The project deals with the strategies and methods different countries have found to integrate plurilingualism into the school subject conventionally dedicated to majority language (ML) teaching in secondary schools.
Background: Today, children are bringing many different languages to school. This means that the concept of teaching the language of instruction (LI) has to move away from L1 teaching and has to integrate elements of L2 teaching for the benefit of those whose L1 is different from the LI. LI/ML-teaching also has to be integrated into plurilingual education concepts like language across the curriculum and language awareness.
Target: The project would look at the development of LI/ML-instruction in secondary schools in ECML member states to find out about the strategies employed by classroom teachers. The objective is to identify, describe and operationalise change management strategies on how to implement a "plurilingual turn" to redefine ML-instruction.
Questions: How are these strategies related to the national/regional/local situation? Which strategies could be transferred to other contexts? How have curriculum reform, teacher in- and pre-service training and actual classroom practice dealt with the challenges of multilingual societies and plurilingual students?