The European Centre for Modern Languages of the Council of Europe functions as a catalyst for reform in the teaching and learning of languages. It assists its stakeholders in its 32 member states in bringing language education policies and practices together.

The ECML’s work within its current ‘Learning through languages’ programme moves beyond the foreign language classroom to include all linguistic abilities and the needs of all groups of learners. The programme, which promotes inclusive, plurilingual and intercultural education is strongly based upon the principles agreed upon by the members of the members of the Professional Network Forum in formulating the Graz Declaration on language education in 2010.

The programme is structured around four working areas:

Formal learning
Informal / non-formal learning
Mediation
ECML Training and consultancy for member states

What is the Professional Network Forum?

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the flyerThe Professional Network Forum is formed of international assocations and institutions that share common values and have overlapping expertise in the field of language education and assessment. Under the auspices of the ECML, the members of the Forum have agreed to share their know-how and have committed themselves to work together on areas of common interest in the service of language education.

Members

What is the goal of the Professional Network Forum?

The members of the Professional Network Forum on Language Education undertake to work together on various key initiatives, including:

An overview of European and international reference sources on which to base national, regional, and local language education policies, strategies, and practices.
Closer international and regional cooperation in sharing and applying relevant research, and ensuring that relevant research projects are properly designed to address new challenges
New approaches to learning, teaching, and assessment in multilingual and multicultural classrooms, including among recently arrived migrants
Improved mutual recognition of language qualifications, specifically in less widely taught languages and languages for specific purposes
The development of a common approach to the assurance and enhancement of the quality of support for language learning across all sectors, and of schemes for promoting quality and outstanding achievement in language education
Ways of identifying the professional competences needed by language teaching professionals working in different contexts, including more effective use of new technologies in (language) education, innovative pre-service language teacher education, and mobility programmes for teachers.
An open forum for discussion of language education policies and their implementation leading to more integrated approaches to language education at national, regional, and local levels.
A common language to discuss and develop ways of assessing linguistic and plurilingual competences, and a redefinition of the concept of literacy in multilingual communities
Further development and implementation of Council of Europe tools, such as: the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP); the development of reference standards for competences in the languages of schooling, academic education and language courses for migrants, as well as for the most widely used non-European languages; the wider use of ‘personal language profiles’ (e.g. in language portfolios).
Implementation of relevant Council of Europe recommendations, such as Recommendation (2008)7 on the use of the CEFR and the promotion of plurilingualism.

Information and documents

The Graz Declaration on Language Education 2010: summary, full text
Meeting Reports 2010 - 2011 - 2012

What is the Professional Network Forum?

Members

What is the goal of the Professional Network Forum?

The members of the Professional Network Forum on Language Education undertake to work together on various key initiatives, including:

An overview of European and international reference sources on which to base national, regional, and local language education policies, strategies, and practices.
Closer international and regional cooperation in sharing and applying relevant research, and ensuring that relevant research projects are properly designed to address new challenges
New approaches to learning, teaching, and assessment in multilingual and multicultural classrooms, including among recently arrived migrants
Improved mutual recognition of language qualifications, specifically in less widely taught languages and languages for specific purposes
The development of a common approach to the assurance and enhancement of the quality of support for language learning across all sectors, and of schemes for promoting quality and outstanding achievement in language education
Ways of identifying the professional competences needed by language teaching professionals working in different contexts, including more effective use of new technologies in (language) education, innovative pre-service language teacher education, and mobility programmes for teachers.
An open forum for discussion of language education policies and their implementation leading to more integrated approaches to language education at national, regional, and local levels.
A common language to discuss and develop ways of assessing linguistic and plurilingual competences, and a redefinition of the concept of literacy in multilingual communities
Further development and implementation of Council of Europe tools, such as: the Common European Framework of Reference (CEFR) and the European Language Portfolio (ELP); the development of reference standards for competences in the languages of schooling, academic education and language courses for migrants, as well as for the most widely used non-European languages; the wider use of ‘personal language profiles’ (e.g. in language portfolios).
Implementation of relevant Council of Europe recommendations, such as Recommendation (2008)7 on the use of the CEFR and the promotion of plurilingualism.