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...

The maintenance and development of linguistic and cultural diversity is a Council of Europe aim, enshrined in the European Charter for Regional or Minority Languages on Minority languages in a typically cautious fashion. There has been some backlash recently against societal multiculturalism as divisive, reinforcing separatism and blocking the integration of immigrants and encouraging ghetto formation. Here the concepts of plurilingualism and pluriculturalism are of real value, since they take a holistic view of linguistic and cultural competence, to which all linguistic and cultural experience contribute.
Both at individual and societal levels the concept is dynamic, since the components from the experience of different language and cultures interpenetrate and interact, forming something new, enriched and in continual development. This approach meets better the realities of globalisation than various forms of purism which regard each language and culture as a separate entity, to be preserved and protected against the threat offered by alien forces.
The Council of Europe’s activities to promote linguistic diversity and language learning in the field of education are carried out within the framework of article 2 of the European Cultural Convention, which commits the states party to the Convention to promote the reciprocal teaching and learning of their languages. More...

The Council of Europe’s activities to promote linguistic diversity and language learning in the field of education are carried out within the framework of the European Cultural Convention, (1954) ratified by 49 states.
The Language Policy Unit (Strasbourg) implements intergovernmental medium-term programmes with a strong emphasis on activities and tools to support policy development. The Unit’s programmes are complemented by those of the European Centre for Modern Languages (Partial Agreement [ECML] - Graz, Austria) and of the Secretariat of the European Charter for Regional or Minority Languages. More...

Cette section propose les résultats des 24 projets conduits par le Centre européen pour les langues vivantes (CELV) dans le cadre de son premier programme d’activités à moyen terme 2000-2003.
Les publications de l’ensemble des projets du CELV sont téléchargeables à partir de la page suivante : Publications du CELV. Voir l'article...

“Empowering language professionals” | « Valoriser les professionnels en langues »

Topics: evaluation, content and language education, continuity in language education, plurilingualism | Thèmes: évaluation, contenus dans l'éducation aux langues, continuité de l'apprentissage, plurilinguisme

• Glossary of the ECML programme 2008-2011 "Empowering language professionals" |
  Glossaire du programme 2008-2011 du CELV “Valoriser les professionnels en langues” |
  Glossar des Programms des EFSZ 2008-2011 “Sprachlehrende in ihrer Rolle stärken”, 2012-2013 [PDF]

CLIL | EMILE

• CLIL and Literacy – A pluriliteracies approach to teaching for learning | 
  Pluriliteralität im Sachfach für vertieftes Lernen, 2015
• CLIL-CD – European Framework for CLIL Teacher Education | Europäisches Rahmenprogramm für die Ausbildung von CLIL-Lehrkräften, 2011
• CLIL-LOTE-GO – Enseigner une discipline dans une autre langue : Méthodologie et pratiques professionelles | Integriertes Sprach- und Fachlernen in anderen Sprachen als Englisch - Modelle für Fortgeschrittene, 2011
• CLIL-LOTE-START – Content and language integrated learning (CLIL) |
  Integriertes Sprach- und Fachlernen (CLIL), 2011
• CONBAT+ – Plurilingualism and pluriculturalism in content teaching |
  Plurilinguisme et pluriculturalisme dans l’enseignement d’une matière, 2011
• EPLC – Enseignement précoce des langues modernes par des contenus |
  Inhaltsorientierter Fremdsprachenunterricht in der Grundschule, 2011

European Language Portfolio | Portfolio européen des langues

• ELP-TT – Using the European Language Portfolio |
  Utiliser le Portfolio européen des langues, 2011
• ELP-TT / IMPEL – Glossary of European Language Portfolio (ELP) – Implementation terminology, 2011: PDF – Online version 
  Glossaire de la terminologie du Portfolio européen des langues (PEL) et de sa mise en œuvre: PDF – version en ligne
• ELP-WSU – Planning, implementation and evaluation of whole school projects |
  Emploi du Portfolio européen des langues (PEL) à l'échelle de l'établissement scolaire, 2011  

Evaluation

• AYLLIT – Assessment of young learner literacy, linked to the Common European Framework of Reference for Languages (CEFR) |
  Evaluation des compétences d'écriture et de lecture des jeunes apprenants en relation avec le Cadre européen commun de référence pour les langues (CECR), 2011
• CEF-ESTIM – CEFR-level estimation grid for teachers |
  Grille d'estimation des niveaux du Cadre européen commun de référence pour les langues pour les enseignants, 2011
• ECEP – Pathways through assessing, learning and teaching in the CEFR | 
  Parcours d’évaluation, d’apprentissage et d’enseignement à travers le CECR, 2011
• EPOSTL2 – Piloting and implementing the European Portfolio for Student Teachers of Languages |
  Pilotierung und Implimentierung des Europäischen Portfolios für Sprachlehrende in Ausbildung, 2011
• GULT – Guidelines for task-based university language testing |
  Cahier des charges pour l'évaluation en langues à l'université, 2011
• QualiTraining – Training guide for quality assurance in language education |
  Qualitätsentwicklung für die Unterrichtspraxis, 2011
• RELANG – Relating language examinations to the Common European Reference Levels of Language Proficiency: promoting quality assurance in education and facilitating mobility |
  Relier les examens de langues aux niveaux européens communs de référence pour les compétences linguistiques: Promouvoir l’assurance qualité dans l’éducation et faciliter la mobilité, 2015
• RELEX – Relating language examinations to the Common European Framework of Reference for Languages (CEFR) | 
  Relier les examens de langues au Cadre européen commun de référence pour les langues (CECR), 2011

Migrant education

• Virtual Open Course (VOC): Collaborative community approach to migrant education, 2011

Mobilité

• PLURIMOBIL – Plurilingual and intercultural learning through mobility | 
  Mobilité pour des apprentissages plurilingues et interculturels, 2015

Plurilingual education | Education plurilingue

• FREPA – Framework of reference for pluralistic approaches to Languages and Cultures |
  CARAP – Un cadre de référence pour les approches plurielles des langues et des cultures |
  REPA – Referenzrahmen für plurale Ansätze zu Sprachen und Kulturen, 2011 
• LACS – Empowering language networks: Mediation tools | Valoriser les professionnels en langues: outils de médiation | Sprachennetzwerke stärken: Tools für die Mediation, 2011 
• MARILLE – Languages in/for education | Sprachen (in) der Bildung, 2011
• PRO-SIGN – Sign languages and the Common European Framework of Reference for Languages, 2015  

ICT | TIC

• DOTS – Developing online teaching skills |
  (Weiter-)Entwicklung von Online-Lehrfähigkeiten, 2011
• E-VOLLUTION – Exploring cutting edge applications of networked technologies in vocationally oriented language learning | 
  Vernetzte Technologie von morgen im berufsbezogenen Sprachunterricht, 2011. Voir l'article...

La Gazette européenne des langues, le bulletin d'information électronique du CELV, présente les actualités du Centre (événements, projets, ressources), de l'Unité des politiques linguistiques et d'autres secteurs pertinents du Conseil de l'Europe, ainsi que de nos partenaires. Il met également l'accent sur les développements nationaux dans le domaine de l'éducation aux langues dans les Etats membres et au-delà.

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• Gazette n° 23 - Septembre 2014
• Gazette n° 22 - Juin-Juillet 2014. Voir l'article...

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