Switzerland
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Switzerland has a federalist parliamentary system with 26 Cantons and four national languages. The country's linguistic policy is established in its Federal Constitution and Federal Law on Languages. Education is compulsory through 9th grade, with students learning two national languages and a foreign language. In post-compulsory education, there are bilingual programs where some subjects are taught in German or French. Teachers are required to have strong subject skills as well as skills in teaching additional languages through content-based instruction. The educational system aims to produce students who are efficient users of language while maintaining linguistic diversity and unity.
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Historical background of curriculum in philippines
Historical foundation of curriculum development in the Philippines.
It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized.
The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitmet, qualitative requiements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered profession” (PD1006).
Furthermore... “in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession” (P.D.1006)
Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teacher profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal prreperation for teachers, too. The mothers and fathers and tribal leaders served as teachers at hom and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools.
The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teahcers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers.
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The document summarizes the history and development of the Philippine educational system from pre-Hispanic times to the present. Some key points include:
- Education during the pre-Hispanic period was oral, practical and prepared children for community roles. The Spanish established parochial schools to spread Christianity.
- Under American rule, a public school system was established along with teacher training. English was introduced and the University of the Philippines was created.
- The Japanese occupation emphasized moral and spiritual values and promoted Japanese language and culture in schools.
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Historical background of curriculum in philippines
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It was only in 1976 with PD 1006 known as the Decree Professionalizing Teaching that teachers in the Philippines became professionalized.
The need to professionalize teaching was felt “to insure that in the immediacy and urgency of teacher recruitmet, qualitative requiements are not overlooked...” and “although teaching requires a number of years of collegiate study, it is the only course that is not yet considered profession” (PD1006).
Furthermore... “in recognition of the vital role of teachers in nation-building and as an incentive to raise the morale of teachers, it is imperative that they be considered as professionals and teaching be recognized as a profession” (P.D.1006)
Then in 1994, R. A 7836, otherwise known as the Philippine Teachers Professionalization Act of 1994, was passed to ... “promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teacher profession.” (Section 2)
During the pre-Hispanic period, there was no established formal schooling in the country. So there was no formal prreperation for teachers, too. The mothers and fathers and tribal leaders served as teachers at hom and in the community.
During the Spanish period and by virtue of Educational Decree of 1863 free public school system was established. There was one school for boys and another school for girls in every municipality. The Spanish missionaries served as teachers. The same Decree provided for a normal school run by the Jesuits to educate male teachers in Manila. Normal schools for women were not established until 1875. So it was the Spaniards who started training teachers in normal schools.
The foundations of teacher education in the Philippines were laid by the Spanish government during the mid-eighteenth century. It is said to have begun on August 4, 1765, when King Charles of Spain issued a Royal Decree requiring each village to have a “maestro.” On November 28, 1772, another Royal Decree specified the qualifications of teahcers. However, it was not until 1863 that there was a specific attempt to systematize and update the education of Filipino teachers.
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This document summarizes the historical foundation and development of curriculum in the Philippines from pre-Spanish times to the present. It outlines the major periods of education in timeline form, including education under Spanish rule which focused on Catholicism, education under American occupation which was based on American ideals, and the establishment of the K-12 curriculum in 2013 which aims to develop 21st century skills. Studying the history of curriculum is important because it plays a role in curriculum development and informs best teaching practices.
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German_at_its_peripheries_-_Alastair_Bealby_-_KU_Leuven
This document is a thesis submitted in partial fulfillment of a Master's degree in European Studies at KU Leuven. It examines language policy and identity in the German-speaking communities of eastern Belgium and southern Denmark. The thesis begins by reviewing theories of identity, language, nationality, and nationhood. It then discusses language policy frameworks and the histories of the two communities. The methodology section outlines a questionnaire used to collect data on language use, identity, and policy views. Key findings are presented comparing the two communities before concluding on the influence of national language policies on minority identity formation.
Unit 1 introduction to clil
This document outlines the concepts and history of Content and Language Integrated Learning (CLIL). It defines CLIL as teaching subjects through a foreign language. CLIL began in international schools in the 1990s and spread across Europe. It aims to integrate language learning into mainstream education to promote multilingualism. The document discusses key terms, advantages of CLIL, challenges, and examples of CLIL programs in Spain.
europeandayoflanguages-150926164206-lva1-app6891.pdf
The European Day of Languages is celebrated annually on September 26th at the initiative of the Council of Europe. Its objectives are to promote plurilingualism, intercultural understanding, and lifelong language learning. Events are organized across Europe, including language classes and conferences, with member states organizing activities independently. While over 200 indigenous languages are spoken in Europe, the most widespread modern languages are Russian, English, German, French, Italian, and Spanish. A 2006 EU survey found 56% of citizens speak a second language, with English, French and German the most commonly known foreign languages.
European Day of Languages
The European Day of Languages is celebrated annually on September 26th at the initiative of the Council of Europe. Its objectives are to promote plurilingualism, intercultural understanding, and lifelong language learning. Events are organized across Europe, including language classes and conferences, with member states organizing activities independently. There are around 225 indigenous languages in Europe, most of Indo-European origin, though English is currently the most widely studied foreign language. Multilingualism in European cities is increasing with immigration and globalization.
Post Brexit EU and the position of English - Robert Phillipson
The distinguished scholarship of Bessie Dendrinos builds on analysis of the politics of education that often constrains social and linguistic justice. English as a hegemonic language in many societies, and in education, nationally and internationally, serves to open doors of capitalist opportunity and privilege for some but closes them for many. Whether a language policy is linguicist (or linguo-racist, to use Bessie’s term) or not is an empirical question. European integration activities since 1945 – ending wars, creating a common market, the euro, etc. – all depend on language policies, supported by translation and interpretation. Prior to 1973, when the UK, Ireland, and Denmark joined the EU, no use was made of English, and French was primus inter pares. In 2016 English is indisputably the dominant language in the internal affairs of EU institutions and of many of its funded ‘actions’. The privileging of English (in finance, research, the Bologna process, etc.) is precisely what Winston Churchill sought to achieve, the entrenchment of Anglo-American power by linguicist and other means, economic, political, and military. The role of language in relation to the many crises of the EU, among them Brexit and the disastrous financial austerity policies imposed on Greece, needs analysis. This is a major challenge for scholars in language policy and language in education policy. For analysis of some of the complexity of the issue, see my article ‘Myths and realities of “global” English’ in the journal Language Policy, on-line from June 2016.
Teramo 2016
This document outlines the key topics to be discussed at an international conference on language education policy in Europe. It will examine the construction of identities through narratives and evaluate language policies based on their objectives and indicators of quality. Some of the main points to be covered include the role of education in an interconnected world, definitions of language policy and planning, approaches to language education between globalization and standardization, and examples of quality in education through bottom-up approaches and narrative identity construction. The conference aims to rethink the European project through a focus on quality in language and education.
Geert Driessen (2005) ed Söhn From cure to curse.pdf
Driessen, G. (2005). From cure to curse: The rise and fall of bilingual education programs in the Netherlands. In J. Söhn (ed.), The effectiveness of bilingual school programs for immigrant children. WZB Discussion Paper SP IV 2005-601 (pp. 77-107). Berlin: Wissenschaftszentrum Berlin für Sozialforschung.
Modern languages at Aberystwyth
The document summarizes information about studying modern languages at Aberystwyth University. It highlights that Spanish, Mandarin Chinese, French, Arabic, and German are the most important languages globally apart from English. It also notes that Aberystwyth's modern languages department ranks highly in the UK for student satisfaction and outcomes. Key aspects of studying languages at Aberystwyth include opportunities for study abroad, employability support like mentoring in local schools, and research-led teaching from expert staff.
Marie-Anne Hansen-Pauly
This document summarizes a research project on developing a plurilingual portfolio for secondary school students and teachers in Luxembourg. The project aimed to research multilingually by involving several languages in the research process. It involved collaboration between university researchers and language teachers to develop a common portfolio tool that integrated students' multiple language experiences and promoted a multilingual approach to language learning. Key aspects of the project included clarifying concepts, developing shared understandings between stakeholders, and analyzing portfolio data to understand language acquisition processes and foster multilingualism.
Docfoc.com-1 ALL and TOOL Projects Case studies of creativity and innovation ...
The document discusses language diversity and projects aimed at language learning in a multilingual context. It notes that a small number of languages are dominant worldwide while many others are endangered. The ALL and TOOL projects were funded by the EU to develop innovative teaching methods for diverse languages. They used a blended learning approach with standardized objectives to unite different teaching philosophies. Technologies like video, collaboration tools, and subtitles were utilized to make materials more communicative and learner-autonomous. Overall the projects aimed to foster language learning and cultural exchange in a complex multilingual environment.
Abc plurilingualism romania
This document summarizes Romania's education system. It notes that education is a national priority and is based on democratic values of equal access. It describes the structure of pre-university education, including 10 grades of compulsory education typically completed by age 16. It also outlines recent changes to university education in line with the Bologna Process. The document then focuses on foreign language teaching and learning in Romania, including the languages taught, number of instruction hours, and programs for intensive study and bilingual education. It closes by discussing textbooks, the education of linguistic minorities, European frameworks and concepts applied in Romania like the Common European Framework of Reference for Languages and European Language Portfolio.
Clil Aprendizaje Integrado de Contenidos en Lengua Extranjera
CLIL: Content and Language Integrated Learning.
'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994).
Aprendizaje Integrado de Contenidos y Lenguas Extranjeras. cf. Educación Bilingüe.
"AICLE hace referencia a las situaciones en las que las materias o parte de las materias se enseñan a través de una lengua extranjera con un objetivo doble, el aprendizaje de contenidos y el aprendizaje simultaneo de una lengua extranjera. " (Marsh, 1994).
Italy
This document provides an overview of bilingual education in Italy. It begins with the sociodemographic context, noting Italy's location in Southern Europe and linguistic diversity. It then discusses Italy's linguistic policy, including recognizing 12 minority languages. The document outlines various bilingual programs in Italy, noting a lack of foreign language competence and teacher training. It highlights the Lizeo Internazionale Franchese program, a French-Italian bilingual secondary school program begun in 1994 now with 22 sections. The document concludes that while bilingual programs show promise, more work is needed, including improved teacher training and evaluation of results.
Language standardization: How and why
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
Language standardization
The document discusses language standardization, including how and why languages become standardized. It notes that standardization is a prescriptive process that develops a standard variety of a language. Languages typically become standardized through resources like dictionaries, grammars, pronunciation guides from linguistic institutions, constitutional status as an official language, use in public domains like courts and schools, literary works, and popularity/acceptance in the community. Establishing a standard variety aims to promote national cohesion. The standard variety often reflects the language of higher socioeconomic groups. Examples are given of standardization processes and debates in countries like Brazil, Angola, Mozambique, and Cape Verde. Related scientific papers and books on topics like the politics of standardization and its
Teramo 2016
This document discusses language education policy in Europe. It provides context on the "language question" in the 19th-20th centuries and defines language policy and planning. It then addresses topics like globalization, education quality vs. quantity, and top-down vs. bottom-up approaches. An example is provided of an Italian project taking a bottom-up, quality-focused approach through autobiographies to foster cultural integration. The conclusion emphasizes the importance of quality language education for integration in Europe and its role in innovation and social change in a globalized world.
Language standardization: How and why
The document discusses language standardization, including how varieties become standardized through mechanisms like dictionaries, grammars, pronunciation standards set by institutions, and effective public use. It establishes standards to promote national cohesion but can associate nonstandard varieties with lower prestige. Examples are given of standardization in Brazil, where television and actors helped establish an unofficial spoken standard based on Rio de Janeiro Portuguese. Scientific papers examine topics like the effects of standardization on attitudes and ideologies, and how standardization relates to contextualization in leadership across countries.
Is italian an endangered language
This document provides an overview of the status of the Italian language in Switzerland. It begins with a brief history of how Switzerland became a multilingual country with German, French, Italian, and Romansh as the official national languages. However, Italian has the fewest native speakers at around 6.5% of the population. The document then examines the situation of Italian both within and outside of the officially Italian-speaking regions of Ticino and parts of Grisons. While Italian is protected and promoted through education within these regions, its status is weaker elsewhere due to policies that give individual cantons control over language usage. Overall, the document suggests that while efforts have been made to promote Italian more broadly, obstacles like a growing focus on
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Post Brexit EU and the position of English - Robert Phillipson
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This document discusses bilingual education programs in Spain. It outlines the different models used in the Basque Country, Catalonia, and Galicia to teach Basque, Catalan, and Galician respectively alongside Spanish. It also describes foreign language teaching (FLT) programs in primary and secondary schools that teach at least 40% of the curriculum in a second language, usually English. Overall the document provides an overview of the legal framework and variety of approaches used to promote regional languages while integrating immigrant populations through Spanish instruction.
California
This document discusses bilingual education and bilingualism. It provides background on topics like the bilingual child, the USA, and California. California has a highly diverse population, with over 25% of children speaking a language other than English, most commonly Spanish. The document also outlines some of California's policies around bilingual education over time. It discusses two bilingual education models and provides examples of two schools implementing these models: San Fernando Elementary and Joseph Gascon Elementary. Both schools saw progress in students' English language learning through solid, consistent instruction in their bilingual programs.
Finland
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system is among the best in the world and emphasizes learning multiple languages starting from an early age, with most students learning at least two additional languages besides their native Finnish or Swedish. The education system also offers various immersion and bilingual programs that teach subjects in languages like English.
Portugal
This document discusses language education in Portugal. It notes that Portugal is a monolingual country where Portuguese is the official language, spoken by around 10 million people. While Portuguese is dominant, there are nine recognized minority languages. The education system makes the learning of foreign languages compulsory, with students required to learn English and French in primary school, and additional languages in secondary school. The document also describes a pilot project using Content and Language Integrated Learning to teach subjects like history in English, finding it improved students' language skills and motivation. However, teachers faced challenges with lack of training and resources for this educational approach.
Ireland
Ireland has two official languages: Irish and English. Students in Ireland learn Irish and English as well as studying three additional languages as second languages including French, German, and Spanish. Bilingual education is compulsory in Ireland with elementary schools teaching both Irish and English. At high school, Irish can be studied as a second language or students can choose to study other languages like French, German, or Spanish. Parents choose to send their children to Irish-medium schools where education is through Irish in order to help their children become fluent in Irish and develop a stronger sense of cultural identity.
Finland
Finland has a population of over 5 million people concentrated in the southern region. One of the keys to Finland's success is its high-quality education system, which provides public investment in education and training. Finland's education system includes 9 years of compulsory primary education, after which students can choose between general and vocational secondary programs. It also has a bilingual focus, with most students learning two additional languages starting in third grade, and some schools offering content instruction in other languages through immersion or CLIL programs to further improve students' language skills. Recent international assessments show Finland remaining among the top countries in reading and science, though its math scores have declined slightly.
Catalonia
This document analyzes linguistic policies and outcomes in Catalonia, Spain. It finds that while Catalan is primarily used in schools and local administration, Castilian Spanish is also widely spoken. Survey results show students perform as well in Castilian as the Spanish average, and bilingual education has no negative impact on learning. However, efforts to promote Catalan use have not increased its use among younger generations or boosted knowledge of the language compared to 15 years ago.
Denmark presentation
Denmark has experienced increased immigration which has changed its traditionally monolingual society. While Danish remains the official language, about 11% of the population are immigrants who speak various other languages. The education system in Denmark focuses on assimilating immigrant students through teaching Danish as a second language. There are some international basic schools that provide instruction in other languages, as well as mainstream schools that teach foreign languages like English, French, and German. Evaluation of bilingual students' PISA test results show they often perform below their Danish peers, with many not completing further education.
Beps in spain bueno
The document discusses Spain's Bilingual Education Project (BEP). It operates in state schools starting at age three, introducing reading, writing, listening and speaking to promote language competence. Schools are selected based on socioeconomic factors, background, location, size and diversity. Teachers involved are both permanent teachers and native/near-native English speakers. The project aims to develop both languages and cultures while facilitating teacher and student exchanges. Students, parents, and teachers generally perceive the program positively, seeing benefits for students' English skills, personal development, and career prospects.
Colloquia
This document discusses cross-curricular projects and activities in education. It begins by defining cross-curricular as relating to an approach that includes contributions from several different disciplines and viewpoints. It then describes several sample classroom activities and projects that aim to incorporate multiple subject areas and skills. The first activity combines language, science, and technology skills around a news article. The second involves a history and nutrition lesson on dinosaurs. Key competencies like communication, digital skills, collaboration, and critical thinking are identified as being developed through these cross-curricular lessons.
Power coloquia 2
This document discusses assessment strategies in Content and Language Integrated Learning (CLIL). It notes that CLIL assessment is complex as it must assess both language and subject content. It emphasizes the importance of formative assessment and using assessment to support student learning. Some key challenges in CLIL assessment include determining if poor performance is due to lack of language proficiency or content knowledge. The document provides examples of support strategies teachers can use for CLIL students, such as simplifying language, allowing extra time, and using visuals. It stresses the importance of considering individual student needs and differentiating instruction.
Portfolio
This document provides information about the European Language Portfolio (ELP). It is composed of 3 sentences:
The ELP allows language learners to document their language skills and cultural experiences over time in a passport, biography, and dossier. It is intended to support language learning throughout one's life and can be used to validate skills. The portfolio has 3 main sections - the language passport provides an overview of skills, the biography describes experiences, and the dossier contains work samples demonstrating abilities.
Colloquia 12
This document discusses competencies developed through Content and Language Integrated Learning (CLIL). It outlines four types of language competencies: linguistic, sociolinguistic, discourse, and strategic. The document then lists common goals of CLIL, including developing intercultural skills, improving target language competence, and increasing learner motivation. It describes positive outcomes of CLIL on both content learning and language acquisition, noting especially gains in receptive skills, vocabulary, and risk-taking. The document stresses the importance of teacher qualifications for successful CLIL instruction.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is provided and the cognitive skills targeted are identified. The examples include an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Cross curricular projects
This document discusses different types of activities that can be used in CLIL (Content and Language Integrated Learning) classes. It identifies four basic types of activities: 1) activities for communicating subject content orally, 2) activities to develop listening and reading strategies, 3) activities to guide student production (oral, written, physical), and 4) activities to engage higher cognitive skills. For each type, an example activity is described along with the cognitive skills it targets. The examples included an activity on the water cycle, endangered animal leaflets, role plays, and a map activity. The document emphasizes that activities should be meaningful, relevant, and help students improve both content knowledge and language skills.
Outcomes and language learning
This document discusses learning outcomes and supporting language learning. It lists several purposes of learning outcomes, including providing focus for instruction, guidelines for learning, and targets for assessment. It also discusses tips for supporting language learning in content classes, such as creating a safe environment, using the target language consistently, speaking clearly, and providing repetition and opportunities to practice all language skills. The goal is to build equal status for the language used in school and recognize student effort.
Colloquia 2
This document discusses bilingualism and CLIL (Content and Language Integrated Learning) in Spain. It defines different levels of bilingualism from speaking two languages to thinking in two languages. It also describes individual bilingualism, which can be composed/coordinated or dominant/balanced depending on language knowledge, and simultaneous/consecutive depending on acquisition age. Social bilingualism exists when a society contains two language groups that may be separate, bilingual, or with one monolingual group. The document also notes the growth of bilingual schools in Spain from 2012 and both the problems and benefits of bilingual education. It concludes by reviewing clothing vocabulary in English.
Riddles
This document contains 20 riddles about various foods from different food groups including fruits, vegetables, grains, dairy, and more. Each riddle provides clues about the color, texture, and other characteristics of the food to determine its identity. The foods include a tomato, milk, ice cream, egg, pepper, banana, watermelon, spaghetti, broccoli, cake, bread, and carrot.
Case study
The IES Valle de Camargo school began offering an English-Spanish bilingual program in 2007-2008 across various departments including foreign languages, mathematics, and technology. The program structure allocates time for English and French language instruction at different levels, and utilizes CLIL methodology for teaching non-language subjects in the target languages. Conversation assistants are employed to help develop communication skills and cultural interest. The school organizes trips to England and France, as well as exchanges with other European schools. Students also participate in the Global Classrooms program which simulates United Nations conferences on topics like human rights and the environment.
Context bilingual programmes and clil in cantabria
El documento describe los programas bilingües y de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) en Cantabria. La ley educativa y el plan de lenguas de Cantabria promueven la educación plurilingüe, y permiten la enseñanza de materias en idiomas extranjeros. Actualmente hay programas bilingües en inglés, francés y alemán en escuelas primarias y secundarias, que incluyen clases adicionales de idiomas y la enseñanza de
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- 3. CONTEXT
- 4. Linguisticpolicy • Federal Constitution. • Federal Lawonlanguages. • HarmoS. • CompendiumCultural policiesand trendsin Europe.
- 6. EDUCATIONAL SYSTEM LEVEL YEAR LANGUAGE RESULT ATTHE END COMPULSORY EDUCATION SECONDARY I 9th NationalLanguage + SecondNationalLanguage + ForeignLanguage THREE LANGUAGES 8th 7th ForeignLanguage PRIMARY 6th 5th SecondNationalLanguage 4th 3th 2nd 1st COMPULSORY EDUCATION AND LANGUAGES
- 7. EDUCATIONAL SYSTEM POST-COMPULSORY BILINGUAL EDUCATION Year MODALITÉ L (Longue) 1st The same as an monolingual modality. 2nd Mobilityto other high school in the German-Switzerland or Germany. 3rd Some subjects in German(Using CLIL) Thesisof “maturité”inGerman. Year MODALITÉ C (Courte) 1st The same as an monolingual modality until april, when they enjoy the mobilityto other high school in the German-Switzerland or Germany. 2nd 3rd They are integrated in bilingual courses in German–using CLIL(at least 2 subjects)-+ German Thesisof “maturité”in German.
- 8. EDUCATIONAL SYSTEM EVALUATIONS: • PISA • STANDARD NATIONAL EXAMS • CommonEuropeanFramework of ReferenceforLanguages(CEFRL) • PORTFOLIO TEACHERS SKILLS: • SUBJECT SKILL. • ESPECIFIC CLIL SKILL • C2 TO TEACH LANGUAGES IN SECONDARY • C1 TO TEACH LANGUAGES IN PRYMARY
- 9. OBJECTIVE: “EFFICIENT USERS OF LANGUAGE” EDUCATIONAL SYSTEM
- 10. PLURALIST – MAINTENANCE: FRENCH, GERMAN AND ITALIAN. – HERITAGE: ROMANSH AND IMMIGRANT LANGUAGES. – PROMOTE FOREING LANGUAGE: ENGLISH. “WITH UNITY AND IDENTITY INTO DIVERSITY” CONCLUSION