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    Regional/Minority Languages in bi-/plurilingual education

Regional/Minority Languages in bi-/plurilingual education

Although plurilingualism represents an important feature within contemporary society, often, teachers are not well equipped to deal with language variation and the various forms this can take in European regional contexts. Also, their work is seldom given recognition when they try to elaborate strategies to promote understanding and the value of the varieties or languages their pupils speak when they are not the official or dominant school norm.
The different activities during the project demonstrated the transferability to other contexts of the proposed teaching processes. These focus on identifying languages and cultures and their similarities and individual characteristics, on collaborative writing with the aim of interculturality and on oral intercomprehension. The material is varied and environment-based: written and oral documents, electronic mail, platform, videos, films, blogs, etc.

Who is it for?

  • Teachers
  • Teacher trainers
  • Policy-makers and institutional managers

Download handbook

Project team

Claude Cortier (Coordinator)
INRP (National Institute for Pedagogical Research)

Marisa Cavalli (Co-Coordinator)
IRRE-VDA (Regional Institute for Educational Research, Val d'Aoste)

Martine Le Besnerais
Departament de Filologia Francesa i Romànica Àrea de Filologia Francesa
Universitat Autònoma de Barcelona

Matthew Fitt (2008-2009)
Itchy Coo

Associate partners

James Costa
National Institute for Pedagogical Research

Diane Dagenais
Simon Fraser University

Patricia Lambert
National Institute for Pedagogical Research

Piero Aguettaz
USAS-Ufficio Supporto Autonomia Scolastica, Assessorato Istruzione e Cultura

Additional team members

Italian team

  • Germano Dionisi


Catalan team

  • Angels Campa
  • Lorraine Baqué
  • Manel Tost
  • Cristina Luceron Guillamon


French team (associate teachers)

  • Roland Boyer
  • Florence Caillis Bonet
  • Alain di Meglio
  • Jean-Christophe Garnier
  • Jerôme Guirand
  • Matthieu Poitavin



These are the results from a project of the European Centre for Modern Languages within its "Empowering Language Professionals" programme 2008-2011.

Read more about the project

Related publications

Majority language instruction as basis for plurilingual education (MARILLE)

This publication aims to encourage teachers to become agents of reform for the promotion of plurilingualism in majority language teaching. The range of proposed actions includes small-scale activities, such as planning a lesson, relating to a specific aspect of grammar, which incorporates all languages spoken in the classroom. More comprehensive strategic approaches proposed in the materials involve head teachers or parents.

A framework of reference for pluralistic approaches (CARAP)

This publication opens ways for implementing pluralistic approaches in classrooms in order to develop the plurilingual and intercultural competences of learners of all subjects. The term pluralistic approaches to languages and cultures refers to didactic approaches which involve the use of more than one / several varieties of languages or cultures simultaneously during the teaching process.

Language associations and collaborative support (LACS)

The LACS (Language associations and collaborative support) network mediates between ECML projects and language teacher associations and other networks at regional and national levels. Its purpose is to raise awareness of existing ECML projects and resources, and to motivate teachers and others involved in language education to adapt these to their local environment, in order to facilitate widespread impact on learning and teaching.