Karmen Pižorn (Author), Milena Košak Babuder (Author)

Abstract

Various European Commission policy documents highlight the importance of pluri/multilingual education and provide a number of arguments for such a policy; for example, (1) individuals who learn more languages have better personal and professional opportunities, (2) multilingual societies foster cultural awareness, mutual understanding and social cohesion, and (3) multilingual workers with intercultural competences are a vital resource for helping businesses succeed and grow in global markets (European Commission, 2012). The language that is most taught and assessed as a first foreign language is English: 97% of all young Europeans study English as a first foreign language. Eurydice reports that, in almost all European countries, English is the foreign language learnt by most students during primary and secondary education. It is also a mandatory foreign language in nearly all education systems that stipulate a particular foreign language that all students must study (Eurydice, 2017).

Keywords

uvodnik;

Data

Language: English
Year of publishing:
Typology: 1.20 - Preface, Afterword
Organization: UL PEF - Faculty of Education
Publisher: University of Ljubljana, Faculty of Education
UDC: 376-056.47:811.111
COBISS: 137437187 Link will open in a new window
ISSN: 1855-9719
Views: 31
Downloads: 1
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Other data

Secondary language: English
Secondary keywords: Angleščina;Učne težave;
File type: application/pdf
Type (COBISS): Article
Pages: str. 7-11
Volume: ǂVol. ǂ12
Issue: ǂno. ǂ4
Chronology: 2022
DOI: 10.26529/cepsj.1575
ID: 17946010