In late 2016, a number of researchers and policymakers were asked by the Language Policy Division (LPD) of the Council of Europe (CoE) in Strasbourg to compare views on language competence development in educational settings. On this occasion, the LPD – known for charting multilingualism through the Common European Framework of Reference (CEFR) – focused on language competence growth in relation to school subjects. In doing so, the CoE was reacting to demands to increase literacy levels so as to meet OCDE targets in all EU Member States (see CoE Recommendation CM/Rec(2014)5). To this end, the LPD had hitherto been pursuing a full description of subject languages to gain new insights into the development of disciplinary literacy under the label of “Languages of Schooling”.The interest in languages of schooling arose as a result of research which had showed that the language of the disciplines (maths, history, etc.) had become the chief factor in the evolution of literacy rates. Therefore, the scaffolding of language at schools and the language difficulties identified and addressed while students learned school content proved to have a greater influence on language consolidation than extracurricular factors like family background or socioeconomic status.Literacy, the ultimate raison d’être
European Journal of Applied Linguistics – de Gruyter
Published: Mar 8, 2018
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