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European Journal of Applied Linguistics

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Languages of schooling in European policymaking: present state and future outcomes

Francisco Lorenzo
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  • Universidad Pablo de Olavide de SevillaDepartamento de Filología y Traducción, Facultad de Humanidades, Edificio 2Ctra. Utrera km.141013, SevillaSpain
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/ Fernando Trujillo
  • Universidad de GranadaCampus Universitario de Ceuta, Facultad de EducaciónC/ Cortadura del Valle s.n. CP51001 CeutaSpain
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Published Online: 2017-08-19 | DOI: https://doi.org/10.1515/eujal-2017-0007

Abstract

European language policies have unfolded under the umbrella of the Council of Europe and the European Commission over the last past decades. The major goal has been so far to handle autochthonous multilingualism and preserve language diversity. Major developments in this area has been followed by new political and educational targets. The first one is the spread of high levels of cognitive academic language proficiency (CALP) across all the student population. High CALP levels imply the acquisition of high order skills triggered by the practice of advanced language structures at school, mostly through language across the curriculum schemes. Secondly, their interests lie in the development of second language instruction competence (SLIC); i.e. the ability to process school content in a variety of languages so that multilingual education does not affect communicative levels only. CALP and SLIC will mark the political goals for language policy in the nearby future and it so happens that languages of schooling provide a framework to operationalize these goals. Following on past research on European multilingual language policies, this paper intends to explore the means to make this language policy happen in schools. The major concepts, innovations and policies discussed will be illustrated with examples from the course of History.

Resumen

Las políticas lingüísticas europeas se han desarrollado en las últimas décadas bajo el auspicio del Consejo de Europa y la Comisión Europea. Hasta ahora, estas políticas se han centrado en el reconocimiento del multilingüismo autóctono y la preservación de la diversidad lingüística. Los logros en esta área se extienden ahora a nuevos retos de política educativa y lingüística. El primero es la extensión del dominio de la lengua académica o literacidad avanzada, también conocido en la literatura como CALP. El desarrollo de CALP implica la adquisición de competencias avanzadas por el dominio de la lengua académica, un objetivo que se consigue por medio de innovaciones como las lenguas a través del currículo. En segundo lugar, las políticas persiguen el desarrollo de la capacidad para aprender a través de una segunda lengua (second language instruction competence o SLIC). CALP y SLIC marcan los objetivos políticos en el futuro inmediato y ambos pueden conseguirse a través del paradigma lenguas de escolarización (languages of schooling). Este artículo explora los procedimientos para implementar el principio de lenguas de escolarización en educación. Los conceptos, innovaciones y políticas que se discuten se ilustran con ejemplos de la asignatura de Historia.

Keywords: Languages of schooling; CLIL; literacy; CALP; PISA

Palabra clave: Lenguas de escolarización; AICLE; literacidad; lenguaje académico; PISA

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About the article

Published Online: 2017-08-19

Published in Print: 2017-09-05


Citation Information: European Journal of Applied Linguistics, ISSN (Online) 2192-953X, ISSN (Print) 2192-9521, DOI: https://doi.org/10.1515/eujal-2017-0007.

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