Home
News
European Language Gazette
About us
Overview
Structures of the ECML
Member States
Member State Representation
National Nominating Authorities
Governing Board
National Contact Points
Press and information
Professional Network Forum
Members
2010 - Foundation
PFN 2011 - meeting
PFN 2012 - meeting
PNF 2013 - meeting
PNF 2014 - meeting
PNF 2015 - meeting
Staff
Consultants
Contact
Traineeships at the ECML
Send request
Putting plurilingualism into practice
Themes
Overview
Teacher and learner competences
Sign languages
Plurilingual and intercultural education
New media in language education
Migrant education and employment
Curricula and evaluation
Early language learning
Content and Language Integrated Learning
Languages of schooling
Programme
Overview
ECML Calendar
Programme 2024-2027
AI for language education
A toolkit for implementing integrated didactics in language education
Using ECML resources to support plurilingual and intercultural education for democratic culture
Programme 2020-2023
TRAINING AND CONSULTANCY
Home language competences
CLIL in languages other than English
CEFR Companion Volume implementation toolbox
Pluralistic teacher competences
Digital citizenship through language education
Crossborder vocational education
Young children's language learning pathways
Mediation in teaching, learning and assessment
Language-sensitive teacher education
Initiative: The future of language education
Think tank: Transversal competences
Summer academy
Programme 2016-2019
Programme 2012-2015
Programme 2008-2011
Programme 2004-2007
Programme 2000-2003
Project management
Training & Consultancy
Overview
Language of schooling in subject learning
Plurilingual and intercultural approaches (FREPA)
Supporting the language(s) of schooling (ROADMAP)
Learning environments where modern languages flourish (EOL)
ICT in language teaching and learning (ICT-REV)
Action research communities (ARC)
Quality education in Romani (QualiRom)
Language for work
CLIL and beyond (pluriliteracies)
Teacher competences for languages in education
Young migrants - Supporting multilingual classrooms
Testing and assessment - Relating language curricula, tests and examinations to the CEFR
EC Cooperation
Resources
ECML resources
ECML glossaries
ECML webinars
ECML language experts
International events calendar
Add your event
Online catalogue
The John Trim Collection
Articles and publications on the ECML
Treasure Chest of Resources
Language associations
New language versions
Supporting the linguistic integration of refugees from the Ukraine
Council of Europe recommendation
en
fr
de
.
Home
>
Programme
>
Programme 2016-2019
>
Languages of schooling
>
Promising practices
EN
FR
DE
FI
SV
A roadmap for schools to support the language(s) of schooling
The
ROADMAP
enables schools to set up a tailor-made whole-school strategy to support the development of students’ competences in the language(s) of schooling. The web-based tools help schools to develop the linguistic and critical thinking skills ALL students need in ALL subjects for learning and school success.
INTRODUCTION
Self-assessment
TOOL
promising
practices
Coordinator's
package
Key concepts
Promising practices
The Promising practices are gathered from all over Europe and organised in a searchable database. In response to the individual results of the school, the ROADMAP offers a range of promising practices which can be adapted to specific contexts. The purpose of the promising practices database is to both inspire and help the school plan a whole-school strategy according to the needs identified in the context of the self-assessment process.
NoItems
Filter promising practices
Area
In the ROADMAP, area refers to the nine thematic aspects which are seen essential in designing and developing a school culture that aims to develop the whole school approach to support language/s of schooling.
All
Language resources at school
Role of language in learning
Promoting informal language learning
Professional development
Orienting newcomer students and families
Metalinguistic awareness
Developing language knowledge and skills
Attitudes towards languages
Awareness of language dimension
Dimension
The concept dimension is used to indicate a subcategory of an area. Each dimension illustrates the principles, approaches, procedures or concrete actions manifesting the implementation of the particular area into the school practices.
All
Emphasis on language learning
Structures for professional development
Planning and reviewing
Developing teachers' awareness
Cooperation among teachers
Importance of language in subject teaching
Promoting language development
Valuing students' languages
Tracking literacy development
Professional learning communities
Knowledge about the students' languages
Teaching specificities of language
Language dimension in subject teaching
Language-related concepts
Being language models
Awareness of spoken and written language
Improving speaking and writing skills
Improving listening and reading skills
Opportunities for informal language learning
Supporting students' language development at home
Making use of language resources at school
Knowledge about the staff's languages
Promoting plurilingualism
Plurilingualism during lessons
Displaying plurilingualism in the school environment
Knowledge about the families' language
Professional resources for communication
Community resources for communication with parents/guardians
Key documents in different languages
Bridging languages for learning
Importance of challenging activities
Building upon previous knowledge and experience
Primary stakeholder targeted
All
headteachers
teacher
students
parents
non-teaching staff
Level of implementation
All
individual
classroom
school
wider community
classroom group activity using devices or project to do at home with parent/s
Age group targeted
All
3-6
6-9
9-12
12-15
15-18
18+
Language
All
Arabic
Bosnian
Catalan
Croatian
Dutch
English
Finnish
French
German
Greek
Italian
Polish
Romani
Russian
Serbian
Spanish
Swedish
Tamil
Tigrinya
Multiple languages only
Keyword
Filter
Clear filter