Full Description
The work of the Council of Europe in plurilingual and intercultural education is highly influential in Europe and beyond and has been so for many years. The Common European Framework of Reference and its Companion Volume, and related instruments, provide ways in which to implement policies and a broader vision of providing quality and equity in education across the curriculum, a vision which incorporates the core values of the Council of Europe and which educates children and young people to be plurilingual, intercultural and democratic citizens. This book presents this educational vision, demonstrates how it can be realised through the application of Council of Europe instruments in practice, and does so in a way which is easily and quickly accessible to teachers of all subjects and in all educational institutions, as well as to other educationists, including policymakers.
Contents
Contributors
Preface
Chapter 1. Michael Byram and Joseph Sheils: Introduction - Quality and Equity in Education: The Council of Europe Vision
Chapter 2. María-del-Carmen Méndez-García and Mike Fleming: What Do I Need to Know about 'Quality' and 'Equity' in Education?
Chapter 3. Louise Tranekjær: What Do I Need to Know about Plurilingual-and-Intercultural and Democratic Competences?
Chapter 4. Helmut Johannes Vollmer and Eike Thürmann: What Do I Need to Know and What Can I Do about the Role Language Plays in Supporting Quality and Equity in Education?
Chapter 5. Florentina Sâmihăian and Diana-Maria Beldiman: What Do I Need to Know about Language as a Tool for Learning-and-Teaching and Assessing when Teaching Competences for Democratic Culture and Intercultural Competences?
Chapter 6. Helmut Linneweber-Lammerskitten, Silvia Minardi and Irene Pieper: What Do I Need to Know and Do to Ensure that My Own Subject Contributes to Learners' Plurilingual, Intercultural and Democratic Competences?
Chapter 7. Claudia Borghetti and Martyn Barrett: What Do I Need to Know about Quality and Equity in the Assessment of Plurilingual, Intercultural and Democratic Competences and the Use of Portfolios?
Chapter 8. Mirjam Egli Cuenat and Marisa Cavalli: What is My Role and Responsibility as a Language Teacher in Developing Language (and Other) Skills for Learning Across the Curriculum?
Chapter 9. Nathalie Auger and David Little: The Special Case of Education for Migrants: Children
Chapter 10. Cecilie Hamnes Carlsen, Lorenzo Rocca and Joe Sheils: Education for Integration: The Case of Adult Migrants
Chapter 11. Jonas Erin and Waldemar Martyniuk: As the Leader of a Language-Friendly Educational Institution, What Do I Need to Know about Policymaking for Language and Literacy Education in a Coherent Whole-School Approach?
Michael Byram and Joseph Sheils: Summary
Appendix: The Council of Europe
Index
