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It is only recently, during
the 1980s, that the institutional discourse on plurilingual
education developed in Switzerland. However, some models are
a lot older than that. A great variety of models exist, regarding
starting age, time allotment for L2 or L3, the optional or compulsory
character of the model or the target languages. Late models
generate less discussions and controversy; they are related
to professional development, which does not interact with the
identity or culture of the students. Assessment focussing on
linguistic and subject outcomes is of course necessary, but
the observation of the plurilingual practice, the scaffolding
of knowledge and the development of the interlanguage is also
required. Evaluations and innovation management show the importance
of a good implementation of plurilingual projects, of sustainabilty
and optimal teacher training. |
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