European language policies in monolingual southern Europe: Implementation and outcomes

The so-called language gap is not a modern invention, since language is power and a form of taking dominion over the world in humans' intellectual confrontation with reality. Historically, there has been inequality in language learning and mastery as a way to access knowledge and to achieve self-fulfillment in both the public and private spheres. This chapter explores the concept of language gap from a diachronic perspective and the way in which the Andalusian education system has taken actions emanating from European language policies, aimed at bridging the language gap among young people through initiatives of great impact on content and language education, such as the consolidation of bilingual education programmes through the CLIL approach and pedagogical tools like the Integrated Language Curriculum, the European Language Portfolio, and the School Language Project.

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CLIL, Bilingual Education, and Pluriliteracies

10.4018/978-1-6684-3690-5.ch075 ◽

2022 ◽

pp. 1503-1515

Author(s):

Leonor María Martínez Serrano

Keyword(s):

Language Learning ◽

Bilingual Education ◽

Language Education ◽

European Language ◽

Pedagogical Tools ◽

Public And Private ◽

Language Curriculum ◽

The Public ◽

The World ◽

European Language Policies

The so-called language gap is not a modern invention, since language is power and a form of taking dominion over the world in humans' intellectual confrontation with reality. Historically, there has been inequality in language learning and mastery as a way to access knowledge and to achieve self-fulfillment in both the public and private spheres. This chapter explores the concept of language gap from a diachronic perspective and the way in which the Andalusian education system has taken actions emanating from European language policies, aimed at bridging the language gap among young people through initiatives of great impact on content and language education, such as the consolidation of bilingual education programmes through the CLIL approach and pedagogical tools like the Integrated Language Curriculum, the European Language Portfolio, and the School Language Project.

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Languages of schooling in European policymaking: present state and future outcomes

European Journal of Applied Linguistics ◽

10.1515/eujal-2017-0007 ◽

2017 ◽

Vol 5 (2) ◽

pp. 177-197 ◽

Cited By ~ 3

Author(s):

Francisco Lorenzo ◽

Fernando Trujillo

Keyword(s):

Language Policy ◽

Language Proficiency ◽

Past Research ◽

Language Instruction ◽

Language Diversity ◽

Language Policies ◽

Multilingual Education ◽

Cognitive Academic Language Proficiency ◽

Future Outcomes ◽

European Language Policies

AbstractEuropean language policies have unfolded under the umbrella of the Council of Europe and the European Commission over the last past decades. The major goal has been so far to handle autochthonous multilingualism and preserve language diversity. Major developments in this area has been followed by new political and educational targets. The first one is the spread of high levels of cognitive academic language proficiency (CALP) across all the student population. High CALP levels imply the acquisition of high order skills triggered by the practice of advanced language structures at school, mostly through language across the curriculum schemes. Secondly, their interests lie in the development of second language instruction competence (SLIC); i.e. the ability to process school content in a variety of languages so that multilingual education does not affect communicative levels only. CALP and SLIC will mark the political goals for language policy in the nearby future and it so happens that languages of schooling provide a framework to operationalize these goals. Following on past research on European multilingual language policies, this paper intends to explore the means to make this language policy happen in schools. The major concepts, innovations and policies discussed will be illustrated with examples from the course of History.

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