LSP in European Projects: Recent Developments and Challenges in Language Policy and Practice

Autor/in	Deyrich, Marie-Christine
Titel	LSP in European Projects: Recent Developments and Challenges in Language Policy and Practice
Quelle	In: Language Teaching Research Quarterly, 23 (2021), S.105-120 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2667-6753
Schlagwörter	Language Planning; Languages for Special Purposes; Discourse Analysis; Ethnography; Lifelong Learning; Correlation; Second Language Learning; Second Language Instruction; Foreign Countries; International Cooperation; Educational Cooperation; Student Mobility; Study Abroad; Employment Potential; Educational Policy; Faculty Development; Educational Needs; Multilingualism; Educational Finance; Guidelines; Networks; Partnerships in Education; Vocational Education; Higher Education; Content and Language Integrated Learning; Teaching Methods; Social Integration; Teacher Education; Second Language Programs; Europe; European Union + Suchen Sie Ihr Suchwort? Sprachwechsel; Sprachhandlungsfähigkeit; Diskursanalyse; Ethnografie; Life-long learning; Lebenslanges Lernen; Korrelation; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Education; cooperation; Kooperation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Studies abroad; Auslandsstudium; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Politics of education; Bildungspolitik; Educational need; Bildungsbedarf; Mehrsprachigkeit; Multilingualismus; Bildungsfonds; Richtlinien; Hochschulpartnerschaft; Ausbildung; Berufsbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; CLIL; Lernkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Integration; Lehrerausbildung; Lehrerbildung; Europa
Abstract	This article examines the relationship between European language policy and funded language learning projects in the field of LSP. We look at why and how the objectives were expressed, how the overall directions have evolved over the past decade, and how the LSP landscape has been redefined through research and implementation. Our discursive and ethnographic analysis is based on the framework texts published by Europe in the "Lifelong Learning Programme" and then in the "Erasmus+ Programme." These institutional texts are put into perspective with the documents produced in the framework of three European projects in which we have participated: LILAMA (employability), INCLUDE (social inclusion), TRAILs (teacher training). Our analysis seeks to identify and explain the reasons that led to the shift from working on the needs of companies and employees to focusing on the needs necessary for implementation, which implies that interest is now focused on the training needs of the teachers involved in this context (Basturkmen, 2019) and on the challenges that remain to be met. (As Provided).
Anmerkungen	European Knowledge Development (EUROKD). e-mail: editorial@eurokd.com; Web site: https://www.eurokd.com/journal/jd/1
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01