en  fr  de
  1. Home
  2.  > 
    Themes
  3.  > 
    Languages of schooling
  4.  > 
    Resources
logo

Languages of schooling

Language education does not stop with language as subject. Language proficiency is equally needed in all other subjects, which are sometimes falsely considered as “non-linguistic” subjects.

ECML resources


5 items found for "Show all items"
MARILLE – Promoting plurilingualism: majority language in multilingual settings

Traditionally, teachers of majority languages receive less training to teach a language as a second language or to develop the plurilingual repertoire of their learners than, for example, foreign language teachers.Yet, in today’s societies, learners bring many different languages to school.This means that the teaching of themajority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.

Available in English and German.

Go to the publication page

Go to the project page

Edit
Teaching the language of schooling in the context of diversity. Study materials for teacher development

The study materials focus on teacher education for the language of schooling (e.g. French in France, Polish in Poland). They draw on the linguistic and cultural diversity in the classroom for the benefit of all learners.

Available in English, French and German

Go to the publication page

Edit
Towards whole-school language curricula. Examples of practice in schools

The resources provide tools which help to clarify, develop and implement plurilingual, intercultural and inclusive whole-school policies in different contexts in ECML member states.

Available in English and German

Go to the publication page

Edit
Language skills for successful subject learning. CEFR-linked descriptors for mathematics and history/civics (Language Descriptors)
These resources highlight challenges for young learners in subject classes where the language of instruction is not their first language. The focus is on minimum language standards in history/civics and mathematics for learners aged 12/13 and 15/16. The language descriptors are linked to CEFR levels A2, B1 and B2 and available in six languages.

Available in English and French

Go to the publication page

Edit
A pluriliteracies approach to teaching for learning

A pluriliteracies approach builds on CLIL approaches to help learners become better meaning-makers, who can draw on content knowledge to communicate successfully across languages, disciplines and cultures. In this way it promotes deep learning and helps develop responsible, global citizens.

Available in English and German (German coming soon)

Go to the publication page

Edit

3 items found for "Show all items"
The language dimension in all subjects - A handbook for curriculum development and teacher training

This handbook is a policy and working document which promotes convergence and coherence between the linguistic dimensions of various school subjects.
It proposes measures to make explicit, in curricula, pedagogic material and teacher training, the specific linguistic norms and competences which learners must master in each school subjects. It also presents the learning modalities that should allow all learners, and in particular the most vulnerable among them, to be exposed to diversified language-learning situations in order to develop their cognitive and linguistic capacities.

Download document

Edit
The Handbook at a Glance

This document is an executive summary of the Council of Europe publication, The Language Dimension in All Subjects: A Handbook for Curriculum Development and Teacher Training. It does not attempt a chapter by chapter summary of the Handbook but presents the central arguments under five key themes: the language dimension in subjects; policy initiatives to promote quality and equity; view of language; subject issues and teacher development

Download document

Edit
The place of the languages of schooling in the curricula

All knowledge building in the school context involves working with language. The purpose of this text is to suggest a general approach enabling different levels of specification of these language dimensions to be classed in transversal descriptive categories. It then presents studies putting this approach into practice for four school subjects, with reference points: history, literature, mathematics and sciences. This work is intended for curriculum developers and authors of textbooks, designers of tests, teacher trainers, teachers themselves, and especially those of subjects sometimes mistakenly described as “non-linguistic”.

Download document

Edit