By Schoeffer.; J H West Sheane; A C Madan

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Goullier, F. & Panthier, J. 2010. Guide pour le développement et la mise en œuvre de curriculums pour une éducation plurilingue et interculturelle. Strasbourg: Conseil de l’Europe. Candelier, M. ). 2003a. Evlang – l’éveil aux langues à l’école primaire – Bilan d’une innovation européenne. Bruxelles: De Boeck. Candelier, M. ). 2003b. Janua Linguarum. La Porte des Langues. l’Introduction de l’éveil aux langues dans le curriculum. Strasbourg: Editions du Conseil de l’Europe. ) 2007. CARAP – Cadre de référence pour les approches plurielles des langues et des cultures.

At the same time the school is criticised for its inadequacies and failure to live up to its requirements, because it allows or fails to rectify linguistic faults attributable to language practices that have no part in school life, because they are sloppy or incorrect... or foreign. The normal recommended response in these circumstances is some sort of return to basics. This means basic handwriting, spelling, vocabulary and grammar, systematic reading exercises and sentence construction. The focus is on how the system operates and the rules of the language, at the expense of spontaneous personal expression, and minimum acceptance of other languages and language varieties.

Securing social inclusion and cohesion. Even though these goals represent values and are partly interdependent, they are not necessarily mutually consistent and compatible in every context. Any education policy must, whether or not explicitly, balance its priorities and give each more or less weight than the others. The choices that are made determine the curriculum content and objectives, in which the knowledge, capacities, skills, knowhow and attitudes sought are specified with varying degrees of precision.

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