LACE - The Intercultural Competences Developed in Compulsory Foreign Languages Education in the European Union

Language courses are privileged opportunities to develop sensitivity towards cultural differences and to understand the ways in which culture and language interlock. By helping to acquire the skills of discovering and interpreting other cultures, other values, beliefs and behaviours, language learning and teaching can make a substantial contribution to the development of these intercultural skills alongside linguistic skills. This study identifies and assesses the nature, scope and extent of intercultural skills currently taught in compulsory foreign language education in the European Union.

Study on the use of subtitling - Final Report

An analysis of the potential of subtitling to encourage language learning and improve the mastery of foreign languages.

Study on the use of subtitling - Executive summary

An analysis of the potential of subtitling to encourage language learning and improve the mastery of foreign languages.

Feasibility study on a European literary translation prize - report [4 MB]

The feasibility study proposes three different models for a literary translation prize: • the "Grand Translation Prize", which is awarded to only one winner; • the "Translation Oscar", with six different prize categories and one grand prize; • a combined EU literature and Translation prize merging a translation prize with the existing European literature prize.

Feasibility study on a European literary translation prize - executive summary [61 KB]

The feasibility study proposes three different models for a literary translation prize: the "Grand Translation Prize", which is awarded to only one winner; the "Translation Oscar", with six different prize categories and one grand prize; a combined EU literature and Translation prize merging a translation prize with the existing European literature prize.

Contribution of Multilingualism to Creativity - Full report [329 KB]

The study explores whether languages influence creativity.

Contribution of Multilingualism to Creativity - Executive Summary [119 KB]

The study explores whether languages influence creativity.

Contribution of Multilingualism to Creativity - Case Studies [292 KB]

The study explores whether languages influence creativity.

Contribution of Multilingualism to Creativity - Online survey [2 MB]

The study explores whether languages influence creativity.

Contribution of Multilingualism to Creativity - Telephone Survey [110 KB]

The study explores whether languages influence creativity.

Integrating Immigrant Children into Schools in Europe

Measures to foster communication with immigrant families and heritage language teaching for immigrant children

Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning - executive summary

The aim of the study was to investigate the impact on language learning of ICT and new media, as a complement to ‘traditional’, face-to-face learning and teaching within – and beyond – the framework of formal education systems.

Study on the Impact of Information and Communications Technology (ICT) and New Media on Language Learning - full report

The aim of the study was to investigate the impact on language learning of ICT and new media, as a complement to ‘traditional’, face-to-face learning and teaching within – and beyond – the framework of formal education systems.

Multilingualism: Between Policy Objectives and Implementation

This document provides the results of a study on ‘multilingualism and linguistic diversity’. The main focus of the study is on assessing how agencies and other stakeholders of the European Union and member states have supported policies aimed at promoting language learning and cultural diversity over the period 2004 to the present within the context of the Commission Communication ‘Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006‘ and the ‘European Charter for Regional or Minority Languages of the Council of Europe’.

Effects on the European Economy of Shortages of Foreign Language Skills in Enterprise - Full report [364 KB]

A significant amount of business is being lost to European enterprise as a result of lack of languages skills.This report, commissioned by the Multilingualism Policy Unit and undertaken by CILT (the UK National Centre for Languages) in collaboration with InterAct International and an international team of researchers, provides practical information and analysis of the use of language skills by SMEs and the impact on business performance.

Report on the diversity of language teaching offered in the European Union - Full report [698 KB]

Linguistic diversity is one of the distinctive features of the European Union. Respect for the diversity of the Union’s languages is a founding principle of the European Community. This report sheds new light on the diversity of language teaching in the European Union and paves the way to help broaden the range of languages taught in European educational systems, in order to reflect more accurately the linguistic diversity of the European Union.

Report on the diversity of language teaching offered in the European Union - Summary [321 KB]

Linguistic diversity is one of the distinctive features of the European Union. Respect for the diversity of the Union’s languages is a founding principle of the European Community. This report sheds new light on the diversity of language teaching in the European Union and paves the way to help broaden the range of languages taught in European educational systems, in order to reflect more accurately the linguistic diversity of the European Union.

Effects on the European Economy of Shortages of Foreign Language Skills in Enterprise - Summary [27 KB]

A significant amount of business is being lost to European enterprise as a result of lack of languages skills.This report, commissioned by the Multilingualism Policy Unit and undertaken by CILT (the UK National Centre for Languages) in collaboration with InterAct International and an international team of researchers, provides practical information and analysis of the use of language skills by SMEs and the impact on business performance.

The main pedagogical principles underlying the teaching of languages to very young learners - Full report [2 MB]

An early start can confer considerable advantages on children by activating such natural languages acquisition mechanisms as they possess, by affording them more time overall and by providing them with a linguistic and intercultural experience which can have a beneficial formative influence on their cognitive, social, cultural, acoustic, linguistic and personal development (including qualities of persistence and participation) and on their sense of self.

The main pedagogical principles underlying the teaching of languages to very young learners - Summary [417 KB]

An early start can confer considerable advantages on children by activating such natural languages acquisition mechanisms as they possess, by affording them more time overall and by providing them with a linguistic and intercultural experience which can have a beneficial formative influence on their cognitive, social, cultural, acoustic, linguistic and personal development (including qualities of persistence and participation) and on their sense of self.

Detecting and Removing Obstacles to the Mobility of Foreign Language Teachers [539 KB]

The advent of the Single Market and the associated process of labour market deregulation raise numerous questions about the free mobility of labour. The enhanced process of mergers and acquisitions not only raises the need for a highly mobile, highly skilled labour force operating within flexible labour markets, but also raises concerns about the role of language within these, increasingly global, labour markets.

Inventory of Language Certification Systems in Europe - Report [788 KB]

This report is one of the products of the Inventory of Language Certification Systems

Insights & Innovation: Special Educational Needs in Europe. The Teaching and Learning of Languages [6 MB]

Website of the European Commission.

Insights & Innovation: Special Educational Needs in Europe. The Teaching and Learning of Languages - Executive Summary [205 KB]

In the field of foreign languages a major emphasis within the acquis communautaire is educational provision for all which leads towards each citizen having some competence in at least two Community languages (MT+2). Access to educational opportunities in foreign languages is part of the social dimension of European integration, and a means for the individual to benefit from occupational and personal opportunities. In addition, access to foreign language learning at school is directly linked to the promotion of lifelong learning and European citizenship. Individuals are protected from any discriminatory practice on grounds including disability and genetic features, which would exclude them from such access Charter of the Fundamental Rights of the European Union 2001, Article 21.

Feasibility study concerning the creation of a European Agency for Linguistic Diversity and Language Learning - Executive Summary [32 KB]

On 4 September 2003, the European Parliament adopted a Resolution with recommendations to the Commission on European regional and lesser-used languages – the languages of minorities in the EU – in the context of enlargement and cultural diversity (2003/2057 (INI)). In this Resolution, the European Parliament, calls on the Commission, to present a proposal for a legal act, setting up a European Agency for Linguistic Diversity and Language Learning, taking due account of regional and minority European languages. The Commission undertook to study that possibility by commissioning a feasibility study on the possible setting up of an Agency. This report presents the findings of this feasibility study.

Feasibility study concerning the creation of a European Agency for Linguistic Diversity and Language Learning - Final report [3 MB]

On 4 September 2003, the European Parliament adopted a Resolution with recommendations to the Commission on European regional and lesser-used languages – the languages of minorities in the EU – in the context of enlargement and cultural diversity (2003/2057 (INI)). In this Resolution, the European Parliament, calls on the Commission, to present a proposal for a legal act, setting up a European Agency for Linguistic Diversity and Language Learning, taking due account of regional and minority European languages.

European Profile for Language Teacher Education - A Frame of Reference [411 KB]

Study by Michael Kelly, Michael Grenfell et al, Southampton University, UK. This ground-breaking European study analyses the essential components of language teacher education in twenty-first century Europe. Conceived as a frame of reference for policy makers and language teacher educators, the European Profile should become an essential checklist for all who are involved in language teacher training and education. Based upon in-depth research from across the European Union, and drawing on the advice of experts in the field and numerous case studies, the report offers examples of good practice together with practical guidance for implementation.

European Profile for Language Teacher Education - Executive Summary (DE) [79 KB]

Dieser Bericht schlägt ein europäisches Profil für die Ausbildung von Sprachlehrkräften im 21. Jahrhundert vor. Er geht auf die Aus- und Weiterbildung von Sprachlehrkräften für die Primar- und Sekundarstufe sowie die Erwachsenenbildung ein und bietet einen Bezugsrahmen für Entscheidungsträger im ereich der Sprachenpolitik sowie für Ausbilder von Sprachlehrkräften in Europa.

European Profile for Language Teacher Education - Appendices [566 KB]

In France, recent initiatives have aimed to offer foreign language teaching to all primary level pupils from the age of six onwards. A lack of qualified teachers has meant that this policy is only being introduced gradually. In secondary education, two foreign languages are compulsory between the ages of 11 to 15 (collège), while between 16-18 (lycée), one foreign language is compulsory and up to 3 may be studied.

European Profile for Language Teacher Education - Introduction [47 KB]

Diese wegweisende europäische Studie analysiert die wesentlichen Bestandteile der Ausbildung von Sprachlehrkräften im Europa des 21. Jahrhunderts. Das als Bezugsrahmen für politische Entscheidungsträger und Ausbilder von Sprachlehrkräften konzipierte Europäische Profil sollte zu einer unerlässlichen Checkliste für alle werden, die mit der Ausbildung von Sprachlehrkräften befasst sind.

Euromosaic Comparative summary "Regional and minority languages in the new Member States" [259 KB]

In the enlarged EU, the link between regional or minority language groups and technologies and the new media appears to be significant. The new Member States are lagging behind in the field of new technologies but there is a potential to develop supranational links and transnational networks

The Training of Teachers of a Foreign Language: Developments in Europe [433 KB]

This study examines the initial training and in-service training of teachers of a foreign language in Europe. It summarises developments over recent years, presents a number of case studies of good practice, and makes recommendations on how good practice and innovation can be spread more widely across Europe.

CLIL - Content and Language Integrated Learning [866 KB]

There is broad consensus within the European Union that a delivery gap exists between what is provided as foreign language education, and outcomes in terms of learner performance. Targets for requisite foreign language competencies are not yet being reached. The importance of linguistic diversity in education and training in making Europe the most competitive and knowledge-based economy in the world, means that existing language barriers need to be lifted.

The Impact of Information and Communications Technologies on the Teaching of Foreign Languages and on the Role of Teachers of Foreign Languages [2 MB]

The use of computers in the teaching and learning of Foreign Languages (FLT & FLL) in universities dates back to the 1960s, but it was not until the advent of the personal computer (PC) in the late 1970s that computers became accessible to a wider audience. By the mid-1980s computers were in widespread use in European schools and the acronym CALL (Computer Assisted Language Learning) had been coined. Nowadays it is more appropriate to talk about Information and Communications Technology (ICT) and FLT & FLL rather than CALL, thereby emphasising the important role that computers play in enabling teachers and students of languages to communicate with one another across the globe. The growing importance and globalisation of ICT in FLT & FLL was reflected in the establishment in 1986 of EUROCALL and in 1998 of WorldCALL, European and global organisations of professional associations that aim to outreach to nations currently underserved in the area of ICT and FLT & FLL

Support for minority languages in Europe - final report [120 KB]

The report provides a thoroughgoing analysis of the issues surrounding the protection and promotion of regional and minority languages in the EU context.

Support for minority languages in Europe - Executive summary [71 KB]

The report provides a thoroughgoing analysis of the issues surrounding the protection and promotion of regional and minority languages in the EU context.

European Language Learning Materials Survey: Consolidated Report [203 KB]

This "Study of requirements relating to material for language learning and teaching" was put out to tender in the Official Journal of the European Commission in spring, 1999. The aim of the study is to provide the European Commission with facts and figures on requirements in the field of the development of materials for language teaching and learning. It should highlight the areas where Community action could be effective in contributing to meet the needs identified in the countries of the European Union.

Foreign languages in Primary and Pre-School Education: context and outcomes [30 KB]

The review “Foreign languages in Primary and Pre-School Education: Context and Outcomes” has been produced, in English, French and German, by means of a project funded through the LINGUA element of the European Union’s SOCRATES programme.

Rethinking Education: Investing in skills for better socio-economic outcomes - Communication

Staff working document on Languages for employability, mobility and growth. The Commission adopted a new communication on Rethinking education in November 2012, which is accompanied by a working document devoted to language competences for employability, mobility and growth.  Language competences are recognized as a key dimension of modernising European education systems and should be improved in citizens of all ages

Rethinking Education: Investing in skills for better socio-economic outcomes - Working document

Staff working document on Languages for employability, mobility and growth. The Commission adopted a new communication on Rethinking education in November 2012, which is accompanied by a working document devoted to language competences for employability, mobility and growth.  Language competences are recognized as a key dimension of modernising European education systems and should be improved in citizens of all ages.

Resolution of the European Parliament of September 2012 on Education, Training and Europe 2020

The European Parliament resolution approved on 11 September 2012 stresses, among other things, the importance of education and language skills for employability.

European Council Conclusions – June 2012

The Annex "Compact for growth and jobs" mentions several initiatives to facilitate labour mobility and employability, among which the promotion of language skills.

Council conclusions on language competences to enhance mobility

The document presents the recommendations of the European Council for the European Commission and the Member States on how to promote language teaching and learning in all sectors of education and training.

An Inventory of Community actions in the field of multilingualism - 2011 update

An update of the report mapping the actions that the different services of the Commission have already undertaken/are carrying out in this field. 

Report on the implementation of Council Resolution of 21 November 2008 on a European Strategy for multilingualism (2008/C 320/01)

Report

Policy Handbook 'Language learning at pre-primary school level: making it efficient and sustainable'

A set of useful orientations for all people interested in developing language awareness and second/foreign language learning in pre-primary education

Council conclusions on a strategic framework for European cooperation in education and training ("ET 2020"), May 2009

The EU Education Council recalled the importance of the Barcelona objective of 2002 of learning two foreign languages from an early age. The Ministers invited the Commission to pursue work to enable citizens to communicate in two foreign languages, to promote language teaching, where relevant, in vocational education and training and for adult learners, and to provide migrants with opportunities to learn the language of the host country.

Multilingualism: an asset for Europe and a shared commitment

The report is a response to the Commission Communication on multilingualism.

Opinion of the European Economic and Social Committee on Multilingualism

In a letter dated 4 February 2008, Ms Margot Wallström, Vice-President of the European Commission, asked the European Economic and Social Committee, under Article 262 of the Treaty establishing the European Community, to draw up an exploratory opinion on Multilingualism.

Council Resolution of 21/11/2008 on a European strategy for multilingualism

The Resolution is a follow-up of the Commission Communication of September 2008.

An updated strategic framework for European cooperation in education and training

The Commission presents in this document its strategic vision for co-operation between EU Member States on the reform of their education and training systems. This covers both immediate priorities for 2009-10 and long-term challenges, as well as suggestions for improved tools to meet them.

Opinion of the Committee of the Regions on Multilingualism

Council conclusions of 22 May 2008 on multilingualism (2008/C 140/10) THE COUNCIL OF THE EUROPEAN UNION

Inventory of Community actions in the field of multilingualism (Commission staff working paper) [788 KB]

The staff working document complements and underpins the Communication on Multilingualism, by mapping the actions that the different services of the Commission have already undertaken/are carrying out in this field.

Multilingualism: an asset for Europe and a shared commitment [79 KB]

The harmonious co-existence of many languages in Europe is a powerful symbol of the European Union's aspiration to be united in diversity, one of the cornerstones of the European project. Languages define personal identities, but are also part of a shared inheritance. They can serve as a bridge to other people and open access to other countries and cultures, promoting mutual understanding. A successful multilingualism policy can strengthen life chances of citizens: it may increase their employability, facilitate access to services and rights and contribute to solidarity through enhanced intercultural dialogue and social cohesion. Approached in this spirit, linguistic diversity can become a precious asset, increasingly so in today's globalised world.

Council conclusions on multilingualism of May 2008

The Conclusions build on discussions held at the Education Council in November 2007 and the Ministerial Conference on Multilingualism held on 15 February 2008.

Framework for the European survey on language competences [113 KB]

Communication from the Commission to the Council

A New Framework Strategy for Multilingualism

Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions

The European Indicator of Language Competence

Communication from the Commission tot he European Parliament and the Council: This Communication proposes to the Council and Parliament arrangements for the implementation of the European Indicator of Language Competence.

An Action Plan 2004 - 2006

Communication from the Commission to the Council, the European Parliament, the European Economic and Social Committee and the Committee of the Regions

Report from the European Parliament on European regional and lesser-used languages

Report from the European Parliament with recommendations to the Commission on European regional and lesser-used languages - the languages of minorities in the EU - in the context of enlargement and cultural diversity.

Promoting language learning and linguistic diversity. An action plan 2004—06

Language skills are a basic knowledge of great use for all citizens of the European Union. It serves to link the around 450 million inhabitants of the EU together. The knowledge of foreign languages is necessary for studying abroad, as well as a requirement needed if the free movement of labour within Europe is to be put into practice.

European Parliament resolution on European regional and lesser-used languages

European Parliament resolution on European regional and lesser-used languages

Council conclusions Barcelona, March 2002 [300 KB]

lso called as the 'Barcelona agreement'. The Council called for further action 'to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age' and the ‘establishment of a linguistic competence indicator in 2003'.

Council Resolution on the European Year of Languages 2001

Council Resolution of 14 February 2002 on the promotion of linguistic diversity and language learning in the framework of the implementation of the objectives of the European Year of Languages 2001.

European Parliament Resolution to promote linguistic diversity and language learning

On 13 December 2001, at the end of the European Year of Languages, the European Parliament adopted a Resolution recommending measures to promote linguistic diversity and language learning.

European Parliament Resolution to promote linguistic diversity and language learning

Decision No 1934/2000/EC of the European Parliament and of the Council of 17 July 2000 on the European Year of Languages 2001.

European Charter of Fundamental Rights

The peoples of Europe, in creating an ever closer union among them, are resolved to share a peaceful

Decision No 1934/2000/EC- European Parliament and Council on the European Year of Languages 2001

Decision No 1934/2000/EC of the European Parliament and of the Council of 17 July 2000 on the European Year of Languages 2001.

White Paper on Education and Training: Teaching and Learning - Towards the Learning Society [257 KB]

According to the White Paper, education and training can provide solutions to the challenges raised by the three main "factors of upheaval": the information society, internationalization, and the scientific and technical fields.

European Charter for Regional or Minority Languages [241 KB]

EUROPEAN CHARTER FOR REGIONAL OR MINORITY LANGUAGES Strasbourg, 5.XI.1992

Languages for Jobs – providing multilingual communication skills for the labour market

Recommendations on how to achieve a better match between the demand and the supply of language skills on the labour market

Business Platform for Multilingualism - progress report September 2009 - June 2011

The Business Platform focusses on the linguistic needs of European companies and on the products and services offering language support to employers and employees.

Report on Language Management Strategies and Best Practice in European SMEs: The PIMLICO Project - Executive summary

The report focuses on identifying and describing models of best practice in 40 European SMEs,which have been selected for their significant trade growth thanks to formulating and employing languagestrategies.

Report on Language Management Strategies and Best Practice in European SMEs: The PIMLICO Project - Full report

The report focuses on identifying and describing models of best practice in 40 European SMEs,which have been selected for their significant trade growth thanks to formulating and employing languagestrategies.

Policy recommendations for the promotion of multilingualism in the European Union - full version

Report of the Civil Society Platform to Promote Multilingualism

Policy recommendations for the promotion of multilingualism in the European Union - executive summary

Report of the Civil Society Platform to Promote Multilingualism

Languages mean business - Companies work better with languages [258 KB]

Recommendations from the Business Forum for Multilingualism established by the European Commission.

Final Report of the High Level Goup on Multilingualism (brief version) [57 KB]

The report of the Group concentrates on several areas: raising awareness and enhancing motivation on language learning; the potential of the media in evoking, enhancing and sustaining motivation for language learning; languages for business; interpretation and translation; regional or minority languages and research into multilingualism.

Results of the online consultation on Multilingualism

In autumn 2008, the Commission adopted a Communication on multilingualism, with proposals for actions that further promote language learning and linguistic diversity, and address citizens' needs as efficiently as possible. To this end, an online consultation was launched in autumn 2007 (15 September – 15 November), inviting organisations and individuals to write their views and expectations concerning language policy.

Final Report of the High Level Goup on Multilingualism [649 KB]

The report of the Group concentrates on several areas: raising awareness and enhancing motivation on language learning; the potential of the media in evoking, enhancing and sustaining motivation for language learning; languages for business; interpretation and translation; regional or minority languages and research into multilingualism.

A Rewarding Challenge - How the multiplicity of languages could strengthen Europe [65 KB]

Proposals from the Group of Intellectuals for Intercultural Dialogue set up at the initiative of the European Commission

Ex-Post Evaluation of Activities in the Field of Regional and Minority Languages 1998-2002 [862 KB]

This evaluation has focused on the support provided by the European Commission to regional and minority languages (RMLs) between 1998 and 2002. It has been carried out by the Interarts Foundation, with a contribution by the UNESCO Centre of Catalonia, between July 2003 and January 2004, after an invitation to tender was launched by the European Commission in February 2003.

Report with recommendations to the Commission on European regional and lesser-used languages – the languages of minorities in the EU – in the context of enlargement and cultural diversity [158 KB]

After the success of the European Year of Languages 2001, the Commission intends to publish in the summer of 2003 an Action Plan on Language Learning and Linguistic Diversity, based on resources available under current Community programmes and measures

Key Data on Teaching Languages at School in Europe – 2012 Edition

The third edition of the report gives a picture of the language teaching systems in 32 European countries. The report covers several aspects of foreign language teaching, including early teaching of languages in primary education or language teaching in vocational education, teachers' training and content and language integrated learning (CLIL).

European Survey on Language Competences 2011

The survey provides comparable data on foreign language competence in 14 countries and knowledge about good practice in language learning. It is also intended to be an indicator to measure progress towards the objectives of improving foreign language learning.

Key Data on Teaching Languages at School in Europe - 2008 Edition

This second edition of Key Data on Teaching Languages at school in Europe gives a clear picture of the language teaching systems in place in the schools of 31 countries covered by the Eurydice Network. It covers aspects ranging from foreign language learning at a very early age, the variety of languages learnt, the taught time at various education levels, the proportion of language learners at each level, content and language integrated learning (CLIL) to the training of teachers of foreign languages from primary to secondary general education.

Content and Language Integrated Learning (CLIL) at School in Europe

Ensuring that everyone can become proficient in several languages is a daunting challenge in Europe, in which mobility and cooperation are intensifying. Different studies and experimental initiatives are being carried out to improve the teaching of languages at school. Against this background, Eurydice now offers a first appraisal of CLIL type provision, which really started to become adopted in Europe as an integral part of foreign language teaching in the 1990s.

Key Data on Teaching Languages at School in Europe - 2005 Edition

First edition of a special Eurydice Key Data report on language teaching uses 37 indicators to portray the situation in 30 countries in the Eurydice Network. How many pupils speak one language at home and another at school? How is language teaching organized (in terms of when compulsory provision begins and ends, which languages are taught, how many have to be learnt for what amount of time and what are the official teacher/pupil ratio requirements)? What are the language learning participation rates? How many languages are learnt on average? What are the qualifications of those who teach them? These are just some of the questions examined in the present publication.

Key Data on Education in Europe 2005

The 2005 edition of Key Data on Education in Europe offers an accurate and detailed picture of education in Europe. The report informs readers about the demographic trends and the employment situation in which education systems are evolving, the way in which systems are organised and how they function, and the role and make-up of the teaching profession. It examines the educational processes that enable people to acquire skills essential for the knowledge society, the relative demand for different types and levels of education, and student mobility. And it provides instructive information on the development of provision in the field of mathematics, science and technology, and on the scale of resources earmarked for education and the use made of them.

Foreign language learning: a European priority

The European Commission has regarded language teaching as a priority for over 30 years. In 2002, the Barcelona European Council recommended that at least two foreign languages should be learnt from a very early age.

Foreign Language Teaching in Schools in Europe

As a result of the foregoing, educational authorities in all the countries concerned started to pay closer attention to policies promoting foreign language teaching. Given the planned enlargement of the Union and progress towards steadily closer European integration, increasing emphasis was bound to be placed on the need for foreign language skills. The realisation that this was so and the declaration of 2001 as the "European Year of Languages" made a review of the language teaching policies of the 29 countries involved in the Socrates programme more timely than ever. Such was the context in which, following a first report already published in 1992, Eurydice was asked to prepare a study containing a comparative survey of policies for foreign language teaching, and an analysis of the objectives and content of foreign language curricula.

Web-based On-line Resources - full report [78 KB]

The task of the present survey was to locate and evaluate commercial and noncommercial providers of online language learning courses on the Internet for the languages focussed upon in the study.

Web-based On-line Resources - Examples of Good Practice [4 MB]

This provides a collection of samples using quality indicators, which can serve as models for materials still to be developed in other languages.