However, although in most European countries learners are encouraged to learn at least two foreign languages at school, in practice, it is observed that the compulsory learning of a second foreign language is often questioned. Projects in this section demonstrate ways in which this development can be counteracted.

• How can plurilingual education be put into practice?
• How can learners best be encouraged to value and respect other languages and cultures apart from their own?
• What is the place of regional and minority languages in the education systems?
• How can teachers cope with multilingual classes where all pupils do not necessarily have the required level in the language of instruction?

This section also includes a project run in collaboration with language teacher associations, whom the ECML values as important partners in promoting plurilingual education and disseminating the Centre’s work.

However, although in most European countries learners are encouraged to learn at least two foreign languages at school, in practice, it is observed that the compulsory learning of a second foreign language is often questioned. Projects in this section demonstrate ways in which this development can be counteracted.

• How can plurilingual education be put into practice?
• How can learners best be encouraged to value and respect other languages and cultures apart from their own?
• What is the place of regional and minority languages in the education systems?
• How can teachers cope with multilingual classes where all pupils do not necessarily have the required level in the language of instruction?

This section also includes a project run in collaboration with language teacher associations, whom the ECML values as important partners in promoting plurilingual education and disseminating the Centre’s work.