Multilingual education in Europe: policy developments

Abstract

In order to gain ground in the Europe of knowledge, we must make sure that pupils in all EU countries receive the appropriate education and develop the right knowledge and skills, including intercultural and plurilingual competences. But how successful a cohesive process for a multilingual Europe is it likely to be? In which way do new policy developments in language education affect curriculum decision-making, professionalism and our own sense of identity and intercultural options? Up to which point do 'linguistic unity' and 'linguistic diversity' have to be taken into account as political and educational factors gearing towards European communicative integration? How can we avoid policy developments which treat multilingualism as an 'either - or' decision and run the risk of creating social exclusion either through cultural or linguistic exclusion? Is it possible in a multilingual Europe to develop a holistic language education policy inclusive of 'Global English' and linguistic diversity? This article addresses these questions by examining the effectiveness as policy development mechanisms of the introduction of changes to policy and/or school practices that require modification or renovation of language education. This examination incorporates analysis of the concept and substance of multilingualism as part of European integration and offers new perspectives on how it may be interpreted and utilised for the development of education policies in EU countries.