The result of over twenty years of research, the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR) is exactly what its title says it is: a framework of reference. It was designed to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency. It is used in Europe but also in other continents and is now available in  40 languages. More...

After producing reference documents such as the Common European Framework of Reference for Languages taught as "foreign" languages, the Council of Europe's Language Policy Unit proposes a new instrument, in the form of this Platform, enabling member states to benefit from the experience and expertise of other member states in formulating their programmes relating to languages of schooling and all language teaching.
Access to education and success at school depends heavily on language competences. Some pupils may be disadvantaged as soon as they start school because their competences do not match the school's expectations: children from disadvantaged backgrounds, children from migrant families, or children whose first language is a regional language. But all, whatever their language repertoire, must learn to communicate in school. A command of the language(s) of schooling is vital to success at school and social advancement. More...

THE COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT (CEFR)
The CEFR is a key instrument for establishing a European educational space in the field of modern languages. Its main aim is to facilitate transparency and comparability in the provision of language education and qualifications. It is available in nearly 40 language versions. More

in connection with the CEFR:

• Publications related to the CEFR
• Supporting Material: Manuals, Guides, Reports, Case Studies
• Language examinations - a Toolkit: for assessment providers and other practitioners with an interest in language testing
• Materials illustrating the CEFR levels of language proficiency

LANGUAGE EDUCATION POLICY PROFILES
At the request of national or regional authorities, the Council of Europe provides expert assistance with the development of a Profile – a process of analysis and reflection leading to proposals to support a global and coherent approach to language learning and teaching, and involving all languages in education. More Overview and Reports

LANGUAGES OF SCHOOLING
This project deals with the language(s) of instruction in school which is most often the national or official language(s) and also the mother tongue of the majority of students. Within the wider concept of plurilingualism and respect for linguistic diversity, the project also addresses issues relating to the development of the plurilingual repertoire of learners.
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POLICY GUIDE AND STUDIES: TOWARDS PLURILINGUAL EDUCATION
Aimed at policy deciders, the Guide describes how language education policies can promote a global and coherent approach to plurilingual education. The Guide is accompanied by a series of thematic studies.
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• Guide for the development of Language Education Policies in Europe
• Series of Thematic Studies

GUIDE FOR THE DEVELOPMENT AND IMPLEMENTATION OF CURRICULA

Aimed primarily at persons in charge of curricula, this Guide addresses all those involved in teaching. It offers practical approaches in curriculum development, illustrated with scenarios, in order to implement plurilingual and intercultural education. It is accompanied by two satellite studies.

• Guide for the development and implementation of curricula for plurilingual and intercultural education
• Satellite studies. More...

Selected Texts

Linguistic Integration of Adult Migrants - Guide to policy development and implementation

The linguistic integration of adult migrants: from one country to another, from one language to another, 2014. ISBN 978-92-871-7871-8

Guide for the development and implementation of curricula for plurilingual and intercultural education accompanied by two Satellite Studies

Report of the Intergovernmental Forum on “The right of learners to quality and equity in education – the role of language and intercultural skills", 2011 - Geneva, November 2010

Putting the Evidence Back into Evidence-based Policies for Underachieving Students, 2011, Jim Cummins, The University of Toronto

Manual for Language test development and examining for use with the CEFR produced by ALTE (2011) on behalf of the Language Policy Unit (also available in German)

Concept Paper: The linguistic and educational integration of children and adolescents from migrant backgrounds. More...

Resources

• Recommendations / Resolutions
• Publications and Documents
• Links

• - Platform of resources and references for plurilingual and intercultural education
• - Linguistic Integration of Adult Migrants
• - European Language Portfolio
• - Autobiography of Intercultural Encounters
• - European Day of Languages

• Towards plurilingual education: Two Guides and Studies
  • Development of policies
  • Development and implementation of curricula

• Common European Framework of Reference for languages (CEFR)
  • The CEFR and language examinations: a toolkit
  • Reference Level Descriptions for national or regional languages (RLD)

• Language Education Policy Profiles. More...

A plurilingual person has:
- a repertoire of languages and language varieties
- competences of different kinds and levels within the repertoire
Plurilingual education promotes:
- an awareness of why and how one learns the languages one has chosen
- an awareness of and the ability to use transferable skills in language learning
- a respect for the plurilingualism of others and the value of languages and varieties irrespective of their perceived status in society
- a respect for the cultures embodied in languages and the cultural identities of others
- an ability to perceive and mediate the relationships which exist among languages and cultures
- a global integrated approach to language education in the curriculum. More...

Council of Europe policy attaches particular importance to the development of plurilingualism – the lifelong enrichment of the individual’s plurilingual repertoire. This repertoire is made up of different languages and language varieties at different levels of proficiency and includes different types of competences. It is dynamic and changes in its composition throughout an individual’s life.
The use and development of an individual’s plurilingual competence is possible because different languages are not learned in isolation and can influence each other both in the learning process and communicative use. Education systems need to ensure the harmonious development of learners’ plurilingual competence through a coherent, transversal and integrated approach that takes into account all the languages in learners’ plurilingual repertoire and their respective functions. This includes promoting learners’ consciousness of their existing repertoires and potential to develop and adapt those repertoires to changing circumstances. More...

- 'Multilingualism' refers to the presence in a geographical area, large or small, of more than one 'variety of language' i.e. the mode of speaking of a social group whether it is formally recognised as a language or not; in such an area individuals may be monolingual, speaking only their own variety.
- 'Plurilingualism' refers to the repertoire of varieties of language which many individuals use, and is therefore the opposite of monolingualism; it includes the language variety referred to as 'mother tongue' or 'first language' and any number of other languages or varieties. Thus in some multilingual areas some individuals are monolingual and some are plurilingual. More...

The emphasis from an early stage in Council of Europe projects on successful communication skills, motivated by increasing opportunities for interaction and mobility in Europe, remains important, but globalisation and internationalisation pose new challenges to social cohesion and integration. Language skills remain essential if individuals are to benefit from opportunities in employment and mobility but they are also necessary to participate actively in the social and political processes which are an integral part of democratic citizenship in the multilingual societies of Council of Europe member states.
This increasing focus on language policies for democratic citizenship and social cohesion reflects the priority which the Council of Europe accords to education for citizenship and intercultural dialogue in the 21^st century. It is reflected in the goal of education for plurilingual and intercultural citizens capable of interacting in a number of languages across linguistic and cultural boundaries. More...

- PLURILINGUALISM: all are entitled to develop a degree of communicative ability in a number of languages over their lifetime in accordance with their needs
- LINGUISTIC DIVERSITY: Europe is multilingual and all its languages are equally valuable modes of communication and expressions of identity; the right to use and to learn one’s language(s) is protected in Council of Europe Conventions
- MUTUAL UNDERSTANDING: the opportunity to learn other languages is an essential condition for intercultural communication and acceptance of cultural differences
- DEMOCRATIC CITIZENSHIP: participation in democratic and social processes in multilingual societies is facilitated by the plurilingual competence of individuals
- SOCIAL COHESION: equality of opportunity for personal development, education, employment, mobility, access to information and cultural enrichment depends on access to language learning throughout life. More...