and Objectives |
of Europe stresses the importance of multilingualism and plurilingual
competence for social cohesion, notably through its recently published
Guide for the Development of Language Education Policies in Europe
(henceforth The Guide). Given that Europe as a whole, and the member
states of the Council of Europe are multilingual, and have taken the position
in favour of promoting plurilingualism and linguistic diversity, it is
important that all those concerned with language in education work together.
There is a need to understand existing profiles of schools that have already
implemented a plurilinguistic approach, and to give an impetus to practices
that support plural characteristics at the school level. This project
will focus on the school as an institution within which the desired characteristics
can be fostered. It is intended to help school administrators to study,
reflect and develop together ideas related to linguistic profiles and
orientations for their institutions.
'Ensemble' denotes the need for the different partners within a school
context (administrators, teachers, learners, parents, researchers, the
community at large) to pull together in the same direction. It would be
futile for schools to organise language education with the aim of fostering
plurilingualism, if this provokes negative attitudes, among any of the
partners. Everyone has their own part to play, and it must be played in
synchronisation (hence, the need for this project).
AND OBJECTIVES ______________________________
- To collect
and analyse a selection of varied whole-school language profiles;
- To discuss
issues involved in school profiling and in the establishment and implementation
- To provide
participants with basic tools to enable them to embark on/continue a
R&D phase in their own context that will result in a whole-school
language profile and policy;
- To draw
on the results of the R&D phase, and to publish them for wider impact.
- To disseminate
the ideas and concepts contained in the Guide among school administrators;
- To collect
and present a small selection of case studies (prepared by each team
member) to provoke thought on central issues in whole-school language
profiles and policies;
- To outline
and discuss specific possibilities for enlightened whole-school language
profiling and policy formation, during the central workshop;
- To launch/set
up/embark upon a period of R&D and to bring together the results
in a publication.
- A collection
of case studies representative of a variety of linguistic and cultural
contexts where whole-school profiles and policies have been in place
for some time (to be ready in preparation for the workshop);
discussions on a variety of specific issues related to whole-school
approaches (to be ready in preparation for the workshop and with a focus
to aiding and illuminating the practice of school profiles and policies);
- A small
range of tools (e.g. check-lists, questionnaires, interview questions,
fact-finding inventories) that school personnel could use when drawing
up a policy or when elaborating a school language profile (to be ready
before the workshop and to be further developed with contributions by
- An opportunity
to 'show and tell' by workshop participants;
- A few
'polished' reports of 'research and development' projects by workshop
immediate audience of items a, b, c, d, are the workshop participants
themselves who will then act in a more concrete way and serve as multipliers
within their home context.
The larger audience of all the items would be: all school personnel interested
in the topic; university lecturers and students following studies in the
area; parents who are seriously involved in the running of their children's
schools; people involved in language education generally.
January to September
The project team will discuss the preparation of the case studies that
will highlight the theoretical and practical issues involved in the establishment
of whole-school language profiles and policies. The team will need to
decide who of the authors (project team members and possibly someone else)
will focus on which theoretical and practical issues (to be identified).
The draft of each case study will be circulated among project team members
just before the meeting in September.
2-day meeting of the project team in order to
in detail with representative from the Language Policy Division;
on the context/s that will be dealt with in some depth in the project;
the feedback from each member on each case study;
in detail the theoretical work that will be included in the project
e.g. what should be included in a separate theoretical chapter;
and discuss tools for elaborating on a whole-school language profile;
the framework (e.g. section headings) for the case studies.
2004 to June 2005
Each project team member will finalize the case study. Members will
collaborate also by sending any publications related to the project and
which fit within the theoretical framework agreed upon.
3 - 4 June
Project team meeting in Graz
plan the central workshop;
case studies (and other parts) will be handed in to the ECML for translating
detailed workshop time-table will be finalised;
description of the work to be presented by the workshop participants
will be passed on to the nominating authorities;
4-day ECML workshop to
a forum for participants to 'show and tell' about their experiences
with whole-school language profiles and policies,
the case studies and theoretical discussions surrounding the various
the ideas and concepts contained in The Guide,
the opportunity for discussion among participants,
the setting up of network teams for a 'research and development' phase.
Participants must be headteachers. They should already
be experienced/involved in whole-school language planning and plan/wish
to attend the workshop in order to refine their skills in the areas that
will be dealt with at the workshop, namely: parental and/or community
involvement; materials development; staff development within the school
and bilingual education. They must also be willing to embark on (or actually
continue) a research and development phase (such that the R&D will
neither entail a radical innovation in the school nor necessitate the
allocation of additional funds). All types of school are welcome for inclusion
(small, large, urban, rural, primary, secondary, post-secondary, state,
The workshop participants must:
(a) prepare a poster presentation according
to the guidelines
(b) have the possibility of contributing to a post-workshop R&D
Final editing meeting in view of publication(s).
Publication of Book and CD-ROM.
The working languages of the project are English and French.
Simultaneous interpretation will only be provided for central events (ECML
Participants are expected to be fluent in one
of the working languages and have passive knowledge of the other.