Development of sociolinguistic competence at lower-secondary schools

Knowing how public opinion perceives the different languages and wjrj'cnts. plurilingualism and interc utt uraiity
What languages are specifically requested by families, pupils and public opinion? For what purposes? * Which language choices are influenced by social aspirations? By the need to be recognised and valued? By cultural factors? fly fashion? By deep-rooted traditions? What opinions and perceptions ate found with regard to: the languages and variants present in society, including regional, minority and immigrant languages? the language(s) of schooling? the languages taught at school? plu ri ling ual and interc ul tu ral education? bilingual/plu riling ual people? the presence of different cultures? What ii the position of families speaking a minority, regional or immigrant language on the use of those languages in the home? The teaching of those languages at school? ...
Analysing learners' language needs	What languages meet learners'educational needs as individuals and as citizens? learners'current needs and learning motivation? tfrei r foreseea Ые need s for the future? Specific need s related to tfieir future careers? possible, currently unforeseeable, needs, wtiich may correspond to future resources? ...
Analysing context-driven language needs	What languages would be useful for: social cohesion and inclusion? the needs of soci ety, the economy an d the employment market? relations between countries or cross-border regions? cultural needs and the promotion of (interjcultural values? ...

Ascertaining the degree to which international policies on linguistic rights ore reflected in existing curricula

What steps have been taken or are planned to implement: the Europea n Cha rter for Regions 1 or M i nority Lang uag es the Council of Europe Framework Convention for the Protection of National Minorities tiie Hague Recommendations regarding the education rights of national minorities the Universal Declaration of Linguistic Rights (supported by UNE5CG> Resolution '69) 2, and Recom mendations N o. ft (8211 a and (98) 6 of the Cornrni ttee of Ministers of the Council of Europe to member states on modern languages the Cou ncil of Europe со ncept paper on "The Singu istic a nd edu cational i ntegf ati on of children and adoJescents from migrant backgrounds" Recommendation No. ft (2000) 4 of the Committee of Ministers of the Council of Europe to member states on the education of йота/Gypsy children in Europe ...

Analysing existing language curricula and currenT language provision in schools and other institutions

What languages are provided on a continuous basis in schools from ISCED 0 to ISCED 3 language(s) of schooling: one, twor three? foreign languages: how many foreign 1 a nguages ca n a 1 ea rner learn? is provision highly varied or is it 1 imited to a few languages? wh ich level s and courses offer more 1 angu ages, and which offer fewer languages?^1 What are the reasons for this? classicallanguages: how many languages are on offer? for all learners? at what levels and on what courses? regional, minority and immigrant languages: are they taught as a subject and/or as the language of other s ubjects for lea rners whose first la nguage they are? if so. is this a transitional measure? if so, when does teaching of them start? When does it end? To what extent do current curricula meet the needs highlighted by the analysis? What are the strengths to be retained and built on? What are the weaknesses and shortcom ing s to be gra dua 1 ly el i rninated? Do in stitutions other than the state school system offer la nguage teach ing ? Wh ich ones? Is out-of-school su ppo rt provi d ed for regional, minority and i m m igra nt languages? ...

(GDIC-PIE, 2016, p. 129

)APPENDIX II

Outline for a local language survey