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Plurilingualism: Evaluating progress in early start foreign language programmes across Europe = Wielojezycznosc ocena postepow we wczesnoszkolnej edukacji jezykowej w Europie
Umeå University, Faculty of Arts, Department of language studies.
2012 (English)In: Multilingual Competences for professional and social success in Europe: = Kompetencje jezykowe podstawa sukcesu zawodowego i spolecznego w Europie, Warsaw, Poland: FRSE , 2012, 91-97 (Polish)-287-293 (English) p.Conference paper (Other academic)
Abstract [en]

Since the late 1990s, teaching languages in schools has been perceived as a high priority in Europe, with reports and recommendations through the first decade of the 21st century strongly promoting the introduction of foreign languages from the earliest phases of primary schooling. This paper reports on the extent to which European recommendations have been realised at national levels, drawing on evidence from a major transnational longitudinal study (ELLiE 2007-­‐10) (Szpotowicz et al, 2009; Lopriore, 2010; Muñoz et al 2010). A short summary of findings is provided, together with a review of factors highlighted by the study which remain in need of attention and consolidation if the target of a plurilingual citizenry is to be achieved.

Place, publisher, year, edition, pages
Warsaw, Poland: FRSE , 2012. 91-97 (Polish)-287-293 (English) p.
Keyword [en]
plurilingualism; languages; early start; Europe;multilingualism.
National Category
Educational Sciences
Research subject
URN: urn:nbn:se:umu:diva-60583ISBN: 978-83-62634-72-9OAI: diva2:561257
Multilingual competences for professional and social success in Europe, Warsaw 28-29 September 2011
Available from: 2012-10-18 Created: 2012-10-18 Last updated: 2016-06-09Bibliographically approved

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Enever, Janet
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