This Guide is intended for those who influence, formulate and implement language education policy at any level. It presents approaches to the development of policies rather than policies as such, and is designed to accommodate the needs of different education contexts.
The aim of the Guide is to offer an analytical instrument which can serve as a reference document for the formulation or reorganisation of language teaching in member states. Its purpose is to provide a response to the need to formulate language policies to promote plurilingualism and diversification in a planned manner so that decisions are coherently linked.
Accordingly, the Guide does not promote any particular language education policy but attempts to identify the challenges and possible responses in the light of common principles. It is intended for those who influence, formulate and implement language education policy at any level. It presents approaches to the development of policies rather than policies as such, and is designed to accommodate the needs of different education contexts.
The Guide for the Development of Language Education Policies in Europe is organised in three parts:
analyses of current language education policies in Europe (common characteristics of member states policies and presentation of Council of Europe principles) ;
information required for the formulation of language education policies (methodologies for policy design, aspects/factors to be taken into account in decision making);
implementation of language education policies (guiding principles and policy options for deciders in providing diversification in choice of languages learned and in promoting the development of plurilingual competence; inventory of technical means and description of each ’solution’ with indicators of cost, lead in time, means, teacher training implications, administration etc.).
The Guide is available in two versions
The Guide exists in two versions of unequal length to suit the needs of specific groups of readers:
the Main version is the reference version, written for those who decide language education policy, and which provides the scientific and professional argument and evidence in detail. The new edition was developed after a process of consultation; it includes cross-references to related Studies, as well as a glossary
an abridged Executive version, written for policy deciders involved in language education policies but who may have no specific specialist knowledge of technical matters in language education.
21 Reference Studies
The Guide is accompanied by a series of separately published Reference Studies on key policy issues which provide in-depth analysis of key issues covered in the Main Version.
Language education policy, national and sub-national identities in South Africa - Alexander Neville (2003)