Medium-Term Programs

Language at the heart of learning (2016-2019)

Quality language education matters. Contemporary European societies are characterised and enriched by linguistic and cultural diversity, by migration and mobility. However we only truly value and treasure these characteristics by recognising and responding to the associated challenges. Language education in the widest sense – the learning and teaching of all languages in formal, informal and non-formal contexts, as well as the provision for teacher education and the implementation of language policies – is key: lifelong, quality language education supports not only educational and professional success, but personal development and a sense of self-worth, all of which help foster economic growth, democratic citizenship and social cohesion. Quality language education is a pre-requisite for quality education overall. More

Learning through languages (2012-2015)

The new programme builds on the Centre’s previous work and widens its scope to move beyond the foreign language classroom to include all linguistic abilities and needs of all groups of learners.

Within this context language(s) represent(s) the principal medium through which learning is achieved, so the programme will address not just the foreign language classroom but the teaching of the language of schooling, of other languages present in the educational environment and the languages used in subject teaching (formal learning). Projects will also focus on informal and non-formal language learning and on the dialogue with stakeholders involved in the education process (mediation). More

Empowering language professionals (2008-2011)

The current ECML programme (2008-2011) takes place against the backdrop of major international developments in the sphere of education (e.g. the “White Paper on Intercultural Dialogue” or the Council of Europe as a contribution to the European Year of Intercultural Dialogue 2008). Within this political context there is increasingly demand on the professional skills of teachers who are expected to contribute to national education reform processes. Concrete challenges are: standard-linked tuition, result-oriented assessment, greater autonomy of educational institutions and increasing ethnic heterogeneity among students. More

Back to top