The future of language education in Europe : case studies of innovative practices : executive summary.
Date: 2020-05-04
Institutions: Directorate-General for Education, Youth, Sport and Culture
Subjects: case study, cultural pluralism, education policy, educational system, foreign language, language teaching, mother tongue, multilingualism, new educational methods, student mobility

The future of language education in 
Europe: case studies of innovative 
practices 

Executive Summary 

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doi: 10.2766/81169       NC-04-19-724-EN-N

 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Please cite this publication as:  

Le  Pichon-Vorstman,  E.,  Siarova,  H.,  Szőnyi,  E.  (2020).  ‘The  future  of  language  education  in  Europe:  case 
studies  of  innovative  practices’,  NESET  report,  Executive  Summary.  Luxembourg:  Publications  Office  of  the 
European Union. doi: 10.2766/81169. 

ABOUT NESET  

CONTRACTOR 

NESET is an advisory network of experts working on the 
social dimension of education and training. 

The  European  Commission’s  Directorate-General  for 
Education and Culture initiated the establishment of the 
network as the successor to NESSE (2007-2010), NESET 
(2011-2014) and NESET II (2015-2018). 

PPMI is responsible for the administration of the NESET 
network.  For  any  inquiries  please  contact  us  at: 
info-neset@ppmi.lt. 

AUTHORS: 

  Emmanuelle LE PICHON-VORSTMAN, University of Toronto and 

University of Utrecht 
  Hanna SIAROVA, PPMI 
  Eszter SZŐNYI, PPMI 

AUTHORS OF THE CASE STUDIES: 

Gedimino ave. 50, LT - 01110  
Vilnius, Lithuania 
Phone: +370 5 2620338  
Fax: +370 5 2625410 
www.ppmi.lt 
Director: Rimantas Dumčius 

  Emmanuelle LE PICHON-VORSTMAN, University of Toronto and 

University of Utrecht 

  Jim CUMMINS, University of Toronto 
  Audrey ROUSSE-MALPAT, University of Groningen 
  Marjolijn VERSPOOR, University of Groningen and University of 

  Marisa CAVALLI, consultant at the European Centre for Modern 

Pannonia 

Languages 

  Eneko ANTÓN, University of Mondragon 
  Jon Andoni DUÑABEITIA, University of Nebrija 
  Jenni ALISAARI, University of Turku 
  Orestas STRAUKA, PPMI 
  Hanna SIAROVA, PPMI 

PEER REVIEWERS: 

  Jim CUMMINS, University of Toronto 
  Nathalie AUGER, University of Montpellier 
  Dragana AVRAMOV, NESET Scientific Coordinator 

LANGUAGE EDITOR: 

  James NIXON, freelance editor 

EUROPEAN COMMISSION 

Directorate-General for Education, Youth, Sport and Culture 
Directorate A – Policy Strategy and Evaluation 
Unit A.4 – Evidence-Based Policy and Evaluation  

E-mail:  eac-unite-a4@ec.europa.eu 

European Commission 
B-1049 Brussels 

 
 
 
 
 
 
 
 
 
 
 
 
 
Executive summary 

Linguistic diversity is one of the great strengths of the European Union. To foster  the 
potential of linguistic diversity to support multilingual competences of students and help 
overcome its possible challenges, innovative policies and practices in language teaching 
must be implemented in European classrooms, schools, regions and countries –taking 
into account pedagogical shifts and ongoing societal trends such as migration and the 
increasing mobility of individuals.  

To transform  language  education in  Europe,  it is  necessary  to  improve the  language 
competences of learners by not only helping them to acquire new languages, but also 
to maintain and develop their skills in their own languages. It is further necessary to 
deconstruct  the  existing  hierarchy  between  languages,  and  to  apply  an  inclusive 
perspective  towards  all  languages,  both  in  education  and  in  society.  In  addition, 
languages should be used as resources in the classroom, building on students’ linguistic 
repertoires  for  learning.  This  includes  discontinuing  strategies  and  practices  that 
separate  the  target  language  from  other  languages  students  know,  and  encouraging 
those  strategies  and  practices  that  allow  transition  from  one  language  to  another, 
resulting in a positive transfer of skills and concepts and the strengthening of each of 
the languages.  

In this context, the main purpose of this report is to inspire educators and policy makers 
to innovate and implement forward-looking policies and practices in language education, 
by  exploring novel  approaches  and strategies  for language teaching  across  in Europe 
that support learners’ plurilingualism. 

The key questions this report aims to answer are the following: 

▪  What are the new developments in teaching and learning languages in Europe?  

▪  How can we open spaces in pedagogy that support the activation of the languages 
that students bring with them into the classroom? And how do these innovative 
language teaching practices promote plurilingualism? 

▪  What are the pros and cons of each of these pedagogies?  

▪  How could these experiences be adapted to other European contexts? 

▪  What  are  the  key  drivers,  barriers  and  possible  ways  forward  towards  the 
transformation of language teaching and learning approaches across Europe? 

Case studies: innovative language teaching and learning policies and practices 

This  report  showcases  a  selection  of  policy  developments  and  practices  in  language 
teaching  across  Europe,  placing them into the context of  evolving  language  teaching 
pedagogies and policies, and highlighting the necessary shift towards a more plurilingual 
approach.  The  six  case  studies  illustrate  how  policy  makers  and  educators  have 
responded to the complexity of the new linguistic landscape – and highlight the need 
for more efficient language education in specific European contexts. 

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FIGURE 1 Countries and regions covered by the case studies in this report. 

Source: created by the authors. 

Multilingual programme Studi/Binogi 

The Studi/Binogi digital platform in Sweden provides learning materials (in the form of 
animated videos) covering curriculum content in all subjects. These are delivered in the 
language(s) of the school and in several minority languages. This digital learning tool 
makes it  possible  for  migrant learners  to  access  curriculum content upon  arrival in  a 
new country, and thereby promotes the equal value of all languages. Studi/Binogi helps 
students to create a link between the various languages in their repertoire and enables 
them to develop their skills in their own language at the same time as learning a new 
language.  In  addition,  Studi/Binogi  creates  an  inclusive  learning  environment  for  all 
students, including students with diverse linguistic backgrounds.  

Accelerative Integrated Method of foreign language teaching 

The Accelerative Integrated Method of foreign language teaching (AIM) is a classroom 
practice for language learning used in the Netherlands. The method provides a playful 
way  of  teaching  a  foreign  language  through  ‘scaffolding’  techniques.  These  use 
storytelling, gestures, active collaboration and repetition in the target language. So far, 
AIM has been used to teach French, English, Spanish and Mandarin to young beginners 
from  around  7 to 15 years old. This case study represents an example of a language 
teaching  and  learning  practice  that  provides  equal  access  to  high-quality  language 
education for all students, regardless of their first language. 

The bi-/plurilingual education model of the Aosta Valley 

The bi-/plurilingual educational model of the Aosta Valley in northern Italy focuses on 
the development of plurilingualism among students in all areas of the curriculum. The 
model is based on alternating between languages from one day to the next. This model 
allows the transfer of skills and competences from one language to  the other. One of 
the model’s main objectives is to preserve the most widely spoken minority language in 
the region, French.  

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The education model of the Basque Country 

The educational model used in the Basque Country (Spain) has set itself the objective 
of  safeguarding  and  revitalising the Basque language. The region’s  education  system 
employs  a flexible, context-sensitive model in terms of languages, with immersion  in 
the Basque language being predominant model in the region. Despite a highly successful 
bilingual education model, the region recognises the challenge of multilingualism that is 
linked  to  the  Basque  Country’s  changing  linguistic  landscape.  The  region is  therefore 
considering the establishment of a more inclusive language management system that 
promotes and enables the development of all languages. 

Language-sensitive curriculum in Finland 

Finland’s recently introduced language-sensitive curriculum promotes the recognition of 
all languages and the development of language awareness in the teaching and learning 
process throughout. This approach aims to ensure equal access to quality education by 
taking  into  account  students’  linguistic  repertoires  and  integrating  their  various 
languages into classroom practice. The curriculum recognises the value of all languages 
and their importance for further learning. 

The CertiLingua school network 

CertiLingua is a network of schools committed to providing students with high-quality 
language  education.  The network  issues  a  quality certificate  to  schools  that  advance 
language  education,  teaching  at  least  two  additional  languages  using  the  Content 
Language  Integrated  Learning  (CLIL)  method,  as  well  as  intercultural  skills.  The 
network’s  ‘Label  of  Excellence’  is  awarded  to  students  and  schools  that  fulfil  the 
programme’s criteria. CertiLingua promotes the development of the skills necessary for 
social and professional interaction in an international context. 

Key findings  

The six case  studies in this report demonstrate that language teaching strategies  are 
responding,  albeit  slowly,  to  the  general  educational  trends  of  digitalisation  and  the 
personalisation of teaching and learning across Europe, with the aim of increasing the 
overall quality of language education and instilling a culture of plurilingualism. The key 
innovation  inherent  to  these  developments  lies  in  creating  a  shift  in  perception  in 
relation  to  languages  and  their  role  in  the  process  of  learning.  This  involves  the 
following:  

▪  Students’ first languages are not perceived as a problem or deficit, but as an asset 

for learning and as an enrichment of students’ linguistic repertoires. 

▪  Linguistic  considerations  and  language  learning  are  relevant  in  and  for  all 

subjects. 

▪  All languages have equal value. 

▪  Existing competences and talents support the acquisition of competences in other 

language(s). 

▪  Students’  language  repertoires  can  consist  of  multiple  languages,  with  varying 
levels of proficiency in each. Competences in these languages are interconnected, 
and are important for the development of plurilingual competences. 

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The  case  studies  analysed  in  this  report  also  reveal  that  the  application  of  this  new 
plurilingual perspective involves the introduction of the following elements into language 
education: 

▪  A  focus  on  language  awareness  within  the  school’s  teaching  and  learning 

processes.  

▪  The active integration of students’ languages into classroom practices. 

▪  Provision of equal access to quality language education, regardless of  students’ 

first language. 

▪  Use  of  the  method  of  alternating  languages  to  enable  students  to  acquire  the 
ability to use several languages in monolingual settings, and to activate both (or 
all), and even switch between them in plurilingual contexts. 

The  plurilingual  practices  reviewed  in  this  report  present  great  potential  for 
adaptation  to other  countries  or  contexts.  The  transfer  of long-standing,  innovative 
strategies  and practices  for language learning is  possible due to  flexibility  in the way 
such strategies and practices are applied, as well as the ready-to-use tools developed 
for the purpose of such application. While each of these policies and practices is tailored 
to its own specific context and its needs, all  are  transferable,  taking into account the 
relevant context into which they will be embedded. 

Key policy implications and recommendations 

The shift towards plurilingualism challenges traditional conceptions and practices within 
language teaching and learning. Although it offers an opportunity to transform language 
education  in  Europe  and  move  towards  more  inclusive  and  comprehensive  language 
education,  the  lack  of  sufficient  information  about  the  benefits  of  emerging  or 
reconsidered  strategies  and  practices  can  hinder  their  effective  and  successful 
implementation across the EU. This report therefore highlights the implications of the 
shift  towards  plurilingualism  and  provides  recommendations  to  facilitate  the 
implementation of innovative teaching and learning strategies and practices. 

Recommendations for policy-makers – system level  

▪  Change is needed in the attitudes of policy-makers/leaders towards a more 
positive perception of the value of inclusive education and plurilingualism. This 
would create a foundation for inclusive processes at school and classroom level. 
To achieve such a change will require political priorities, will and vision, as well as 
long-term strategy and commitment focused on inclusion and equity. 

▪  Policy makers need to eliminate discrepancies between the aims and objectives 

of plurilingual strategies and practices and their practical implementation. 

▪  For  the  implementation  of  plurilingual  policies  and  practice  to  be  successful, 
sufficient  investment  in  financial  and  human  resources  is  necessary.  This 
also  involves  ensuring  education  staff  enjoy  the  right  working  conditions  to  be 
able to re-design and modernise their traditional practices. 

▪  Training on new language teaching pedagogies should be incorporated more 
systematically into teacher education programmes and professional development 
systems.  This  includes  the  potential  of  Information  and  Communication 
Technologies,  collaboration  practices  and  an  inclusive  vision  of  plurilingualism. 

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Training,  particularly  high-quality  school  leadership  programmes  that  focus  on 
innovation and change management, should be available to all school leaders. 

▪  Monitoring and evaluation systems should be improved and accompanied 

by institutional support for teachers and school leaders. 

▪  An increasing emphasis on efficiency and accountability for schools and teachers 
may discourage them from innovating. It is therefore crucial to build ‘intelligent’ 
systems  of  accountability  that  combine  both  vertical  and  horizontal 
accountability.  

▪  The autonomy of both schools and teachers  is  crucial,  especially  where  no 
system-level strategy exists for the implementation of plurilingual practices. The 
lack of such autonomy can hinder innovation in language teaching and learning. 

▪  Overall,  education  systems  and  policy  makers  should  be  ready  to  adapt  to 

pedagogical, societal and technological trends. 

Recommendations for school communities and practitioners – institutional 
level 

▪  There  is  a  need  for  change  towards  more  positive  perceptions/attitudes 
among  school  leaders  and  the  school  community  towards  the  role  of 
languages within the school, particularly in the vision/strategy of the school. 

▪  There is also a need to foster a collaborative school culture and the creation 

of a plurilingual ethos across the whole school.  

▪  The  process  of  change  at  school  level  needs  to  include  the  monitoring  of 
progress  with regard to  the role of languages contained in the  school’s  vision. 
Furthermore, institutions must be ready to adapt on the basis of such monitoring. 

▪  An  inclusive  learning  environment  is  required  for  the  implementation  of 
plurilingual pedagogies such as linguistically sensitive language learning,  and to 
enable educational innovation. 

▪ 

▪ 

Institutions should provide support in various forms, such as enabling teaching 
staff to invest time in capacity building and professional development; investing 
(financially)  in  the  tools  and  equipment  necessary  for  specific  plurilingual 
practices; and providing teachers with flexibility regarding work organisation, in 
order to facilitate innovation. 

It is necessary to recognise that teachers are the key agents of change. In 
order  to  support  the  shift  towards  innovative  pedagogies,  schools  should 
allow/promote  peer-learning  opportunities  for  teachers  as  well  as 
providing institutional support for teachers to take initiatives. 

▪  Finally,  connections  and  cooperation  with  external  actors  such  as 
universities, research institutes or the private sector, can help schools to introduce 
and develop innovative language learning practices. Such support may come in 
terms of capacity building, impact assessment, or access to the necessary tools 
and equipment. 

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