Classical and modern foreign languages have educational goals which are both humanistic and utilitarian. The discourse on the teaching both groups of languages reveals this and also the differences in emphasis between them. The Council of Europe has produced instruments which enable the improvement of teaching, learning and assessment of modern foreign languages.
The Languages in and for Education project has at its centre a commitment to an integrated approach to language teaching and learning. This means that in a school context all teachers, whether of the language of schooling taught as subject, second/foreign languages or other curriculum subjects, have a vested interest in and a responsibility for the pupils’ development of language competence. This paper discusses the aims of language as subject and foreign language teaching, and considers aims as they relate to the teaching in/of minority languages and language in other subjects, stressing the need to identify common goals.
The European Language Portfolio (ELP) was introduced as a concept in 1997 and formally launched in 2001. It has been taken up in almost thirty Council of Europe member states and 107 models had been accredited by the spring of 2010. The ELP is concerned with the learning and use of second and foreign languages (L2s), which is just one focus of the Languages in Education/Languages for Education (LE) project. But can the LE project benefit from the pedagogical experience that has accumulated over ten years of ELP implementation?
The CEFR, a key Council of Europe instrument - translated into nearly 40 languages - provides a common basis for the elaboration of modern languages curricula, examinations, textbooks, ...