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12. Which methodologies can best contribute to increasing motivation to learnlanguages?Non-formal learning13. How do you create opportunities to use the language that has been taught?14. What steps should be taken to ensure appropriate follow-up measures of non-formallearning?15. Which structured cooperation format between formal and non-formal learninginstitutions exists in your country to learn foreign languages?16. Can you give a best practice example that demonstrates successful non-formallearning in a multilingual context?Less widely used languages17. What are challenges are you facing in your work to promote LWULs / RMLs(Regional Minority Languages)?18. What are the benefits of promoting LWULs? What is their added value19. What do you refer to as LWULs in your country?Language assessment20. What are the benefits of language assessment?21. What category of language learners consider taking tests in your language?22. What alternative ways of testing, different to the standard tests, would you considerbeneficial?23. What language domains (e.g. Young Learners, LSP, Academic English etc) doesyour organisation assess? (if applicable)Research22. On what topics do you currently do research on?24. With regard to educational matters, what are the issues you find most important todo research on?25. What areas of education would you consider to be important to be researched (indepth, further)?26. What are the practical implications that (do not) let you do the research you think isnecessary?Teacher TrainingCivil Society Platform on Multilingualism 26APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
27. In which way are there constraints and which possibilities for improvement in therelationship between teacher training and the schools of primary and secondaryeducation?28. In which way is the continuity of teaching and learning in the respective transfersfrom pre-school over primary school to secondary education structured? How is itassessed?29. How are pupils currently tested with regard to language development? Are the testsrelated to the Common European Framework of Reference?30. In which way is the education structured and the teacher training preparing for themultilingual class room (immigrant children, minority language children):differentiation in attainment targets, testing, working methodsLifelong Learning31. Which languages are taught to adult learners in your country?32. What is the motivation of language learning among adult learners in your country?33. Is there any research in the area of lifelong language learning and teaching availablein your country? If yes, please give examples.34. What do you think are the biggest challenges in your country when it comes tolifelong language learning? What are the biggest needs in this area?35. How have new technologies been used to assist lifelong language learning in yourorganization?Early Language Learning36. At what age does early language learning start in your country?37. Which languages are taught to young learners?38. What are the challenges faced by bilingual families? What support is/can be given tothem?39. Are there any non-formal learning opportunities for early learners in you country?40. What is the benefit of teaching early learners? How can we measure the effect?Civil Society Platform on Multilingualism 27APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
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Civil Society Platform on Multiling
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1.3 Post-Lisbon scenario: a "new ri
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languages, and on best practices in
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On Translation and Terminology*Full
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Recommendations1 EU language plan t
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Introduction“(The Union) …shall
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flower. The popularity of a garden
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Concern that multilingualism was be
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1.6 Sub-group feedbackThe responses
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discrimination in favour of RMLs. S
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3.3 Sub-group feedbackGroup members
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Slovenian or the RMLs. In this resp
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5.3 Linguistic ObservatorySeveral o
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Work group on Language Diversity an
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understand people from other cultur
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target groups are not exclusive amo
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