The differences between policy and practice of multilingualism in the European context.

Autor/in	Yagmur, Kutlay
Titel	The differences between policy and practice of multilingualism in the European context.
Quelle	Aus: Küppers, Almut (Hrsg.); Pusch, Barbara (Hrsg.); Semerci, Pinar Uyan (Hrsg.): Bildung in transnationalen Räumen. Wiesbaden: Springer VS (2016) S. 91-107 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-3-658-09641-0; 978-3-658-09642-7
DOI	10.1007/978-3-658-09642-7_5
Schlagwörter	Bildungsplanung; Sprachförderung; Fremdsprache; Mehrsprachigkeit; Nationalstaat; Sprachpolitik; Internationaler Vergleich; Projektbericht; Umsetzung; Europäische Union; Europa
Abstract	This paper deals with the differences between language policy at the European level and de facto practices at the national level. The findings are derived from die Language Rich Europe project, which is financed by the British Council and die European Commission to promote knowledge sharing about good policy and practice in language learning and teaching across Europe. The project evolved as a result of (1) the need to exchange effective practices in enhancing intercultural dialogue and social inclusion through language learning and teaching; (2) the need for greater European cooperation on improving language policies and practices; and (3) the lack of awareness of the Council of Europe and the European Commission recommendations regarding language policies and practices for promoting language learning and linguistic diversity and the member states' performance against these recommendations. Making use of a large network of experts and partners from 24 different countries and regions, [the authors] have conducted an analysis of language policies and practices in Europe, comparing them to selected European Commission and Council of Europe recommendations. [...] Further, key recommendations for policy makers at the regional, country and European level were presented at the European Parliament in March 2013. Given the space limitations, only the findings related 'languages in official documents and databases ' and 'languages in pre-primary primary and secondary education' are addressed in this paper. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2017/4