Policy and practice in foreign language education: case studies in three European settings

Mitchell, Rosamond (2010) Policy and practice in foreign language education: case studies in three European settings European Journal of Language Policy, 2, (2), pp. 151-180. (doi:10.3828/ejlp.2010.11).


[img] PDF 02_2.2Mitchell.pdf - Author's Original
Download (276kB)


This paper arises from the work of the LINEE research network (http://www.linee.org on language education policy and practice in three European countries (England,Hungary and Italy). The paper first examines different educational ideologies which underpin the development of European language education policies, noting the increased reflection of competence and outcomes-based ideologies in the discourse of documents such as the Common European Framework of Reference for Languages (CEFR) and tensions between these and other more traditional humanistic educational discourses. The recent evolution of language education policy in each national context is examined in detail. Secondly, observational case studies of foreign language classroom practice documented in the three settings are examined, to clarify to what extent they reflect current competence-oriented discourses, or other more progressivist and classical humanist education traditions. Conclusions are drawn about the interactions between European level and national level declarations about language education, and their influence on local student experience.

Item Type: Article
Digital Object Identifier (DOI): doi:10.3828/ejlp.2010.11
ISSNs: 1757-6822 (print)
Keywords: language education policy, german as a foreign language, classroom observation, outcomes-based education, language competences
ePrint ID: 182535
Date :
Date Event
10 January 2010Published
Date Deposited: 28 Apr 2011 08:44
Last Modified: 18 Apr 2017 02:24
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/182535

Actions (login required)

View Item View Item