This programme supports Member states that are planning to integrate a plurilingual and intercultural dimension into their education system, at all levels and for all learners, in or outside the school system.
Plurilingual and intercultural education does not replace existing language learning, but facilitates it by helping learners to establish links with what they already know or can already do.
But how is this to be achieved? How can relevant competences be defined? How can curricula target at the development of those competences? Which school subjects are concerned? How to train teachers for this purpose? The set of instruments developed by the FREPA team opens ways for developing plurilingual and intercultural competences of learners of all ages, from early learners and adult learners – and in all contexts, e.g. “normal” schools, bilingual schooling, minority language contexts,(re-) migrant learners, European schools, vocational training.
- teachers of languages and other subjects;
- teacher trainers;
- curriculum developers;
- textbook writers;
- policy makers, decision takers.
Results and benefits
The immediate result/benefit will be that the participating education professionals are supported in their effort to review existing practice in (language) teaching and to identify areas where materials and approaches presented by the team will be of use.
The impact/long term-benefit will be that
- the need for coherent development of plurilingual and intercultural education is understood and widely accepted by relevant stakeholders;
- priorities are set for areas of development and
- practical instruments are made available to implement the new approaches.
ECML experts team
Michel Candelier, Coordinator, Université du Maine, France
Anna Maria Curci, LEND (Movimento di Lingua e Nuova Didattica), Italy
Jean-François de Pietro, Institut de recherche et de documentation pédagogique (IRDP), Neuchâtel, Switzerland
Brigitte Gerber, University of Geneva, Switzerland
Petra Gilliyard Daryai-Hansen, University of Copenhagen and the University College, Denmark
Ildikó Lörincz, University of West Hungary, Hungary
Danièle Moore, Simon Fraser University, Vancouver, Canada
Anna Schröder-Sura, Coordinator, Justus-Liebig Universität Giessen, Germany