Abstract
Multilingualism is intrinsically linked with the European Union. Therefore, many European documents contain recommendations concerning its promotion, especially in the context of education. This paper describes the main axes of the European language policy. It also presents a suggested strategic model of developing plurilingual competence, which is one of the principal objectives of contemporary language teaching. The central point of the proposed model is the acquisition by pupils of the ability to make a conscious inter-language transfer, which requires them to create a set of strategies based on the resources of the language repertoire. This implies directing the didactic activities to the development of the ability to learn and emotional management that accompanies it, which requires the student to adopt a reflective attitude.
Highlights
Multilingualism is intrinsically linked with the European Union
The place of multilingualism in the education policy of the European Union Multilingualism is an inherent part of the daily life of the European Union, which may be considered both in social and individual
It should be no surprise that the list of 8 key competences contained in the Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning starts with such skills as communication in the mother tongue and in foreign languages
Summary
C2 Competence in the construction C2.1 Competence in profiting from and broadening of a plural one’s own inter-cultural / interlinguistic and cultural language experiences seul objet d’attention pris en compte dans la démarche didactique est une langue ou une culture particulière, prise isolément. Ces approches singulières ont été tout particulièrement valorisées lorsque les méthodes structurales puis communicatives se sont développées et que toute traduction, tout recours à la langue première étaient bannis de l’enseignement.”
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