles, materials Frank Heyworth 8. The achievements of the “B” strand of projects: Communication 53 in a multicultural society: the development of intercultural competence Hermine Penz 9. The achievements of the “C” strand of projects: 59 Professional development and reference tools Frank Heyworth 5
Page 1 and 2: Languages for social cohesion Langu
Page 3 and 4: Languages for social cohesion: Lang
Page 5: This publication is dedicated to Ga
Page 9 and 10: Strand D: Innovative approaches and
Page 11 and 12: 1. Editors’ Foreword David Newby
Page 13 and 14: 2. Introduction Languages for socia
Page 15 and 16: The 2004-2007 programme The four th
Page 17 and 18: proceedings, the consultants to the
Page 19 and 20: Section 1: Perspectives from the Co
Page 21 and 22: 4. The work of the Council of Europ
Page 23 and 24: schools, which we initiated as a di
Page 25 and 26: We wish to provide support for a
Page 27 and 28: Section 2: Conference keynote speak
Page 29 and 30: the Council of Europe. The Language
Page 31 and 32: Defensiveness in relation to indivi
Page 33 and 34: economic development of society and
Page 35 and 36: cohesion. The abolition of differen
Page 37 and 38: 6. Social cohesion and language lea
Page 39 and 40: various sites associated with mains
Page 41 and 42: from the past that allow conversati
Page 43 and 44: Perhaps the thinker whose ideas are
Page 45 and 46: Concluding observations This model
Page 47: ROGOFF, B. (1990), Apprenticeship i
Page 50 and 51: The different projects were: VALEUR
Page 52 and 53: conclusion generalising the lessons
Page 54 and 55: THE MENU Hors d’Oeuvres Learners
Page 56 and 57:
Despite the acknowledgement of the
Page 58 and 59:
Project summaries ICCinTE - Intercu
Page 60 and 61:
language teacher education, Strasbo
Page 62 and 63:
The reference tools Two important r
Page 64 and 65:
they get clear educational (languag
Page 67 and 68:
10. The achievements of the “D”
Page 69:
Barbara Loranc-Paszylk discussed En
Page 72 and 73:
proposition 1996/97:110). Another g
Page 74 and 75:
for the aims of mother tongue educa
Page 76 and 77:
Multilingualism in school and with
Page 79 and 80:
12. Taking the minority language be
Page 81 and 82:
this year. 1 For those living in Ir
Page 83 and 84:
of motivation for learning the lang
Page 85 and 86:
13. Developing multilingual awarene
Page 87 and 88:
oth in terms of resources available
Page 89:
activities in other classrooms and
Page 92 and 93:
The need for in-service training of
Page 94 and 95:
organisation of national minority e
Page 96 and 97:
motivating learning environment. Na
Page 99 and 100:
Strand B: Communication in a multic
Page 101 and 102:
on a weekly basis: the students pub
Page 103 and 104:
8. The tutors helped us with French
Page 105 and 106:
16. (Inter)cultural awareness in th
Page 107 and 108:
Illustration of musical instruments
Page 109 and 110:
Finally, the teacher can ask pupils
Page 111:
use. This task encourages students
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Parallèlement, on va chercher à s
Page 116 and 117:
Pour ces enseignants, la notion de
Page 118 and 119:
L'échantillon interrogé comprenai
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18. Weltweite frühkindliche Vermit
Page 123 and 124:
Bisher verfügbare Materialien: Die
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Erprobungsfassung In etwa 100 Kinde
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it was assumed that writing should
Page 130 and 131:
Materials The experimental (CLIL) g
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Group Experimental group A Experime
Page 135 and 136:
Strand D: Innovative approaches and
Page 137 and 138:
the definition of activities as pro
Page 139 and 140:
21. … from a distance: Teaching l
Page 141 and 142:
Illustration 1. Overview of tools u
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Tutor role The feedback shows that
Page 145 and 146:
22. Online Language Teaching in the
Page 147 and 148:
Slovak University of Technology - B
Page 149 and 150:
Mobility Today, great importance is
Page 151:
LEDER, G., REIMANN, N. and WALSH, R
Page 154 and 155:
et Emilangues ont une envergure nat
Page 156 and 157:
Four other projects must be mention
Page 159 and 160:
25. Language education in a multili
Page 161:
LAMB, T.E. and REINDERS, H. (eds) (
Page 164 and 165:
There can be no doubt that this wil
Page 167 and 168:
27. Towards plurilingual approaches
Page 169:
Dissemination For an institution li
Page 172 and 173:
Language teacher education At prese
Page 174 and 175:
quality assurance in testing and as
Page 176 and 177:
ased testing at universities is hig
Page 178 and 179:
MORROW, K. (ed.) (2004), Insights f
Page 180 and 181:
Continuity as a thematic strand in
Page 182 and 183:
This will help develop transversal
Page 185 and 186:
31. Expected contributions of ECML
Page 187 and 188:
Enseignement précoce des langues m
Page 189 and 190:
32. Expected contribution of the EC
Page 191 and 192:
developers and authors, so that the
Page 193 and 194:
33. Expected contribution of the ne
Page 195 and 196:
MARILLE will examine teachers’ st
Page 197 and 198:
ELP_WSU will focus on the role of t
Page 199:
References COUNCIL OF EUROPE (2001)
Page 202 and 203:
Chryshochoos, Joseph E. started tea
Page 204 and 205:
Komorowska, Hanna is Professor of A
Page 206 and 207:
Sheils, Joseph is Head of the Depar
Page 209 and 210:
Section 8: Projects of the second m
Page 211:
D - Innovative approaches and new t
Page 214 and 215:
Evaluation Projects of the ECML pro
Page 216 and 217:
Content and language education Cont
Page 218 and 219:
Agents de vente des publications du
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