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learning. The key of course is the development of appropriate electronic tools but also theconstructive use of tools that have already been developed through European projects –toolssuch as the Language Passport, Mobility passport, etc. These tools play an important role inmaintaining the foreign language skills learners have already acquired. It is also imperative tofacilitate the development of language programmes and a language pedagogy appropriatefor the teaching of adults. Innovative solutions in this area have been developed thanks to afew European projects but a more systematic exchange of good practice examples andmotivation so that educational and vocational institutions implement them appropriatelyneeds to be encouraged.There is also a need to recognize the benefits of having some basic communication skillsand an amount of intercultural awareness where neighbouring countries are concerned. It istherefore useful to increase support for bilingual education and establish partnerships forlearning neighbouring languages in addition to the most widely spoken languages and makea wide range of languages available to individuals so that they can learn the language theyare more interested in and consider as the most useful.The need to support adult language programmes should be stressed, as many institutionssuffer from lack of funds to employ teaching staff on a regular basis. Furthermore, systematicaccess to staff development programmes also for part-time teaching staff needs to beensured. Also an intensive European cooperation in order to develop networks and ensure acontinuous exchange of methods, didactic approaches, learning materials and initial andfurther teacher training needs to be more stimulated and the LLP should continue its support.There is a high need for recognition and validation of skills and competences acquired insideand outside formal education both by education institutions and by employers and making atransfer across national borders as easy as possible. This is only possible when cooperationbetween different institutions and sectors, will be achieved and such cooperation andcoherence is necessary to make lifelong language learning successful tool in reaching of theBarcelona objectives.4.4 Recommendations To improve learning facilities for groups marginalized and with low education level More support from employers sector –social partner agreements and/or legal as wellas the provision of public support for language learning at the workplace To create language learning opportunities and to create appropriate frame-works bythe social partners To recognise personal and intercultural benefits as equally important as the economicvalues of multilingualism To offer more flexible language learning possibilities for adults To develop appropriate methodologies for adult language learning, help with thefunding of staff and teacher training To set higher standards for teacher training, and staff development programmes. European and cross border exchange and network development Validation of skills and competences and cross sector cooperation4.3.4 Informal and non-formal language learningThere is strong research evidence showing that language –and not only– is learnt best if it isacquired in informal or non-formal settings instead of being taught and studied. Therefore,opportunities are being provided in Europe for young people to learn languages while oninternational and cultural exchange programmes, or as participants in art educationprogrammes that also aim at language learning. These opportunities have proven extremelyuseful because they have provided participants with an access to culture as well, and toresources which are beyond linguistic barriers.Therefore, one of the challenges with which we are faced is to find other means with which toprovide conditions for informal and non-formal language learning, but also –and perhapsCivil Society Platform on Multilingualism: 53Policy Recommendations for the Promotion of Multilingualism in the European Union 06/06/10 – FULL VERSION