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Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages Council Recommendation of 22 May 2019 on a comprehensive approach to the teaching and learning of languages ST/9015/2019/INIT OJ C 189, 05/06/2019, p. 15–22 (BG, ES, CS, DA, DE, ET, EL, EN, FR, HR, IT, LV, LT, HU, MT, NL, PL, PT, RO, SK, SL, FI, SV)	Priporočilo Sveta z dne 22. maja 2019 o celovitem pristopu k poučevanju in učenju jezikov Priporočilo Sveta z dne 22. maja 2019 o celovitem pristopu k poučevanju in učenju jezikov ST/9015/2019/INIT OJ C 189, 05/06/2019, str. 15–22 (BG, ES, CS, DA, DE, ET, EL, EN, FR, HR, IT, LV, LT, HU, MT, NL, PL, PT, RO, SK, SL, FI, SV)

Dates	Datumi
Date of document: 22/05/2019; Date of adoption	Datum dokumenta: 22/05/2019; Datum sprejetja

Miscellaneous information	Drugi podatki
Author: Council of the European Union Form: Recommendation	Avtor: Svet Evropske unije Pravna oblika: Priporočilo

Procedure	Postopek
Procedure number: 2018/0128/NLE Link European Parliament - Legislative observatory	Številka postopka: 2018/0128/NLE Povezava Evropski parlament - Spremljanje zakonodaje

Classifications	Klasifikacije
EUROVOC descriptor: teacher training student mobility education policy teaching method educational system continuing education cooperation in the field of education language teaching compulsory education language skills Subject matter: Education, vocational training and youth Directory code: 16.30.00.00 Science, information, education and culture / Education and training	EUROVOC deskriptor: usposabljanje učiteljev mobilnost študentov in dijakov izobraževalna politika učna metoda šolski sistem permanentno izobraževanje sodelovanje na področju izobraževanja poučevanje jezika obvezno šolanje jezikovne spretnosti in znanja Vsebina: Izobraževanje, poklicno usposabljanje in mladina Imeniška koda: 16.30.00.00 Znanost, obveščanje, izobraževanje in kultura / Izobraževanje in usposabljanje

Text	Besedilo

5.6.2019 \| EN \| Official Journal of the European Union \| C 189/15	5.6.2019 \| SL \| Uradni list Evropske unije \| C 189/15
COUNCIL RECOMMENDATION	PRIPOROČILO SVETA
of 22 May 2019	z dne 22. maja 2019
on a comprehensive approach to the teaching and learning of languages	o celovitem pristopu k poučevanju in učenju jezikov
(2019/C 189/03)	(2019/C 189/03)
THE COUNCIL OF THE EUROPEAN UNION	SVET EVROPSKE UNIJE –
Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165 and 166 thereof,	ob upoštevanju Pogodbe o delovanju Evropske unije ter zlasti členov 165 in 166 Pogodbe,
Having regard to the proposal from the European Commission,	ob upoštevanju predloga Evropske komisije,
Whereas:	ob upoštevanju naslednjega:
(1) \| In the Communication ‘Strengthening European Identity through Education and Culture (1)’ the European Commission sets out the vision of a European Education Area in which high-quality, inclusive education, training and research are not hampered by borders; spending time in another Member State to study, learn or work has become the standard; speaking two languages in addition to one's mother tongue is far more widespread; and people have a strong sense of their identity as Europeans, as well as an awareness of Europe's shared cultural and linguistic heritage and its diversity.	(1) \| V sporočilu o krepitvi evropske identitete s pomočjo izobraževanja in kulture (1) je Evropska komisija določila vizijo evropskega izobraževalnega prostora, v katerem visokokakovostnega, vključujočega izobraževanja, usposabljanja in raziskovalnega dela ne bi ovirale meje, v katerem bi bil študij, učenje ali delo v drugi državi članici nekaj običajnega, v katerem bi vse več ljudi poleg maternega jezika govorilo še dva druga jezika in v katerem bi imeli ljudje močan občutek evropske identitete ter se zavedali skupne evropske kulturne in jezikovne dediščine in raznolikosti.
(2) \| At the informal working session of the Gothenburg Summit for fair jobs and growth, Heads of State or Government discussed the role of education and culture for the future of Europe. The European Council Conclusions of 14 December 2017 (2) call on the Member States, the Council and the Commission, in line with their respective competences, to take work forward in this area.	(2) \| Med neformalnim delovnim srečanjem na vrhu v Göteborgu za pravična delovna mesta in rast so voditelji držav ali vlad razpravljali o vlogi izobraževanja in kulture za prihodnost Evrope. V sklepih Evropskega sveta z dne 14. decembra 2017 (2) so bili države članice, Svet in Komisija pozvani, naj v skladu s svojimi pristojnostmi nadaljujejo delo na tem področju.
(3) \| In its conclusions, adopted in Barcelona on 15 and 16 March 2002, the European Council called for further action in the field of education ‘to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age’.	(3) \| Evropski svet je v svojih sklepih, sprejetih 15. in 16. marca 2002 v Barceloni, pozval k nadaljnjemu ukrepanju na področju izobraževanja za boljše usvajanje temeljnih veščin, zlasti s poučevanjem vsaj dveh tujih jezikov od zgodnjega otroštva.
(4) \| Literacy competence and multilingual competence are defined among the eight key competences in the Council Recommendation on key competences for lifelong learning (3).	(4) \| Pismenost in večjezičnost sta dve od osmih ključnih kompetenc, opredeljenih v Priporočilu sveta o ključnih kompetencah za vseživljenjsko učenje (3).
(5) \| Multilingual competence (4) is at the heart of the vision of a European Education Area. With increasing mobility for education, training and work inside the Union, increasing migration from third countries into the Union, and the overall global cooperation, education and training systems need to reconsider the challenges in teaching and learning of languages and the opportunities provided by Europe's linguistic diversity.	(5) \| Večjezičnost (4) je v središču vizije evropskega izobraževalnega prostora. Zaradi vse večje mobilnosti znotraj Unije za namene izobraževanja, usposabljanja in dela, krepitve migracijskih tokov iz tretjih držav v Unijo in splošnega globalnega sodelovanja morajo sistemi izobraževanja in usposabljanja ponovno preučiti izzive poučevanja in učenja jezikov ter priložnosti, ki jih ponuja jezikovna raznolikost Evrope.
(6) \| Increasing and improving language learning and teaching could strengthen the European dimension in education and training. It could foster the development of a European identity in all its diversity, complementing local, regional and national identities and traditions and a better understanding of the Union and its Member States. Multilingual competence provides a better understanding of other cultures, thus contributing to the development of citizenship and democratic competences.	(6) \| Z okrepitvijo in izboljšanjem učenja in poučevanja jezikov bi se lahko utrdila evropska razsežnost izobraževanja in usposabljanja. Lahko bi se spodbudil razvoj evropske identitete v vsej njeni raznolikosti, kar bi dopolnilo lokalne, regionalne in nacionalne identitete in tradicije, izboljšalo pa bi se tudi razumevanje Unije in njenih držav članic. Večjezičnost omogoča boljše razumevanje drugih kultur, s tem pa prispeva k razvoju državljanstva in demokratičnih kompetenc.
(7) \| Almost half of Europeans (5) report that they are unable to hold a conversation in any language other than their first language (6). The lack of multilingual competence is a source of difficulty, hampering meaningful exchanges between public administrations and individuals especially in border regions (7).	(7) \| Skoraj polovica Evropejcev (5) navaja, da se ne morejo pogovarjati v nobenem drugem jeziku kot v svojem prvem (6). Šibka večjezičnost povzroča težave, saj ovira uporabne izmenjave med javnimi upravami in posamezniki, zlasti v obmejnih regijah (7).
(8) \| Only four in ten learners in secondary education reach the ‘independent user’ level in the first foreign language, indicating an ability to have a simple conversation. Only one quarter attains this level in the second foreign language (8). A comparative analysis of languages in education and training showed that most Member States face challenges in ensuring appropriate learning outcomes in the field of languages. While challenges exist in all education sectors, they are particularly acute in vocational education and training where less emphasis is put on language learning.	(8) \| Samo štirje od desetih učečih v srednješolskem izobraževanju dosežejo raven „samostojnega uporabnika“ v prvem tujem jeziku, kar pomeni, da so sposobni udeležbe v preprostem pogovoru. Samo četrtina jih to raven doseže v drugem tujem jeziku (8). Primerjalna analiza jezikov v izobraževanju in usposabljanju je pokazala, da se večina držav članic sooča z izzivi pri doseganju ustreznih učnih izidov na področju jezikov. Čeprav izzivi obstajajo v vseh izobraževalnih sektorjih, so še posebej pereči v poklicnem izobraževanju in usposabljanju, kjer je manj poudarka na učenju jezikov.
(9) \| Limited multilingual competence remains one of the main obstacles to benefit from the opportunities offered by the European education, training and youth programmes. Conversely, enhanced multilingual competence will enable persons to benefit more from the opportunities the internal market offers, such as free movement of workers, as well as take a more informed decision about opportunities in other EU countries.	(9) \| Omejena večjezičnost je še vedno ena od glavnih ovir za izkoriščanje priložnosti, ki jih ponujajo evropski programi na področju izobraževanja, usposabljanja in mladih. Nasprotno pa bo boljša večjezičnost ljudem omogočila, da bolje izkoristijo priložnosti, ki jih ponuja notranji trg, na primer prosti pretok delavcev, ter sprejemajo bolj informirane odločitve o priložnostih v drugih državah EU.
(10) \| Multilingual competence provides competitive advantages for both businesses and job seekers — if it forms part of a broader set of necessary skills. There is positive correlation between foreign language skills and the likelihood of being in employment. However, the results from the latest Continuing Vocational Training Survey (CVTS 2016) show that only 7,9 % of companies (that provide training for their employees) send their employees for language courses (ranging from 22,1 % in Slovakia to 0,5 % in Ireland).	(10) \| Če je večjezičnost del širšega nabora potrebnih znanj in spretnosti, lahko pomeni konkurenčno prednost tako za podjetja kot za iskalce zaposlitve. Obstaja pozitivna povezava med znanjem tujih jezikov in verjetnostjo zaposlitve. Vendar rezultati zadnje raziskave o nadaljnjem poklicnem usposabljanju (CVTS 2016) kažejo, da samo 7,9 % podjetij (ki zagotavljajo usposabljanje za svoje zaposlene) zaposlene pošilja na jezikovne tečaje (od 22,1 % na Slovaškem do 0,5 % na Irskem).
(11) \| To sustain current standards of living, support high rates of employment and foster social cohesion in the light of tomorrow's society and world of work, people need the right set of skills and competences. The acquisition of better multilingual competence could support increasing mobility and cooperation within the Union. This is also key in view of ensuring full integration of immigrant children, students and adults.	(11) \| Za ohranjanje trenutnega življenjskega standarda, podpiranje visokih stopenj zaposlenosti in spodbujanje socialne kohezije v jutrišnji družbi in svetu dela ljudje potrebujejo pravi nabor spretnosti in kompetenc. Pridobitev boljše večjezičnosti bi lahko spodbudila mobilnost in sodelovanje v Uniji. To je tudi ključnega pomena za zagotavljanje popolne integracije otrok, študentov in odraslih z migrantskim ozadjem.
(12) \| New ways of learning need to be explored for a society that is becoming increasingly mobile and digital. In particular digital developments allow for more and more languages to be learned and practiced outside the classroom and curricula. Current assessment procedures do not fully reflect these developments.	(12) \| Za družbo, ki postaja vse bolj mobilna in digitalna, je treba poiskati nove načine učenja. Digitalni razvoj še zlasti omogoča učenje in uporabo vse več jezikov izven šole in šolskih izobraževalnih programov. Sedanji postopki ocenjevanja ne odražajo v celoti teh sprememb.
(13) \| The European Pillar of Social Rights states as its first principle that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that allow full participation in society and successful transitions in the labour market. Multilingual competence is one of the key competences that could foster employability, personal fulfilment, active citizenship, intercultural understanding and social inclusion; it is defined as ‘the ability to use different languages appropriately and effectively for communication’.	(13) \| Prvo načelo evropskega stebra socialnih pravic je, da ima vsakdo pravico do kakovostnega in vključujočega izobraževanja, usposabljanja in vseživljenjskega učenja, da lahko ohrani in pridobi znanja in spretnosti, ki mu omogočajo polno udeležbo v družbi in uspešno obvladovanje prehodov na trgu dela. Večjezičnost je ena ključnih kompetenc, ki lahko prispeva k zaposljivosti, osebni izpolnitvi, aktivnemu državljanstvu, medkulturnemu razumevanju in socialni vključenosti; opredeljena je kot „sposobnost ustrezne uporabe različnih jezikov za učinkovito sporazumevanje“.
(14) \| More than half of the Member States officially recognise regional or minority languages within their borders for legal or administrative purposes, including national sign languages. Several of these languages transcend national borders. The languages added by the immigrant or refugee populations complete the linguistic picture in Europe.	(14) \| Več kot polovica držav članic uradno priznava regijske ali manjšinske jezike znotraj svojih meja za pravne ali upravne namene, vključno z nacionalnimi znakovnimi jeziki. Več teh jezikov je razširjenih čez državne meje. Jeziki priseljencev ali beguncev dopolnjujejo jezikovno sliko v Evropi.
(15) \| Schools are becoming increasingly aware of the necessity to make sure that all children, regardless of background and first language, acquire a very good level of the language of schooling, if appropriate through special support measures. This supports equity and equal opportunities, and reduces the risk of early school leaving.	(15) \| Šole se vse bolj zavedajo, da morajo poskrbeti, da vsi otroci, ne glede na ozadje in prvi jezik, pridobijo zelo dobro raven učnega jezika, po potrebi s posebnimi podpornimi ukrepi. To podpira enakost in enake možnosti ter zmanjšuje tveganje zgodnjega opuščanja šolanja.
(16) \| Language-awareness in schools could include awareness and understanding of the literacy and multilingual competences of all pupils, including competences in languages that are not taught in the school. Schools may distinguish between different levels of multilingual competence needed depending on context and purpose and corresponding to every learner's circumstances, needs, abilities and interests.	(16) \| Jezikovna ozaveščenost v šolah bi lahko vključevala poznavanje in razumevanje pismenosti in večjezičnosti vseh učencev, vključno s kompetencami v jezikih, ki se ne poučujejo v šoli. Šole lahko razlikujejo med različnimi ravnmi potrebne večjezičnosti, odvisno od konteksta in namena ter okoliščin, potreb, zmožnosti in zanimanj učečih.
(17) \| The shortage of teachers in some subjects, including modern foreign languages, is mentioned as a challenge in more than half of the European Union's education systems and several Member States have introduced reforms or incentives to tackle shortages of language teachers. Those reforms and incentives could include scholarships to attract language graduates with other professional experience into teaching or reformed teacher education programmes.	(17) \| Pomanjkanje učiteljev nekaterih predmetov, vključno s sodobnimi tujimi jeziki, v več kot polovici izobraževalnih sistemov Evropske unije predstavlja izziv, zato je več držav članic uvedlo reforme ali spodbude za odpravo pomanjkanja učiteljev jezikov. Te reforme in spodbude bi lahko vključevale štipendije za privabljanje jezikoslovnih diplomantov, ki opravljajo druge poklice, v učiteljski poklic ali reformirane programe izobraževanja učiteljev.
(18) \| Initiatives to improve key competences in school education, including by better linking real life experience with academic learning, using digital technologies and supporting innovation in schools, have strengthened the focus on the learning outcomes. They also supported the acquisition of multilingual competence.	(18) \| Pobude za izboljšanje ključnih kompetenc v šolskem izobraževanju, vključno z boljšim povezovanjem življenjskih izkušenj z akademskim učenjem, uporabo digitalnih tehnologij in podpiranjem inovacij v šolah, so okrepile osredotočenost na učne izide. Prav tako so podprle pridobivanje večjezičnosti.
(19) \| Content and Language Integrated Learning, i.e. teaching subjects through a foreign language, and digital and online tools for language learning have proven efficient for different categories of learners. Language teachers across Europe could benefit from continuous professional development in both updating their digital competence and learning how they can best support their teaching practice by using different methodologies and new technologies. An inventory of open educational resources could support them in this, taking into account the work of the Council of Europe.	(19) \| Poučevanje nejezikovnih predmetov v tujem jeziku ter digitalna in spletna orodja za učenje jezikov so se izkazala za učinkovita za različne kategorije učečih. Učitelji jezikov v Evropi bi lahko možnosti stalnega strokovnega razvoja izkoristili za posodabljanje svoje digitalne kompetence in za učenje, kako najbolje podpreti poučevanje z uporabo različnih metodologij in novih tehnologij. Pri tem bi jim lahko pomagal tudi popis odprtih izobraževalnih virov, upoštevaje delo Sveta Evrope.
(20) \| Various initiatives in Europe have supported the definition and development of multilingual competence. The Common European Framework of Reference for Languages supports learning and teaching of all languages as a transparent, coherent and comprehensive reference instrument to assess and compare competence levels. It distinguishes between basic user level, independent user level and proficient user level with the latter enabling a user to work or study in the language assessed. In 2018, the instrument was complemented with new descriptors for mediation, sign languages and other areas and with collations of descriptors for young learners, with a view to making the Framework more accessible to a wider public.	(20) \| Različne pobude v Evropi so podprle opredelitev in razvoj večjezičnosti. Skupni evropski jezikovni okvir je pregleden, usklajen in celovit referenčni instrument za ocenjevanje in primerjavo ravni kompetenc in kot tak podpira učenje in poučevanje vseh jezikov. Razlikuje med ravnmi osnovnega, samostojnega in učinkovitega uporabnika, pri čemer s slednjo uporabnik lahko dela ali študira v ocenjevanem jeziku. Leta 2018 je bil instrument dopolnjen z novimi opisniki za posredovanje, znakovne jezike in druga področja ter primerjavo opisnikov za mlade učence, da bi bil okvir dostopnejši širši javnosti.
(21) \| The Europass Language Passport is a standardised template for self-assessment of language skills, which uses the Common European Framework of Reference for Languages. It helps citizens communicate their language skills during a mobility period, either for educational purposes, employment or training, while also helping employers understand the language skills of the workforce.	(21) \| Jezikovna izkaznica Europass, ki uporablja skupni evropski jezikovni okvir, je standardizirana predloga za samoocenjevanje jezikovnega znanja. Vanjo lahko državljani v času mobilnosti za namene izobraževanja, zaposlitve ali usposabljanja vnesejo informacije o svojem znanju jezikov, delodajalci pa lahko prek nje laže razumejo, kakšno je jezikovno znanje delovne sile.
(22) \| The European Language Label (9) rewards excellence and innovation in language teaching in all participating countries. It provides an incentive for schools and other institutions to use new methodologies and strategies addressing local, regional, national or European priorities. It has contributed to raising the awareness about European cooperation in the field of language teaching and learning and enhancing the multilingual dynamics across educational sectors.	(22) \| Evropsko jezikovno priznanje (9) nagrajuje odličnost in inovativnost pri poučevanju jezikov v vseh sodelujočih državah. Šole in druge ustanove spodbuja k uporabi novih metodologij in strategij za obravnavanje lokalnih, regionalnih, nacionalnih ali evropskih prednostnih nalog. Prispeva k ozaveščanju o evropskem sodelovanju na področju poučevanja in učenja jezikov ter h krepitvi večjezične dinamike v izobraževalnih sektorjih.
(23) \| All Member States have acknowledged the need to enhance multilingualism and develop multilingual competence in the Union. The European Commission will work on a proposal for a new set of European education and training benchmarks together with options for data collection, which may include a European benchmark on language competences, with the aim to provide a more accurate picture of multilingual competence in the Union. These benchmarks will be discussed and decided by the Council in the context of setting up the new strategic framework in education and training after 2020.	(23) \| Vse države članice so priznale potrebo po okrepitvi in razvoju večjezičnosti v Uniji. Evropska unija bo pripravila predlog novega sklopa evropskih meril za izobraževanje in usposabljanje, vključno z možnostmi zbiranja podatkov, ki bo morda vseboval evropsko merilo za jezikovne kompetence, da bi lahko imeli točnejšo predstavo o večjezičnosti v Uniji. O teh merilih bo razpravljal in odločal Svet v povezavi z oblikovanjem novega strateškega okvira za izobraževanje in usposabljanje po letu 2020.
(24) \| While acknowledging that multilingual competence is acquired throughout life and opportunities should be made available at all stages in life, this Recommendation addresses in particular primary and secondary education and training, including where possible early childhood education and care and initial vocational education and training.	(24) \| Ob zavedanju, da se večjezičnost gradi vse življenje in da bi morale biti priložnosti za učenje na voljo v vseh življenjskih obdobjih, to priporočilo obravnava zlasti primarno in sekundarno izobraževanje in usposabljanje, po možnosti vključno s predšolsko vzgojo in varstvom ter začetnim poklicnim izobraževanjem in usposabljanjem.
(25) \| This Recommendation fully respects the principles of subsidiarity and proportionality.	(25) \| To priporočilo v celoti spoštuje načelo subsidiarnosti in načelo sorazmernosti –
RECOMMENDS THAT MEMBER STATES:	DRŽAVAM ČLANICAM PRIPOROČA, NAJ:
In accordance with national and European legislation, available resources and national circumstances, and in close cooperation with all relevant stakeholders:	v skladu z nacionalno in evropsko zakonodajo, razpoložljivimi viri in nacionalnimi okoliščinami ter v tesnem sodelovanju z vsemi ustreznimi zainteresiranimi stranmi:
(1) \| Explore ways to help all young people to acquire before the end of upper secondary education and training — in addition to the languages of schooling — where possible, a competence level in at least one other European language which allows them to use the language effectively for social, learning and professional purposes, and to encourage the acquisition of an additional (third) language to a level which allows them to interact with a degree of fluency (10).	(1) \| preučijo možnosti za pomoč mladim, da pred koncem srednješolskega izobraževanja in usposabljanja po možnosti še vsaj pri enem evropskem jeziku poleg učnih jezikov dosežejo raven usposobljenosti, ki jim omogoča učinkovito uporabo jezika v družabnem, učnem in poklicnem kontekstu, ter za spodbujanje učenja dodatnega (tretjega) jezika do ravni, ki jim omogoča dovolj tekočo interakcijo (10);
(2) \| Apply comprehensive approaches to improve teaching and learning of languages at national, regional, local or school level as appropriate, and where relevant, making use of the policy examples set out in the Annex.	(2) \| izvajajo celovite pristope za izboljšanje poučevanja in učenja jezikov na nacionalni, regionalni, lokalni ali šolski ravni, kot in kjer je to primerno, pri tem pa uporabljajo primere politik iz Priloge;
(3) \| Ensure that all sectors of primary and secondary education are addressed, starting as early as possible, including initial vocational education and training.	(3) \| zagotovijo, da so obravnavani vsi sektorji primarnega in sekundarnega izobraževanja, vključno z začetnim poklicnim izobraževanjem in usposabljanjem, in sicer čim bolj zgodaj;
(4) \| As part of such comprehensive approaches, support the development of language awareness in schools and vocational education and training institutions by: \| (a) \| actively supporting and recognising the mobility of learners and teachers, including by making use of opportunities provided by the relevant Union funding programmes; \| (b) \| strengthening the competence in the languages of schooling as the basis for further learning and educational achievement in school for all learners, and especially those from migrant, refugee or disadvantaged backgrounds; \| (c) \| helping the learners to broaden their competences in the languages of schooling by supporting teachers in addressing the use of specific language in their respective subject areas, including raising the awareness of different language registers and specific vocabulary; \| (d) \| promoting continuity in language education between the different school levels; \| (e) \| valuing linguistic diversity of learners and using it as a learning resource including involving parents, other carers and the wider local community in language education; \| (f) \| considering opportunities to assess and validate language competences that are not part of the curriculum, but result from informal learning (for example in the case of learners of migrant, refugee or bilingual backgrounds) or from attending a formal school system of another country where the learner has lived previously, for instance through expanding the range of languages that can be added to learners' school leaving qualifications; \| (g) \| strengthening the use of the Common European Framework of Reference for Languages, especially for inspiring developments in language curricula, testing and assessment; \| (h) \| ensuring support for schools to define their own approach to language learning, while respecting national legislation and helping schools to actively value and use their linguistic diversity; \| (i) \| offering opportunities for schools and training centres to strengthen their European perspective for example through continued implementation of the European Language Label, the development of school labels with a particular European perspective and by organising national events around language diversity.	(4) \| kot del takšnih celovitih pristopov podpirajo razvoj jezikovne ozaveščenosti v šolah ter ustanovah za poklicno izobraževanje in usposabljanje z: \| (a) \| dejavnim podpiranjem in priznavanjem mobilnosti učečih in učiteljev, vključno z izkoriščanjem priložnosti, ki jih ponujajo ustrezni programi Unije za financiranje; \| (b) \| krepitvijo kompetenc v učnih jezikih kot osnovo za nadaljnje učne in izobraževalne dosežke v šoli za vse učeče in zlasti tiste z migrantskim ali begunskim ozadjem ali iz prikrajšanih okolij; \| (c) \| pomočjo učečim pri širjenju njihovih kompetenc v učnih jezikih, in sicer s podpiranjem učiteljev pri njihovem odnosu do uporabe posameznega jezika na njihovem tematskem področju, vključno z ozaveščanjem o različnih jezikovnih registrih in specifičnem besedišču; \| (d) \| spodbujanjem kontinuitete jezikovnega izobraževanja med različnimi ravnmi šolanja; \| (e) \| spoštovanjem jezikovne raznolikosti učečih in izkoriščanjem te raznolikosti kot učnega vira, vključno z vključevanjem staršev, drugih skrbnikov in širše lokalne skupnosti v jezikovno izobraževanje; \| (f) \| razmislekom o možnostih za oceno in vrednotenje jezikovnih kompetenc, ki niso del učnega načrta, temveč so bile pridobljene z neformalnim učenjem (ko gre na primer za učeče z migrantskim, begunskim ali dvojezičnim ozadjem) ali z vključitvijo v formalni šolski sistem druge države, v kateri je učeči živel prej; lahko bi na primer povečali število jezikov, ki jih je mogoče dodati v zaključne kvalifikacije učečih; \| (g) \| večjo uporabo skupnega evropskega jezikovnega okvira, zlasti zato, da bi spodbudili k oblikovanju še boljših učnih načrtov ter še boljšega testiranja in ocenjevanja na jezikovnem področju; \| (h) \| zagotavljanjem podpore šolam pri oblikovanju lastnega pristopa do učenja jezikov, ob upoštevanju nacionalne zakonodaje, in pomočjo šolam, da bi dejavno izpostavljale in se opirale na svojo jezikovno raznolikost; \| (i) \| omogočanjem šolam in izobraževalnim centrom, da okrepijo svojo evropsko perspektivo, na primer s kontinuirano uporabo evropskega jezikovnega priznanja, oblikovanjem šolskih priznanj s posebno evropsko perspektivo in organizacijo državnih dogodkov v zvezi z jezikovno raznolikostjo;
(5) \| Support teachers, trainers, inspectors and school leaders in the development of language awareness by: \| (a) \| investing, where appropriate, in the initial and continuing education of language teachers to enhance their competences and to attract and retain staff in order to maintain a broad language offer in primary education and secondary education and training; \| (b) \| enhancing voluntary cooperation between institutions in charge of initial and continuing education for language teachers; \| (c) \| including preparation for linguistic diversity in the classroom in initial education and continuous professional development of teachers and school leaders; \| (d) \| promoting study periods abroad for students studying towards a teaching qualification, while encouraging mobility for all teachers, trainers, inspectors and school leaders; \| (e) \| promoting the integration and recognition of learning mobility into the education of language teachers, so that newly graduated language teachers benefit from preferably a semester of learning or teaching experience abroad, especially through the Erasmus+ programme; \| (f) \| promoting the use of eTwinning (11) and other forms of virtual cooperation as well as face-to-face network building to enrich the learning experiences in schools and develop multilingual competence of teachers and pupils; \| (g) \| promoting collaborative teaching between language teachers and teachers of other subjects.	(5) \| podpirajo učitelje, vodje usposabljanja, inšpektorje in vodstvene delavce šol pri razvijanju jezikovne ozaveščenosti z: \| (a) \| vlaganjem v začetno in nadaljnje izobraževanje učiteljev jezikov, kjer je to potrebno, da se utrdijo njihove kompetence ter se privabi in zadrži osebje, s tem pa ohrani široka jezikovna ponudba v primarnem izobraževanju ter sekundarnem izobraževanju in usposabljanju; \| (b) \| krepitvijo prostovoljnega sodelovanja med institucijami, pristojnimi za začetno in nadaljnje izobraževanje učiteljev jezikov; \| (c) \| vključevanjem priprave na jezikovno raznolikost v razredu v začetno izobraževanje in stalni strokovni razvoj učiteljev in vodstvenih delavcev šol; \| (d) \| promoviranjem študijskih obdobij v tujini za študente, ki študirajo za učiteljsko kvalifikacijo, ter spodbujanjem mobilnosti za vse učitelje, vodje usposabljanja, inšpektorje in vodstvene delavce; \| (e) \| spodbujanjem vključevanja in priznavanja učne mobilnosti v izobraževanje učiteljev jezikov, da bodo učitelji jezikov začetniki po možnosti en semester usposabljanja ali poučevanja opravili v tujini, zlasti prek programa Erasmus+; \| (f) \| spodbujanjem uporabe eTwinninga (11) in drugih oblik virtualnega sodelovanja ter mreženja v živo, da se obogatijo učne izkušnje v šolah in razvije večjezičnost učiteljev in učencev; \| (g) \| spodbujanjem sodelovalnega poučevanja med učitelji jezikov in učitelji drugih predmetov;
(6) \| Encourage research in and use of innovative, inclusive and multilingual pedagogies, including for example the use of digital tools, intercomprehension and ways to teach subjects through a foreign language (Content and Language Integrated Learning) and innovate initial teacher education.	(6) \| spodbujajo raziskovanje in uporabo inovativnih, vključujočih in večjezičnih pedagoških metod, med drugim na primer uporabo digitalnih orodij, medjezikovno razumevanje in načine poučevanja predmetov v tujem jeziku (poučevanje nejezikovnih predmetov v tujem jeziku), ter prenovijo začetno izobraževanje učiteljev;
(7) \| Ensure that language competences acquired at different stages of education and training are monitored, complementing existing information on the provision of language learning.	(7) \| zagotavljajo, da se jezikovne kompetence, pridobljene na različnih stopnjah izobraževanja in usposabljanja, spremljajo ter da se tako dopolnjujejo obstoječe informacije o učenju jezikov;
(8) \| Report through existing frameworks and tools on experiences and progress in promoting language learning.	(8) \| z uporabo obstoječih okvirov in orodij, ki so na voljo, poročajo o izkušnjah in napredku pri spodbujanju učenja jezikov.
HEREBY WELCOMES THE COMMISSION'S INTENTION TO:	IN POZDRAVLJA NAMERO KOMISIJE, DA:
(9) \| Support the follow-up of this Recommendation by facilitating mutual learning among Member States and developing multilingual tools and resources in cooperation with Member States, such as: \| (a) \| guidelines on how to link language teaching and assessment to the Common European Framework of Reference for language competences (12); \| (b) \| evidence-based guidance material on new forms of learning and supportive approaches also for languages that are not part of the curriculum; \| (c) \| digital tools for language learning and professional development of educational staff, in the field of language learning, such as massive open online courses, self-assessment tools (13), networks, including eTwinning and the School Education Gateway's Teacher Academy; \| (d) \| methodologies and tools supporting the monitoring of multilingual competence in the Union.	(9) \| podpre spremljanje izvajanja tega priporočila tako, da omogoči medsebojno učenje držav članic ter v sodelovanju z njimi pripravi večjezična orodja in vire, kot so: \| (a) \| smernice za povezovanje poučevanja jezikov in ocenjevanja jezikovnih kompetenc s skupnim evropskim jezikovnim okvirom (12); \| (b) \| z dokazi podprte smernice za nove oblike učenja in podporne pristope, tudi za jezike, ki niso del kurikula; \| (c) \| digitalna orodja za učenje jezikov in strokovni razvoj izobraževalnega osebja na področju učenja jezikov, kot so množični odprti spletni tečaji, orodja za samoocenjevanje (13), mreže, vključno z eTwinningom in Teacher Academy v okviru portala School Education Gateway; \| (d) \| metodologije in orodja za spremljanje večjezičnosti v Uniji;
(10) \| Strengthen the mobility of school pupils, learners in vocational education and training and teachers, trainers, inspectors and school leaders within the Erasmus+ programme and support overall the use of Union funding, such as Erasmus+, Horizon 2020, Asylum, Migration and Integration Fund (AMIF) or European Structural and Investment Funds, where appropriate, for the implementation of this Recommendation and its Annex, without any prejudice to negotiations on the next Multiannual Financial Framework.	(10) \| okrepi mobilnost učencev, oseb v poklicnem izobraževanju in usposabljanju ter učiteljev, vodij usposabljanja, inšpektorjev in vodstvenih delavcev v okviru programa Erasmus+ ter, kjer je to primerno, v celoti podpre uporabo sredstev Unije, na primer v okviru programov Erasmus+, Obzorje 2020, Sklada za azil, migracije in vključevanje ali evropskih strukturnih in investicijskih skladov, za izvajanje tega priporočila in njegove priloge, brez poseganja v pogajanja o naslednjem večletnem finančnem okviru;
(11) \| Strengthen cooperation with the Council of Europe, and the European Centre for Modern Languages, in the field of language learning to enhance innovative methods in teaching and learning of languages and increase awareness of the crucial role of language learning in modern societies.	(11) \| okrepi sodelovanje s Svetom Evrope in Evropskim centrom za moderne jezike na področju učenja jezikov, da se izboljšajo inovativne metode poučevanja in učenja jezikov ter poveča ozaveščenost o ključni vlogi učenja jezikov v sodobnih družbah;
(12) \| Report on the follow-up of the implementation of the Recommendation primarily through existing frameworks and tools.	(12) \| poroča o spremljanju izvajanja tega priporočila, zlasti z uporabo obstoječih okvirov in orodij, ki so na voljo.
Done at Brussels, 22 May 2019.	V Bruslju, 22. maja 2019
For the Council	Za Svet
The President	Predsednik
C.B. MATEI	C. B. MATEI
(1) COM(2017)673 final	(1) COM(2017) 673 final.
(2) EUCO 19/1/17 REV 1	(2) EUCO 19/1/17 REV 1.
(3) OJ C 189, 4.6.2018, p. 1.	(3) UL C 189, 4.6.2018, str. 1.
(4) While the Council of Europe uses the term ‘plurilingualism’ for referring to multiple language competences of individuals, European Union's official documents use ‘multilingualism’ to describe both individual competences and societal situations. This is partly due to difficulties making a distinction between plurilingual and multilingual in other languages than English and French.	(4) Svet Evrope za večjezikovne kompetence posameznikov uporablja izraz „raznojezičnost“ (plurilingualism), v uradnih dokumentih Evropske unije pa se za kompetence posameznikov in za družbeno stanje uporablja izraz „večjezičnost“ (multilingualism). Razlog za to je med drugim dejstvo, da je v drugih jezikih kot angleščini in francoščini težko razlikovati med plurilingual in multilingual.
(5) Europeans and their languages — special Eurobarometer report summary 2012.	(5) Europeans and their languages – special Eurobarometer report summary 2012 (Evropejci in jeziki – povzetek poročila posebne raziskave Eurobarometer 2012).
(6) First language: language variety (-ies) acquired and used in early childhood (approximately before the age of two or three years) in which the human language faculty was first acquired. This term is preferred to mother tongue, which is often inappropriate as the first language is not necessarily that of the mother only.	(6) Prvi jezik: jezik ali jeziki, ki se ga ali jih otrok nauči in ga ali jih uporablja v starosti (približno pred drugim ali tretjim letom starosti), ko prvič postane zmožen jezikovnega sporazumevanja. Ta izraz je bolj priporočljiv kot materni jezik, ki je pogosto neustrezen, saj prvi jezik ni nujno samo jezik matere.
(7) Commission Communication on boosting growth and cohesion in EU border regions, COM(2017) 534.	(7) Sporočilo Komisije o spodbujanju rasti in kohezije v obmejnih regijah EU, COM(2017) 534.
(8) European Commission (2012) — First European Survey on language competences, executive summary.	(8) Evropska komisija (2012): First European Survey on language competences, executive summary (Prva evropska raziskava o jezikovnih kompetencah, povzetek).
(9) The European Language Label is awarded at national level and supported through the Erasmus+ programme.	(9) Evropsko jezikovno priznanje, ki ga podpira program Erasmus+, se podeljuje na nacionalni ravni.
(10) The acquisition of classical languages, such as Ancient Greek and Latin, can be part of the learner's linguistic repertoire.	(10) Učenje klasičnih jezikov, kot sta stara grščina in latinščina, je lahko del jezikovnega repertoarja učečega.
(11) eTwinning is a community of teachers from pre-primary to upper secondary schools, hosted on a secure internet platform.	(11) eTwinning je skupnost učiteljev od predšolske vzgoje do srednjih šol, ki gostuje na varni internetni platformi.
(12) Based on the experiences and expertise developed by the Council of Europe in creating and updating the Framework and by the European Centre for Modern Languages and the European Commission in applying this work to teacher education through jointly financed projects.	(12) Na podlagi izkušenj in strokovnega znanja Sveta Evrope glede oblikovanja in posodabljanja okvira ter Evropskega centra za sodobne jezike in Evropske komisije glede uporabe tega dela na področju izobraževanja učiteljev s skupno financiranimi projekti.
(13) Currently Europass offers a self-assessment tool for language competence and the functioning and effectiveness of this will be reviewed as part of implementation of the Europass Decision.	(13) Trenutno Europass ponuja samoocenjevalni obrazec za jezikovne kompetence, delovanje in učinkovitost tega obrazca pa se bosta pregledala kot del izvajanja sklepa o Europassu;
ANNEX	PRILOGA
Language awareness in schools — developing comprehensive approaches to language learning	Jezikovna ozaveščenost v šolah – razvijanje celovitih pristopov k učenju jezikov
Comprehensive language approaches could support the implementation of the language learning Recommendation. This annex lists a number of pedagogical principles and good practices, which have in common the aim to increase the general language awareness in schools, with the ultimate goal to improve language-learning outcomes.	Celoviti jezikovni pristopi bi lahko podprli izvajanje priporočila o učenju jezikov. V tej prilogi je naštetih več pedagoških načel in dobrih praks, katerih skupni cilj je povečanje splošne jezikovne ozaveščenosti v šolah za izboljšanje izidov učenja jezikov.
The teaching of language is an important element across all subjects looking at the various ways language is used in the classroom and the vital role language plays in learning and understanding subject content. Acquiring a good command of academic language goes hand in hand with the development of subject knowledge and understanding.	Ker se jezik v razredu uporablja na različne načine in ima ključno vlogo pri učenju in razumevanju vsebine predmeta, je poučevanje jezika pomemben element vseh šolskih predmetov. Dobro obvladanje akademskega jezika je tesno povezano s pridobivanjem znanja in razumevanjem predmeta.
Language awareness in schools and vocational education and training institutions could support the understanding that language learning is a dynamic process and a continuum — the acquisition of the first language and its different registers and styles continues and is deeply interlinked with the learning of other languages, in different levels of proficiency, corresponding to every learner's circumstances, needs and interests.	Jezikovna ozaveščenost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje bi lahko utrdila zavedanje, da je učenje jezikov dinamičen in neprekinjen proces: usvajanje prvega jezika ter zvrstnih in slogovnih razlik v njem se nadaljuje in je tesno povezano z učenjem drugih jezikov na različnih ravneh znanja, ki ustrezajo okoliščinam, potrebam in zanimanjem učečih.
Language awareness in schools and vocational education and training institutions could support reflections on the language dimension in all levels of school organisation, teaching and practice: in literacy development, foreign language learning, in subject teaching, for acknowledging other languages brought in by pupils, in communication with parents and with the wider school environment, etc.	Jezikovna ozaveščenost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje bi lahko podprla razmislek o jezikovni razsežnosti na vseh ravneh šolske organizacije, poučevanja in prakse: pri razvoju pismenosti, učenju tujih jezikov, poučevanju nejezikovnih predmetov, priznavanju drugih jezikov, ki jih govorijo učenci, komuniciranju s starši in širšim šolskim okoljem itd.
Close cooperation among the different members of the school community, ideally within a concept of the school as a learning organisation or within a whole school approach, can promote such an understanding of language awareness.	Tesno sodelovanje med različnimi člani šolske skupnosti, po možnosti v okviru koncepta šole kot učne organizacije ali vsešolskega pristopa, lahko spodbudi takšno razumevanje jezikovne ozaveščenosti.
In order to support language awareness in schools and vocational education and training institutions, the following examples of good practice have been identified.	Za podpiranje jezikovne ozaveščenosti v šolah ter ustanovah za poklicno izobraževanje in usposabljanje so bili opredeljeni naslednji primeri dobre prakse.
1. Multilingualism in schools and vocational education and training institutions	1. Večjezičnost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje
— \| A positive attitude towards linguistic diversity can help to create a language friendly environment where learning and using multiple languages is perceived as a richness and a resource. Awareness of the importance of language learning, and of the educational, cognitive, social, intercultural, professional and economic benefits of the wider use of languages can be increased and encouraged.	— \| Pozitiven odnos do jezikovne raznolikosti lahko pomaga ustvariti jezikom prijazno okolje, v katerem se na učenje in uporabo več jezikov gleda kot na bogastvo in znanje. Zavedanje o pomenu učenja jezikov ter izobraževalnih, kognitivnih, socialnih, medkulturnih, poklicnih in gospodarskih koristih širše uporabe jezikov je mogoče še okrepiti in spodbuditi.
— \| The development of language competence and of linguistic awareness can be integrated transversally into the curricula. Integrating languages and other subjects can make it possible to provide more authentic learning geared towards real-life situations.	— \| Razvijanje jezikovne kompetence in jezikovne ozaveščenosti je mogoče vključiti v izobraževalne programe z medpredmetnim pristopom. Povezovanje jezikov in drugih predmetov lahko omogoči bolj avtentično učenje, usmerjeno na primere iz resničnega življenja.
— \| The motivation of learners to study languages can be enhanced by linking education content to their own lives and interests, taking informal learning into consideration and encouraging synergies with extra-curricular activities. Links between everyday life practice of language and schools or vocational education and training institutions can be strengthened through recognition of prior learning of languages, and offering the possibility to add multilingual competence resulting from informal learning (for example in the case of learners of migrant, refugee or bilingual backgrounds) or from attending a formal school system of another country where the learner has lived previously, to school leaving certificates.	— \| Motivacijo za učenje jezikov je mogoče povečati tako, da se učne vsebine povežejo z življenjem in zanimanji učečih, pri tem pa se upošteva priložnostno učenje in spodbujajo sinergije z obšolskimi dejavnostmi. Povezave med uporabo jezika v vsakodnevnem življenju in šolami ali ustanovami za poklicno izobraževanje in usposabljanje se lahko okrepijo s priznavanjem predhodnega učenja jezikov in omogočanjem, da se v zaključne kvalifikacije učečih doda večjezičnost, pridobljena z neformalnim učenjem (ko gre na primer za učeče z migrantskim, begunskim ali dvojezičnim ozadjem) ali z vključitvijo v formalni šolski sistem druge države, v kateri je učeči živel prej.
— \| Learners' entire linguistic repertoire can be valued and supported in school and also used as pedagogical resource for further learning of all learners. Pupils can help each other in learning, explain their language(s) to others and compare languages.	— \| Šole lahko upoštevajo in podprejo celoten jezikovni repertoar učečega ter ga izkoristijo tudi kot pedagoški vir za nadaljnje učenje vseh učečih. Učenci si lahko med seboj pomagajo pri učenju, približajo svoj jezik drugim in primerjajo jezike.
— \| Schools could offer a wider range of languages in addition to the main global languages of communication. The uptake can be different depending on whether a country has two or more state languages or if there is a declared interest to promote the learning of the language of a neighbouring country.	— \| Šole bi lahko jezikovno ponudbo razširile, da ta ne bi zajemala le najpomembnejših svetovnih jezikov. Izkoriščanje te ponudbe se lahko razlikuje, odvisno od tega, ali ima država dva ali več uradnih jezikov in ali obstaja interes za spodbujanje učenja jezika sosednje države.
— \| Establishing partnerships between early childhood education and care institutions and schools in border regions that will encourage children to learn the language of their neighbour from an early age and decrease language barriers in cross-border regions.	— \| Ustanavljanje partnerstev med ustanovami za predšolsko vzgojo in varstvo ter šolami v obmejnih regijah, ki bodo otroke od zgodnjega otroštva spodbujala k učenju jezika sosedov in zmanjševala jezikovne ovire v čezmejnih regijah.
— \| Further encouraging schools and vocational education and training institutions to use the European Day of Languages and the European Language Label to promote language learning and linguistic diversity. Promoting school labels with a particular European dimension to foster a European perspective for schools and training centres.	— \| Nadaljnje spodbujanje šol ter ustanov za poklicno izobraževanje in usposabljanje, da izkoristijo evropski dan jezikov in evropsko jezikovno priznanje za promocijo učenja jezikov in jezikovne raznolikosti. Promoviranje šolskih priznanj s posebno evropsko razsežnostjo zaradi krepitve evropske perspektive za šole in izobraževalne centre.
2. Efficient and innovative teaching for enhanced language learning	2. Učinkovito in inovativno poučevanje za boljše učenje jezikov
— \| The potential of digital tools could be fully embraced to enhance language learning, teaching and assessment. Technology can massively support broadening the language offer, provide opportunities for language exposure, and be very useful for supporting those languages which are not taught in schools. Developing critical thinking and media literacy and an appropriate and safe use of technology can be an essential learning element in this context.	— \| Za izboljšanje učenja, poučevanja in ocenjevanja jezikov bi se lahko v celoti izkoristil potencial digitalnih orodij. Tehnologija lahko znatno pripomore k razširitvi jezikovne ponudbe, lahko zagotovi priložnosti za jezikovno izpostavljenost in je lahko zelo koristna pri podpiranju tistih jezikov, ki se ne poučujejo v šolah. Razvoj kritičnega mišljenja in medijske pismenosti ter ustrezna in varna uporaba tehnologije so lahko bistveni element učenja.
— \| Virtual cooperation between schools through eTwinning and other forms of virtual cooperation can allow young people to improve language learning, work with peers from another country and prepare for mobility to study, train or volunteer abroad.	— \| Virtualno sodelovanje med šolami prek eTwinninga in drugih oblik virtualnega sodelovanja lahko mladim omogoči, da izboljšajo učenje jezikov, sodelujejo z vrstniki iz drugih držav in se pripravijo na mobilnost za študij, usposabljanje ali prostovoljno delo v tujini.
— \| Pupils' mobility, including through Erasmus+, could become a regular part of the learning process. This should extend to virtual and wider staff mobility.	— \| Mobilnost učencev, tudi prek programa Erasmus+, bi lahko postala običajni del učnega procesa. To bi se moralo razširiti tudi na virtualno mobilnost in mobilnost širšega osebja.
— \| A mix of diagnostic, formative and summative assessment can be used by teachers, trainers and learners to monitor and evaluate language development; individual language portfolios are used to keep track of the progress, for example through the European Language Portfolio or the Europass Language Passport.	— \| Učitelji, vodje usposabljanja in učeči lahko za spremljanje in ocenjevanje jezikovnega razvoja uporabljajo kombinacijo diagnostičnega ter formativnega in sumativnega ocenjevanja; za spremljanje napredka se uporabljajo posamezni jezikovni listovniki, na primer prek evropskega jezikovnega listovnika ali jezikovne izkaznice Europass.
3. Support for teachers and trainers	3. Podpora učiteljem in vodjem usposabljanja
— \| Teachers of modern languages could be encouraged to take part in exchange schemes with countries where their target language is spoken, as part of their initial education and/or further professional development. Every newly graduated language teacher could have spent preferably a semester of learning or teaching abroad.	— \| Učitelje sodobnih jezikov bi se lahko v okviru njihovega začetnega izobraževanja in/ali nadaljnjega strokovnega razvoja spodbujalo k sodelovanju v programih izmenjav z državami njihovega ciljnega jezika. Vsak učitelj tujih jezikov začetnik bi moral imeti možnost, da vsaj en semester izobraževanja ali poučevanja opravi v tujini.
— \| Teachers and trainers of other subjects than modern languages could gain language awareness and knowledge about language didactics, and acquire strategies for supporting learners.	— \| Učitelji in vodje usposabljanja za predmete, ki niso sodobni jeziki, bi lahko razvili jezikovno ozaveščenost ter pridobili znanje o jezikovni didaktiki in strategijah za podporo učečim.
— \| Language assistants could be included in language teaching, using the opportunities provided by exchange schemes between Member States.	— \| V poučevanje jezikov bi se lahko vključili jezikovni asistenti, pri čemer bi se uporabile možnosti, ki jih ponujajo programi izmenjav med državami članicami.
— \| Continuing professional development opportunities can be made accessible to teachers (through networks, communities of practice, massive online language courses, centres of expertise, cooperative online learning, collaborative action research, etc.) in order to keep them up to date with latest pedagogical innovations and to upskill them.	— \| Učiteljem se lahko ponudijo možnosti za stalni strokovni razvoj (prek mrež, izkustvenih skupnosti, množičnih spletnih jezikovnih tečajev, centrov strokovnega znanja, sodelovalnega spletnega učenja, skupnih akcijskih raziskav itd.), da bodo seznanjeni z najnovejšimi pedagoškimi inovacijami in se bodo strokovno izpopolnjevali.
4. Partnerships and links in the wider school environment to support language learning	4. Partnerstva in povezave v širšem šolskem okolju za podporo učenju jezikov
— \| Schools and vocational education and training institutions could cooperate with parents on how they can support their children's language learning, especially when children grow up with more than one language or use a different language at home than the language of schooling.	— \| Šole ter ustanove za poklicno izobraževanje in usposabljanje bi lahko s starši sodelovale pri iskanju možnosti za pomoč njihovim otrokom pri učenju jezikov, zlasti kadar otroci odraščajo z več kot enim jezikom ali pa doma uporabljajo jezik, ki ni učni jezik.
— \| Schools and vocational education and training institutions can develop partnerships with language centres/languages laboratories, public libraries, cultural centres or other cultural associations, universities and research centres in order to create more engaging learning environments, to enrich the uptake of languages and to improve and innovate teaching practice.	— \| Šole ter ustanove za poklicno izobraževanje in usposabljanje lahko razvijejo partnerstva z jezikovnimi centri/laboratoriji, javnimi knjižnicami, kulturnimi centri ali drugimi kulturnimi združenji, univerzami in raziskovalnimi središči, da bi ustvarili zanimivejša učna okolja, obogatili učenje jezikov ter izboljšali in prenovili prakse poučevanja.
— \| Schools, vocational education and training institutions and municipalities can pool resources to create language centres with a larger offer of languages, in order to maintain less-spoken languages, and/or languages that are not taught in school.	— \| Šole, ustanove za poklicno izobraževanje in usposabljanje ter občine lahko združijo vire in oblikujejo jezikovne centre z večjo jezikovno ponudbo, da bi ohranili manj razširjene jezike in/ali jezike, ki se ne poučujejo v šoli.
— \| Cooperation with employers in the region or beyond can help increasing the understanding of the importance of multilingual competence in working life and can help to ensure that multilingual competence gained effectively supports employability.	— \| Sodelovanje z delodajalci v regiji ali širše lahko pripomore k boljšemu razumevanju pomena večjezičnosti v delovnem življenju in pomaga zagotoviti, da pridobljena večjezičnost dejansko izboljšuje zaposljivost posameznika.
— \| Cross-border partnerships between education and training institutions in border regions could be encouraged. Mobility of students, teachers, trainers and administrative staff, as well as doctoral candidates and researchers could be facilitated by offering information and courses in the languages spoken in the neighbouring country. Promotion of multilingualism within these cross-border partnerships can prepare graduates to enter the labour market in both sides of the border.	— \| Lahko bi se spodbujala čezmejna partnerstva med institucijami za izobraževanje in usposabljanje v obmejnih regijah. Mobilnost študentov, učiteljev, vodij usposabljanja in upravnega osebja ter doktorskih kandidatov in raziskovalcev bi lahko olajšali z zagotavljanjem informacij in tečajev v jezikih sosednje države. Spodbujanje večjezičnosti znotraj teh čezmejnih partnerstev lahko diplomante pripravi na vstop na trg dela na obeh straneh meje.
— \| Promote cooperation between teacher education institutions.	— \| Spodbujanje sodelovanja med ustanovami za izobraževanje učiteljev.

5.6.2019 \| EN \| Official Journal of the European Union \| C 189/15	5.6.2019 \| SL \| Uradni list Evropske unije \| C 189/15
COUNCIL RECOMMENDATION	PRIPOROČILO SVETA
of 22 May 2019	z dne 22. maja 2019
on a comprehensive approach to the teaching and learning of languages	o celovitem pristopu k poučevanju in učenju jezikov
(2019/C 189/03)	(2019/C 189/03)
THE COUNCIL OF THE EUROPEAN UNION	SVET EVROPSKE UNIJE –
Having regard to the Treaty on the Functioning of the European Union, and in particular Articles 165 and 166 thereof,	ob upoštevanju Pogodbe o delovanju Evropske unije ter zlasti členov 165 in 166 Pogodbe,
Having regard to the proposal from the European Commission,	ob upoštevanju predloga Evropske komisije,
Whereas:	ob upoštevanju naslednjega:
(1) \| In the Communication ‘Strengthening European Identity through Education and Culture (1)’ the European Commission sets out the vision of a European Education Area in which high-quality, inclusive education, training and research are not hampered by borders; spending time in another Member State to study, learn or work has become the standard; speaking two languages in addition to one's mother tongue is far more widespread; and people have a strong sense of their identity as Europeans, as well as an awareness of Europe's shared cultural and linguistic heritage and its diversity.	(1) \| V sporočilu o krepitvi evropske identitete s pomočjo izobraževanja in kulture (1) je Evropska komisija določila vizijo evropskega izobraževalnega prostora, v katerem visokokakovostnega, vključujočega izobraževanja, usposabljanja in raziskovalnega dela ne bi ovirale meje, v katerem bi bil študij, učenje ali delo v drugi državi članici nekaj običajnega, v katerem bi vse več ljudi poleg maternega jezika govorilo še dva druga jezika in v katerem bi imeli ljudje močan občutek evropske identitete ter se zavedali skupne evropske kulturne in jezikovne dediščine in raznolikosti.
(2) \| At the informal working session of the Gothenburg Summit for fair jobs and growth, Heads of State or Government discussed the role of education and culture for the future of Europe. The European Council Conclusions of 14 December 2017 (2) call on the Member States, the Council and the Commission, in line with their respective competences, to take work forward in this area.	(2) \| Med neformalnim delovnim srečanjem na vrhu v Göteborgu za pravična delovna mesta in rast so voditelji držav ali vlad razpravljali o vlogi izobraževanja in kulture za prihodnost Evrope. V sklepih Evropskega sveta z dne 14. decembra 2017 (2) so bili države članice, Svet in Komisija pozvani, naj v skladu s svojimi pristojnostmi nadaljujejo delo na tem področju.
(3) \| In its conclusions, adopted in Barcelona on 15 and 16 March 2002, the European Council called for further action in the field of education ‘to improve the mastery of basic skills, in particular by teaching at least two foreign languages from a very early age’.	(3) \| Evropski svet je v svojih sklepih, sprejetih 15. in 16. marca 2002 v Barceloni, pozval k nadaljnjemu ukrepanju na področju izobraževanja za boljše usvajanje temeljnih veščin, zlasti s poučevanjem vsaj dveh tujih jezikov od zgodnjega otroštva.
(4) \| Literacy competence and multilingual competence are defined among the eight key competences in the Council Recommendation on key competences for lifelong learning (3).	(4) \| Pismenost in večjezičnost sta dve od osmih ključnih kompetenc, opredeljenih v Priporočilu sveta o ključnih kompetencah za vseživljenjsko učenje (3).
(5) \| Multilingual competence (4) is at the heart of the vision of a European Education Area. With increasing mobility for education, training and work inside the Union, increasing migration from third countries into the Union, and the overall global cooperation, education and training systems need to reconsider the challenges in teaching and learning of languages and the opportunities provided by Europe's linguistic diversity.	(5) \| Večjezičnost (4) je v središču vizije evropskega izobraževalnega prostora. Zaradi vse večje mobilnosti znotraj Unije za namene izobraževanja, usposabljanja in dela, krepitve migracijskih tokov iz tretjih držav v Unijo in splošnega globalnega sodelovanja morajo sistemi izobraževanja in usposabljanja ponovno preučiti izzive poučevanja in učenja jezikov ter priložnosti, ki jih ponuja jezikovna raznolikost Evrope.
(6) \| Increasing and improving language learning and teaching could strengthen the European dimension in education and training. It could foster the development of a European identity in all its diversity, complementing local, regional and national identities and traditions and a better understanding of the Union and its Member States. Multilingual competence provides a better understanding of other cultures, thus contributing to the development of citizenship and democratic competences.	(6) \| Z okrepitvijo in izboljšanjem učenja in poučevanja jezikov bi se lahko utrdila evropska razsežnost izobraževanja in usposabljanja. Lahko bi se spodbudil razvoj evropske identitete v vsej njeni raznolikosti, kar bi dopolnilo lokalne, regionalne in nacionalne identitete in tradicije, izboljšalo pa bi se tudi razumevanje Unije in njenih držav članic. Večjezičnost omogoča boljše razumevanje drugih kultur, s tem pa prispeva k razvoju državljanstva in demokratičnih kompetenc.
(7) \| Almost half of Europeans (5) report that they are unable to hold a conversation in any language other than their first language (6). The lack of multilingual competence is a source of difficulty, hampering meaningful exchanges between public administrations and individuals especially in border regions (7).	(7) \| Skoraj polovica Evropejcev (5) navaja, da se ne morejo pogovarjati v nobenem drugem jeziku kot v svojem prvem (6). Šibka večjezičnost povzroča težave, saj ovira uporabne izmenjave med javnimi upravami in posamezniki, zlasti v obmejnih regijah (7).
(8) \| Only four in ten learners in secondary education reach the ‘independent user’ level in the first foreign language, indicating an ability to have a simple conversation. Only one quarter attains this level in the second foreign language (8). A comparative analysis of languages in education and training showed that most Member States face challenges in ensuring appropriate learning outcomes in the field of languages. While challenges exist in all education sectors, they are particularly acute in vocational education and training where less emphasis is put on language learning.	(8) \| Samo štirje od desetih učečih v srednješolskem izobraževanju dosežejo raven „samostojnega uporabnika“ v prvem tujem jeziku, kar pomeni, da so sposobni udeležbe v preprostem pogovoru. Samo četrtina jih to raven doseže v drugem tujem jeziku (8). Primerjalna analiza jezikov v izobraževanju in usposabljanju je pokazala, da se večina držav članic sooča z izzivi pri doseganju ustreznih učnih izidov na področju jezikov. Čeprav izzivi obstajajo v vseh izobraževalnih sektorjih, so še posebej pereči v poklicnem izobraževanju in usposabljanju, kjer je manj poudarka na učenju jezikov.
(9) \| Limited multilingual competence remains one of the main obstacles to benefit from the opportunities offered by the European education, training and youth programmes. Conversely, enhanced multilingual competence will enable persons to benefit more from the opportunities the internal market offers, such as free movement of workers, as well as take a more informed decision about opportunities in other EU countries.	(9) \| Omejena večjezičnost je še vedno ena od glavnih ovir za izkoriščanje priložnosti, ki jih ponujajo evropski programi na področju izobraževanja, usposabljanja in mladih. Nasprotno pa bo boljša večjezičnost ljudem omogočila, da bolje izkoristijo priložnosti, ki jih ponuja notranji trg, na primer prosti pretok delavcev, ter sprejemajo bolj informirane odločitve o priložnostih v drugih državah EU.
(10) \| Multilingual competence provides competitive advantages for both businesses and job seekers — if it forms part of a broader set of necessary skills. There is positive correlation between foreign language skills and the likelihood of being in employment. However, the results from the latest Continuing Vocational Training Survey (CVTS 2016) show that only 7,9 % of companies (that provide training for their employees) send their employees for language courses (ranging from 22,1 % in Slovakia to 0,5 % in Ireland).	(10) \| Če je večjezičnost del širšega nabora potrebnih znanj in spretnosti, lahko pomeni konkurenčno prednost tako za podjetja kot za iskalce zaposlitve. Obstaja pozitivna povezava med znanjem tujih jezikov in verjetnostjo zaposlitve. Vendar rezultati zadnje raziskave o nadaljnjem poklicnem usposabljanju (CVTS 2016) kažejo, da samo 7,9 % podjetij (ki zagotavljajo usposabljanje za svoje zaposlene) zaposlene pošilja na jezikovne tečaje (od 22,1 % na Slovaškem do 0,5 % na Irskem).
(11) \| To sustain current standards of living, support high rates of employment and foster social cohesion in the light of tomorrow's society and world of work, people need the right set of skills and competences. The acquisition of better multilingual competence could support increasing mobility and cooperation within the Union. This is also key in view of ensuring full integration of immigrant children, students and adults.	(11) \| Za ohranjanje trenutnega življenjskega standarda, podpiranje visokih stopenj zaposlenosti in spodbujanje socialne kohezije v jutrišnji družbi in svetu dela ljudje potrebujejo pravi nabor spretnosti in kompetenc. Pridobitev boljše večjezičnosti bi lahko spodbudila mobilnost in sodelovanje v Uniji. To je tudi ključnega pomena za zagotavljanje popolne integracije otrok, študentov in odraslih z migrantskim ozadjem.
(12) \| New ways of learning need to be explored for a society that is becoming increasingly mobile and digital. In particular digital developments allow for more and more languages to be learned and practiced outside the classroom and curricula. Current assessment procedures do not fully reflect these developments.	(12) \| Za družbo, ki postaja vse bolj mobilna in digitalna, je treba poiskati nove načine učenja. Digitalni razvoj še zlasti omogoča učenje in uporabo vse več jezikov izven šole in šolskih izobraževalnih programov. Sedanji postopki ocenjevanja ne odražajo v celoti teh sprememb.
(13) \| The European Pillar of Social Rights states as its first principle that everyone has the right to quality and inclusive education, training and life-long learning in order to maintain and acquire skills that allow full participation in society and successful transitions in the labour market. Multilingual competence is one of the key competences that could foster employability, personal fulfilment, active citizenship, intercultural understanding and social inclusion; it is defined as ‘the ability to use different languages appropriately and effectively for communication’.	(13) \| Prvo načelo evropskega stebra socialnih pravic je, da ima vsakdo pravico do kakovostnega in vključujočega izobraževanja, usposabljanja in vseživljenjskega učenja, da lahko ohrani in pridobi znanja in spretnosti, ki mu omogočajo polno udeležbo v družbi in uspešno obvladovanje prehodov na trgu dela. Večjezičnost je ena ključnih kompetenc, ki lahko prispeva k zaposljivosti, osebni izpolnitvi, aktivnemu državljanstvu, medkulturnemu razumevanju in socialni vključenosti; opredeljena je kot „sposobnost ustrezne uporabe različnih jezikov za učinkovito sporazumevanje“.
(14) \| More than half of the Member States officially recognise regional or minority languages within their borders for legal or administrative purposes, including national sign languages. Several of these languages transcend national borders. The languages added by the immigrant or refugee populations complete the linguistic picture in Europe.	(14) \| Več kot polovica držav članic uradno priznava regijske ali manjšinske jezike znotraj svojih meja za pravne ali upravne namene, vključno z nacionalnimi znakovnimi jeziki. Več teh jezikov je razširjenih čez državne meje. Jeziki priseljencev ali beguncev dopolnjujejo jezikovno sliko v Evropi.
(15) \| Schools are becoming increasingly aware of the necessity to make sure that all children, regardless of background and first language, acquire a very good level of the language of schooling, if appropriate through special support measures. This supports equity and equal opportunities, and reduces the risk of early school leaving.	(15) \| Šole se vse bolj zavedajo, da morajo poskrbeti, da vsi otroci, ne glede na ozadje in prvi jezik, pridobijo zelo dobro raven učnega jezika, po potrebi s posebnimi podpornimi ukrepi. To podpira enakost in enake možnosti ter zmanjšuje tveganje zgodnjega opuščanja šolanja.
(16) \| Language-awareness in schools could include awareness and understanding of the literacy and multilingual competences of all pupils, including competences in languages that are not taught in the school. Schools may distinguish between different levels of multilingual competence needed depending on context and purpose and corresponding to every learner's circumstances, needs, abilities and interests.	(16) \| Jezikovna ozaveščenost v šolah bi lahko vključevala poznavanje in razumevanje pismenosti in večjezičnosti vseh učencev, vključno s kompetencami v jezikih, ki se ne poučujejo v šoli. Šole lahko razlikujejo med različnimi ravnmi potrebne večjezičnosti, odvisno od konteksta in namena ter okoliščin, potreb, zmožnosti in zanimanj učečih.
(17) \| The shortage of teachers in some subjects, including modern foreign languages, is mentioned as a challenge in more than half of the European Union's education systems and several Member States have introduced reforms or incentives to tackle shortages of language teachers. Those reforms and incentives could include scholarships to attract language graduates with other professional experience into teaching or reformed teacher education programmes.	(17) \| Pomanjkanje učiteljev nekaterih predmetov, vključno s sodobnimi tujimi jeziki, v več kot polovici izobraževalnih sistemov Evropske unije predstavlja izziv, zato je več držav članic uvedlo reforme ali spodbude za odpravo pomanjkanja učiteljev jezikov. Te reforme in spodbude bi lahko vključevale štipendije za privabljanje jezikoslovnih diplomantov, ki opravljajo druge poklice, v učiteljski poklic ali reformirane programe izobraževanja učiteljev.
(18) \| Initiatives to improve key competences in school education, including by better linking real life experience with academic learning, using digital technologies and supporting innovation in schools, have strengthened the focus on the learning outcomes. They also supported the acquisition of multilingual competence.	(18) \| Pobude za izboljšanje ključnih kompetenc v šolskem izobraževanju, vključno z boljšim povezovanjem življenjskih izkušenj z akademskim učenjem, uporabo digitalnih tehnologij in podpiranjem inovacij v šolah, so okrepile osredotočenost na učne izide. Prav tako so podprle pridobivanje večjezičnosti.
(19) \| Content and Language Integrated Learning, i.e. teaching subjects through a foreign language, and digital and online tools for language learning have proven efficient for different categories of learners. Language teachers across Europe could benefit from continuous professional development in both updating their digital competence and learning how they can best support their teaching practice by using different methodologies and new technologies. An inventory of open educational resources could support them in this, taking into account the work of the Council of Europe.	(19) \| Poučevanje nejezikovnih predmetov v tujem jeziku ter digitalna in spletna orodja za učenje jezikov so se izkazala za učinkovita za različne kategorije učečih. Učitelji jezikov v Evropi bi lahko možnosti stalnega strokovnega razvoja izkoristili za posodabljanje svoje digitalne kompetence in za učenje, kako najbolje podpreti poučevanje z uporabo različnih metodologij in novih tehnologij. Pri tem bi jim lahko pomagal tudi popis odprtih izobraževalnih virov, upoštevaje delo Sveta Evrope.
(20) \| Various initiatives in Europe have supported the definition and development of multilingual competence. The Common European Framework of Reference for Languages supports learning and teaching of all languages as a transparent, coherent and comprehensive reference instrument to assess and compare competence levels. It distinguishes between basic user level, independent user level and proficient user level with the latter enabling a user to work or study in the language assessed. In 2018, the instrument was complemented with new descriptors for mediation, sign languages and other areas and with collations of descriptors for young learners, with a view to making the Framework more accessible to a wider public.	(20) \| Različne pobude v Evropi so podprle opredelitev in razvoj večjezičnosti. Skupni evropski jezikovni okvir je pregleden, usklajen in celovit referenčni instrument za ocenjevanje in primerjavo ravni kompetenc in kot tak podpira učenje in poučevanje vseh jezikov. Razlikuje med ravnmi osnovnega, samostojnega in učinkovitega uporabnika, pri čemer s slednjo uporabnik lahko dela ali študira v ocenjevanem jeziku. Leta 2018 je bil instrument dopolnjen z novimi opisniki za posredovanje, znakovne jezike in druga področja ter primerjavo opisnikov za mlade učence, da bi bil okvir dostopnejši širši javnosti.
(21) \| The Europass Language Passport is a standardised template for self-assessment of language skills, which uses the Common European Framework of Reference for Languages. It helps citizens communicate their language skills during a mobility period, either for educational purposes, employment or training, while also helping employers understand the language skills of the workforce.	(21) \| Jezikovna izkaznica Europass, ki uporablja skupni evropski jezikovni okvir, je standardizirana predloga za samoocenjevanje jezikovnega znanja. Vanjo lahko državljani v času mobilnosti za namene izobraževanja, zaposlitve ali usposabljanja vnesejo informacije o svojem znanju jezikov, delodajalci pa lahko prek nje laže razumejo, kakšno je jezikovno znanje delovne sile.
(22) \| The European Language Label (9) rewards excellence and innovation in language teaching in all participating countries. It provides an incentive for schools and other institutions to use new methodologies and strategies addressing local, regional, national or European priorities. It has contributed to raising the awareness about European cooperation in the field of language teaching and learning and enhancing the multilingual dynamics across educational sectors.	(22) \| Evropsko jezikovno priznanje (9) nagrajuje odličnost in inovativnost pri poučevanju jezikov v vseh sodelujočih državah. Šole in druge ustanove spodbuja k uporabi novih metodologij in strategij za obravnavanje lokalnih, regionalnih, nacionalnih ali evropskih prednostnih nalog. Prispeva k ozaveščanju o evropskem sodelovanju na področju poučevanja in učenja jezikov ter h krepitvi večjezične dinamike v izobraževalnih sektorjih.
(23) \| All Member States have acknowledged the need to enhance multilingualism and develop multilingual competence in the Union. The European Commission will work on a proposal for a new set of European education and training benchmarks together with options for data collection, which may include a European benchmark on language competences, with the aim to provide a more accurate picture of multilingual competence in the Union. These benchmarks will be discussed and decided by the Council in the context of setting up the new strategic framework in education and training after 2020.	(23) \| Vse države članice so priznale potrebo po okrepitvi in razvoju večjezičnosti v Uniji. Evropska unija bo pripravila predlog novega sklopa evropskih meril za izobraževanje in usposabljanje, vključno z možnostmi zbiranja podatkov, ki bo morda vseboval evropsko merilo za jezikovne kompetence, da bi lahko imeli točnejšo predstavo o večjezičnosti v Uniji. O teh merilih bo razpravljal in odločal Svet v povezavi z oblikovanjem novega strateškega okvira za izobraževanje in usposabljanje po letu 2020.
(24) \| While acknowledging that multilingual competence is acquired throughout life and opportunities should be made available at all stages in life, this Recommendation addresses in particular primary and secondary education and training, including where possible early childhood education and care and initial vocational education and training.	(24) \| Ob zavedanju, da se večjezičnost gradi vse življenje in da bi morale biti priložnosti za učenje na voljo v vseh življenjskih obdobjih, to priporočilo obravnava zlasti primarno in sekundarno izobraževanje in usposabljanje, po možnosti vključno s predšolsko vzgojo in varstvom ter začetnim poklicnim izobraževanjem in usposabljanjem.
(25) \| This Recommendation fully respects the principles of subsidiarity and proportionality.	(25) \| To priporočilo v celoti spoštuje načelo subsidiarnosti in načelo sorazmernosti –
RECOMMENDS THAT MEMBER STATES:	DRŽAVAM ČLANICAM PRIPOROČA, NAJ:
In accordance with national and European legislation, available resources and national circumstances, and in close cooperation with all relevant stakeholders:	v skladu z nacionalno in evropsko zakonodajo, razpoložljivimi viri in nacionalnimi okoliščinami ter v tesnem sodelovanju z vsemi ustreznimi zainteresiranimi stranmi:
(1) \| Explore ways to help all young people to acquire before the end of upper secondary education and training — in addition to the languages of schooling — where possible, a competence level in at least one other European language which allows them to use the language effectively for social, learning and professional purposes, and to encourage the acquisition of an additional (third) language to a level which allows them to interact with a degree of fluency (10).	(1) \| preučijo možnosti za pomoč mladim, da pred koncem srednješolskega izobraževanja in usposabljanja po možnosti še vsaj pri enem evropskem jeziku poleg učnih jezikov dosežejo raven usposobljenosti, ki jim omogoča učinkovito uporabo jezika v družabnem, učnem in poklicnem kontekstu, ter za spodbujanje učenja dodatnega (tretjega) jezika do ravni, ki jim omogoča dovolj tekočo interakcijo (10);
(2) \| Apply comprehensive approaches to improve teaching and learning of languages at national, regional, local or school level as appropriate, and where relevant, making use of the policy examples set out in the Annex.	(2) \| izvajajo celovite pristope za izboljšanje poučevanja in učenja jezikov na nacionalni, regionalni, lokalni ali šolski ravni, kot in kjer je to primerno, pri tem pa uporabljajo primere politik iz Priloge;
(3) \| Ensure that all sectors of primary and secondary education are addressed, starting as early as possible, including initial vocational education and training.	(3) \| zagotovijo, da so obravnavani vsi sektorji primarnega in sekundarnega izobraževanja, vključno z začetnim poklicnim izobraževanjem in usposabljanjem, in sicer čim bolj zgodaj;
(4) \| As part of such comprehensive approaches, support the development of language awareness in schools and vocational education and training institutions by: \| (a) \| actively supporting and recognising the mobility of learners and teachers, including by making use of opportunities provided by the relevant Union funding programmes; \| (b) \| strengthening the competence in the languages of schooling as the basis for further learning and educational achievement in school for all learners, and especially those from migrant, refugee or disadvantaged backgrounds; \| (c) \| helping the learners to broaden their competences in the languages of schooling by supporting teachers in addressing the use of specific language in their respective subject areas, including raising the awareness of different language registers and specific vocabulary; \| (d) \| promoting continuity in language education between the different school levels; \| (e) \| valuing linguistic diversity of learners and using it as a learning resource including involving parents, other carers and the wider local community in language education; \| (f) \| considering opportunities to assess and validate language competences that are not part of the curriculum, but result from informal learning (for example in the case of learners of migrant, refugee or bilingual backgrounds) or from attending a formal school system of another country where the learner has lived previously, for instance through expanding the range of languages that can be added to learners' school leaving qualifications; \| (g) \| strengthening the use of the Common European Framework of Reference for Languages, especially for inspiring developments in language curricula, testing and assessment; \| (h) \| ensuring support for schools to define their own approach to language learning, while respecting national legislation and helping schools to actively value and use their linguistic diversity; \| (i) \| offering opportunities for schools and training centres to strengthen their European perspective for example through continued implementation of the European Language Label, the development of school labels with a particular European perspective and by organising national events around language diversity.	(4) \| kot del takšnih celovitih pristopov podpirajo razvoj jezikovne ozaveščenosti v šolah ter ustanovah za poklicno izobraževanje in usposabljanje z: \| (a) \| dejavnim podpiranjem in priznavanjem mobilnosti učečih in učiteljev, vključno z izkoriščanjem priložnosti, ki jih ponujajo ustrezni programi Unije za financiranje; \| (b) \| krepitvijo kompetenc v učnih jezikih kot osnovo za nadaljnje učne in izobraževalne dosežke v šoli za vse učeče in zlasti tiste z migrantskim ali begunskim ozadjem ali iz prikrajšanih okolij; \| (c) \| pomočjo učečim pri širjenju njihovih kompetenc v učnih jezikih, in sicer s podpiranjem učiteljev pri njihovem odnosu do uporabe posameznega jezika na njihovem tematskem področju, vključno z ozaveščanjem o različnih jezikovnih registrih in specifičnem besedišču; \| (d) \| spodbujanjem kontinuitete jezikovnega izobraževanja med različnimi ravnmi šolanja; \| (e) \| spoštovanjem jezikovne raznolikosti učečih in izkoriščanjem te raznolikosti kot učnega vira, vključno z vključevanjem staršev, drugih skrbnikov in širše lokalne skupnosti v jezikovno izobraževanje; \| (f) \| razmislekom o možnostih za oceno in vrednotenje jezikovnih kompetenc, ki niso del učnega načrta, temveč so bile pridobljene z neformalnim učenjem (ko gre na primer za učeče z migrantskim, begunskim ali dvojezičnim ozadjem) ali z vključitvijo v formalni šolski sistem druge države, v kateri je učeči živel prej; lahko bi na primer povečali število jezikov, ki jih je mogoče dodati v zaključne kvalifikacije učečih; \| (g) \| večjo uporabo skupnega evropskega jezikovnega okvira, zlasti zato, da bi spodbudili k oblikovanju še boljših učnih načrtov ter še boljšega testiranja in ocenjevanja na jezikovnem področju; \| (h) \| zagotavljanjem podpore šolam pri oblikovanju lastnega pristopa do učenja jezikov, ob upoštevanju nacionalne zakonodaje, in pomočjo šolam, da bi dejavno izpostavljale in se opirale na svojo jezikovno raznolikost; \| (i) \| omogočanjem šolam in izobraževalnim centrom, da okrepijo svojo evropsko perspektivo, na primer s kontinuirano uporabo evropskega jezikovnega priznanja, oblikovanjem šolskih priznanj s posebno evropsko perspektivo in organizacijo državnih dogodkov v zvezi z jezikovno raznolikostjo;
(5) \| Support teachers, trainers, inspectors and school leaders in the development of language awareness by: \| (a) \| investing, where appropriate, in the initial and continuing education of language teachers to enhance their competences and to attract and retain staff in order to maintain a broad language offer in primary education and secondary education and training; \| (b) \| enhancing voluntary cooperation between institutions in charge of initial and continuing education for language teachers; \| (c) \| including preparation for linguistic diversity in the classroom in initial education and continuous professional development of teachers and school leaders; \| (d) \| promoting study periods abroad for students studying towards a teaching qualification, while encouraging mobility for all teachers, trainers, inspectors and school leaders; \| (e) \| promoting the integration and recognition of learning mobility into the education of language teachers, so that newly graduated language teachers benefit from preferably a semester of learning or teaching experience abroad, especially through the Erasmus+ programme; \| (f) \| promoting the use of eTwinning (11) and other forms of virtual cooperation as well as face-to-face network building to enrich the learning experiences in schools and develop multilingual competence of teachers and pupils; \| (g) \| promoting collaborative teaching between language teachers and teachers of other subjects.	(5) \| podpirajo učitelje, vodje usposabljanja, inšpektorje in vodstvene delavce šol pri razvijanju jezikovne ozaveščenosti z: \| (a) \| vlaganjem v začetno in nadaljnje izobraževanje učiteljev jezikov, kjer je to potrebno, da se utrdijo njihove kompetence ter se privabi in zadrži osebje, s tem pa ohrani široka jezikovna ponudba v primarnem izobraževanju ter sekundarnem izobraževanju in usposabljanju; \| (b) \| krepitvijo prostovoljnega sodelovanja med institucijami, pristojnimi za začetno in nadaljnje izobraževanje učiteljev jezikov; \| (c) \| vključevanjem priprave na jezikovno raznolikost v razredu v začetno izobraževanje in stalni strokovni razvoj učiteljev in vodstvenih delavcev šol; \| (d) \| promoviranjem študijskih obdobij v tujini za študente, ki študirajo za učiteljsko kvalifikacijo, ter spodbujanjem mobilnosti za vse učitelje, vodje usposabljanja, inšpektorje in vodstvene delavce; \| (e) \| spodbujanjem vključevanja in priznavanja učne mobilnosti v izobraževanje učiteljev jezikov, da bodo učitelji jezikov začetniki po možnosti en semester usposabljanja ali poučevanja opravili v tujini, zlasti prek programa Erasmus+; \| (f) \| spodbujanjem uporabe eTwinninga (11) in drugih oblik virtualnega sodelovanja ter mreženja v živo, da se obogatijo učne izkušnje v šolah in razvije večjezičnost učiteljev in učencev; \| (g) \| spodbujanjem sodelovalnega poučevanja med učitelji jezikov in učitelji drugih predmetov;
(6) \| Encourage research in and use of innovative, inclusive and multilingual pedagogies, including for example the use of digital tools, intercomprehension and ways to teach subjects through a foreign language (Content and Language Integrated Learning) and innovate initial teacher education.	(6) \| spodbujajo raziskovanje in uporabo inovativnih, vključujočih in večjezičnih pedagoških metod, med drugim na primer uporabo digitalnih orodij, medjezikovno razumevanje in načine poučevanja predmetov v tujem jeziku (poučevanje nejezikovnih predmetov v tujem jeziku), ter prenovijo začetno izobraževanje učiteljev;
(7) \| Ensure that language competences acquired at different stages of education and training are monitored, complementing existing information on the provision of language learning.	(7) \| zagotavljajo, da se jezikovne kompetence, pridobljene na različnih stopnjah izobraževanja in usposabljanja, spremljajo ter da se tako dopolnjujejo obstoječe informacije o učenju jezikov;
(8) \| Report through existing frameworks and tools on experiences and progress in promoting language learning.	(8) \| z uporabo obstoječih okvirov in orodij, ki so na voljo, poročajo o izkušnjah in napredku pri spodbujanju učenja jezikov.
HEREBY WELCOMES THE COMMISSION'S INTENTION TO:	IN POZDRAVLJA NAMERO KOMISIJE, DA:
(9) \| Support the follow-up of this Recommendation by facilitating mutual learning among Member States and developing multilingual tools and resources in cooperation with Member States, such as: \| (a) \| guidelines on how to link language teaching and assessment to the Common European Framework of Reference for language competences (12); \| (b) \| evidence-based guidance material on new forms of learning and supportive approaches also for languages that are not part of the curriculum; \| (c) \| digital tools for language learning and professional development of educational staff, in the field of language learning, such as massive open online courses, self-assessment tools (13), networks, including eTwinning and the School Education Gateway's Teacher Academy; \| (d) \| methodologies and tools supporting the monitoring of multilingual competence in the Union.	(9) \| podpre spremljanje izvajanja tega priporočila tako, da omogoči medsebojno učenje držav članic ter v sodelovanju z njimi pripravi večjezična orodja in vire, kot so: \| (a) \| smernice za povezovanje poučevanja jezikov in ocenjevanja jezikovnih kompetenc s skupnim evropskim jezikovnim okvirom (12); \| (b) \| z dokazi podprte smernice za nove oblike učenja in podporne pristope, tudi za jezike, ki niso del kurikula; \| (c) \| digitalna orodja za učenje jezikov in strokovni razvoj izobraževalnega osebja na področju učenja jezikov, kot so množični odprti spletni tečaji, orodja za samoocenjevanje (13), mreže, vključno z eTwinningom in Teacher Academy v okviru portala School Education Gateway; \| (d) \| metodologije in orodja za spremljanje večjezičnosti v Uniji;
(10) \| Strengthen the mobility of school pupils, learners in vocational education and training and teachers, trainers, inspectors and school leaders within the Erasmus+ programme and support overall the use of Union funding, such as Erasmus+, Horizon 2020, Asylum, Migration and Integration Fund (AMIF) or European Structural and Investment Funds, where appropriate, for the implementation of this Recommendation and its Annex, without any prejudice to negotiations on the next Multiannual Financial Framework.	(10) \| okrepi mobilnost učencev, oseb v poklicnem izobraževanju in usposabljanju ter učiteljev, vodij usposabljanja, inšpektorjev in vodstvenih delavcev v okviru programa Erasmus+ ter, kjer je to primerno, v celoti podpre uporabo sredstev Unije, na primer v okviru programov Erasmus+, Obzorje 2020, Sklada za azil, migracije in vključevanje ali evropskih strukturnih in investicijskih skladov, za izvajanje tega priporočila in njegove priloge, brez poseganja v pogajanja o naslednjem večletnem finančnem okviru;
(11) \| Strengthen cooperation with the Council of Europe, and the European Centre for Modern Languages, in the field of language learning to enhance innovative methods in teaching and learning of languages and increase awareness of the crucial role of language learning in modern societies.	(11) \| okrepi sodelovanje s Svetom Evrope in Evropskim centrom za moderne jezike na področju učenja jezikov, da se izboljšajo inovativne metode poučevanja in učenja jezikov ter poveča ozaveščenost o ključni vlogi učenja jezikov v sodobnih družbah;
(12) \| Report on the follow-up of the implementation of the Recommendation primarily through existing frameworks and tools.	(12) \| poroča o spremljanju izvajanja tega priporočila, zlasti z uporabo obstoječih okvirov in orodij, ki so na voljo.
Done at Brussels, 22 May 2019.	V Bruslju, 22. maja 2019
For the Council	Za Svet
The President	Predsednik
C.B. MATEI	C. B. MATEI
(1) COM(2017)673 final	(1) COM(2017) 673 final.
(2) EUCO 19/1/17 REV 1	(2) EUCO 19/1/17 REV 1.
(3) OJ C 189, 4.6.2018, p. 1.	(3) UL C 189, 4.6.2018, str. 1.
(4) While the Council of Europe uses the term ‘plurilingualism’ for referring to multiple language competences of individuals, European Union's official documents use ‘multilingualism’ to describe both individual competences and societal situations. This is partly due to difficulties making a distinction between plurilingual and multilingual in other languages than English and French.	(4) Svet Evrope za večjezikovne kompetence posameznikov uporablja izraz „raznojezičnost“ (plurilingualism), v uradnih dokumentih Evropske unije pa se za kompetence posameznikov in za družbeno stanje uporablja izraz „večjezičnost“ (multilingualism). Razlog za to je med drugim dejstvo, da je v drugih jezikih kot angleščini in francoščini težko razlikovati med plurilingual in multilingual.
(5) Europeans and their languages — special Eurobarometer report summary 2012.	(5) Europeans and their languages – special Eurobarometer report summary 2012 (Evropejci in jeziki – povzetek poročila posebne raziskave Eurobarometer 2012).
(6) First language: language variety (-ies) acquired and used in early childhood (approximately before the age of two or three years) in which the human language faculty was first acquired. This term is preferred to mother tongue, which is often inappropriate as the first language is not necessarily that of the mother only.	(6) Prvi jezik: jezik ali jeziki, ki se ga ali jih otrok nauči in ga ali jih uporablja v starosti (približno pred drugim ali tretjim letom starosti), ko prvič postane zmožen jezikovnega sporazumevanja. Ta izraz je bolj priporočljiv kot materni jezik, ki je pogosto neustrezen, saj prvi jezik ni nujno samo jezik matere.
(7) Commission Communication on boosting growth and cohesion in EU border regions, COM(2017) 534.	(7) Sporočilo Komisije o spodbujanju rasti in kohezije v obmejnih regijah EU, COM(2017) 534.
(8) European Commission (2012) — First European Survey on language competences, executive summary.	(8) Evropska komisija (2012): First European Survey on language competences, executive summary (Prva evropska raziskava o jezikovnih kompetencah, povzetek).
(9) The European Language Label is awarded at national level and supported through the Erasmus+ programme.	(9) Evropsko jezikovno priznanje, ki ga podpira program Erasmus+, se podeljuje na nacionalni ravni.
(10) The acquisition of classical languages, such as Ancient Greek and Latin, can be part of the learner's linguistic repertoire.	(10) Učenje klasičnih jezikov, kot sta stara grščina in latinščina, je lahko del jezikovnega repertoarja učečega.
(11) eTwinning is a community of teachers from pre-primary to upper secondary schools, hosted on a secure internet platform.	(11) eTwinning je skupnost učiteljev od predšolske vzgoje do srednjih šol, ki gostuje na varni internetni platformi.
(12) Based on the experiences and expertise developed by the Council of Europe in creating and updating the Framework and by the European Centre for Modern Languages and the European Commission in applying this work to teacher education through jointly financed projects.	(12) Na podlagi izkušenj in strokovnega znanja Sveta Evrope glede oblikovanja in posodabljanja okvira ter Evropskega centra za sodobne jezike in Evropske komisije glede uporabe tega dela na področju izobraževanja učiteljev s skupno financiranimi projekti.
(13) Currently Europass offers a self-assessment tool for language competence and the functioning and effectiveness of this will be reviewed as part of implementation of the Europass Decision.	(13) Trenutno Europass ponuja samoocenjevalni obrazec za jezikovne kompetence, delovanje in učinkovitost tega obrazca pa se bosta pregledala kot del izvajanja sklepa o Europassu;
ANNEX	PRILOGA
Language awareness in schools — developing comprehensive approaches to language learning	Jezikovna ozaveščenost v šolah – razvijanje celovitih pristopov k učenju jezikov
Comprehensive language approaches could support the implementation of the language learning Recommendation. This annex lists a number of pedagogical principles and good practices, which have in common the aim to increase the general language awareness in schools, with the ultimate goal to improve language-learning outcomes.	Celoviti jezikovni pristopi bi lahko podprli izvajanje priporočila o učenju jezikov. V tej prilogi je naštetih več pedagoških načel in dobrih praks, katerih skupni cilj je povečanje splošne jezikovne ozaveščenosti v šolah za izboljšanje izidov učenja jezikov.
The teaching of language is an important element across all subjects looking at the various ways language is used in the classroom and the vital role language plays in learning and understanding subject content. Acquiring a good command of academic language goes hand in hand with the development of subject knowledge and understanding.	Ker se jezik v razredu uporablja na različne načine in ima ključno vlogo pri učenju in razumevanju vsebine predmeta, je poučevanje jezika pomemben element vseh šolskih predmetov. Dobro obvladanje akademskega jezika je tesno povezano s pridobivanjem znanja in razumevanjem predmeta.
Language awareness in schools and vocational education and training institutions could support the understanding that language learning is a dynamic process and a continuum — the acquisition of the first language and its different registers and styles continues and is deeply interlinked with the learning of other languages, in different levels of proficiency, corresponding to every learner's circumstances, needs and interests.	Jezikovna ozaveščenost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje bi lahko utrdila zavedanje, da je učenje jezikov dinamičen in neprekinjen proces: usvajanje prvega jezika ter zvrstnih in slogovnih razlik v njem se nadaljuje in je tesno povezano z učenjem drugih jezikov na različnih ravneh znanja, ki ustrezajo okoliščinam, potrebam in zanimanjem učečih.
Language awareness in schools and vocational education and training institutions could support reflections on the language dimension in all levels of school organisation, teaching and practice: in literacy development, foreign language learning, in subject teaching, for acknowledging other languages brought in by pupils, in communication with parents and with the wider school environment, etc.	Jezikovna ozaveščenost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje bi lahko podprla razmislek o jezikovni razsežnosti na vseh ravneh šolske organizacije, poučevanja in prakse: pri razvoju pismenosti, učenju tujih jezikov, poučevanju nejezikovnih predmetov, priznavanju drugih jezikov, ki jih govorijo učenci, komuniciranju s starši in širšim šolskim okoljem itd.
Close cooperation among the different members of the school community, ideally within a concept of the school as a learning organisation or within a whole school approach, can promote such an understanding of language awareness.	Tesno sodelovanje med različnimi člani šolske skupnosti, po možnosti v okviru koncepta šole kot učne organizacije ali vsešolskega pristopa, lahko spodbudi takšno razumevanje jezikovne ozaveščenosti.
In order to support language awareness in schools and vocational education and training institutions, the following examples of good practice have been identified.	Za podpiranje jezikovne ozaveščenosti v šolah ter ustanovah za poklicno izobraževanje in usposabljanje so bili opredeljeni naslednji primeri dobre prakse.
1. Multilingualism in schools and vocational education and training institutions	1. Večjezičnost v šolah ter ustanovah za poklicno izobraževanje in usposabljanje
— \| A positive attitude towards linguistic diversity can help to create a language friendly environment where learning and using multiple languages is perceived as a richness and a resource. Awareness of the importance of language learning, and of the educational, cognitive, social, intercultural, professional and economic benefits of the wider use of languages can be increased and encouraged.	— \| Pozitiven odnos do jezikovne raznolikosti lahko pomaga ustvariti jezikom prijazno okolje, v katerem se na učenje in uporabo več jezikov gleda kot na bogastvo in znanje. Zavedanje o pomenu učenja jezikov ter izobraževalnih, kognitivnih, socialnih, medkulturnih, poklicnih in gospodarskih koristih širše uporabe jezikov je mogoče še okrepiti in spodbuditi.
— \| The development of language competence and of linguistic awareness can be integrated transversally into the curricula. Integrating languages and other subjects can make it possible to provide more authentic learning geared towards real-life situations.	— \| Razvijanje jezikovne kompetence in jezikovne ozaveščenosti je mogoče vključiti v izobraževalne programe z medpredmetnim pristopom. Povezovanje jezikov in drugih predmetov lahko omogoči bolj avtentično učenje, usmerjeno na primere iz resničnega življenja.
— \| The motivation of learners to study languages can be enhanced by linking education content to their own lives and interests, taking informal learning into consideration and encouraging synergies with extra-curricular activities. Links between everyday life practice of language and schools or vocational education and training institutions can be strengthened through recognition of prior learning of languages, and offering the possibility to add multilingual competence resulting from informal learning (for example in the case of learners of migrant, refugee or bilingual backgrounds) or from attending a formal school system of another country where the learner has lived previously, to school leaving certificates.	— \| Motivacijo za učenje jezikov je mogoče povečati tako, da se učne vsebine povežejo z življenjem in zanimanji učečih, pri tem pa se upošteva priložnostno učenje in spodbujajo sinergije z obšolskimi dejavnostmi. Povezave med uporabo jezika v vsakodnevnem življenju in šolami ali ustanovami za poklicno izobraževanje in usposabljanje se lahko okrepijo s priznavanjem predhodnega učenja jezikov in omogočanjem, da se v zaključne kvalifikacije učečih doda večjezičnost, pridobljena z neformalnim učenjem (ko gre na primer za učeče z migrantskim, begunskim ali dvojezičnim ozadjem) ali z vključitvijo v formalni šolski sistem druge države, v kateri je učeči živel prej.
— \| Learners' entire linguistic repertoire can be valued and supported in school and also used as pedagogical resource for further learning of all learners. Pupils can help each other in learning, explain their language(s) to others and compare languages.	— \| Šole lahko upoštevajo in podprejo celoten jezikovni repertoar učečega ter ga izkoristijo tudi kot pedagoški vir za nadaljnje učenje vseh učečih. Učenci si lahko med seboj pomagajo pri učenju, približajo svoj jezik drugim in primerjajo jezike.
— \| Schools could offer a wider range of languages in addition to the main global languages of communication. The uptake can be different depending on whether a country has two or more state languages or if there is a declared interest to promote the learning of the language of a neighbouring country.	— \| Šole bi lahko jezikovno ponudbo razširile, da ta ne bi zajemala le najpomembnejših svetovnih jezikov. Izkoriščanje te ponudbe se lahko razlikuje, odvisno od tega, ali ima država dva ali več uradnih jezikov in ali obstaja interes za spodbujanje učenja jezika sosednje države.
— \| Establishing partnerships between early childhood education and care institutions and schools in border regions that will encourage children to learn the language of their neighbour from an early age and decrease language barriers in cross-border regions.	— \| Ustanavljanje partnerstev med ustanovami za predšolsko vzgojo in varstvo ter šolami v obmejnih regijah, ki bodo otroke od zgodnjega otroštva spodbujala k učenju jezika sosedov in zmanjševala jezikovne ovire v čezmejnih regijah.
— \| Further encouraging schools and vocational education and training institutions to use the European Day of Languages and the European Language Label to promote language learning and linguistic diversity. Promoting school labels with a particular European dimension to foster a European perspective for schools and training centres.	— \| Nadaljnje spodbujanje šol ter ustanov za poklicno izobraževanje in usposabljanje, da izkoristijo evropski dan jezikov in evropsko jezikovno priznanje za promocijo učenja jezikov in jezikovne raznolikosti. Promoviranje šolskih priznanj s posebno evropsko razsežnostjo zaradi krepitve evropske perspektive za šole in izobraževalne centre.
2. Efficient and innovative teaching for enhanced language learning	2. Učinkovito in inovativno poučevanje za boljše učenje jezikov
— \| The potential of digital tools could be fully embraced to enhance language learning, teaching and assessment. Technology can massively support broadening the language offer, provide opportunities for language exposure, and be very useful for supporting those languages which are not taught in schools. Developing critical thinking and media literacy and an appropriate and safe use of technology can be an essential learning element in this context.	— \| Za izboljšanje učenja, poučevanja in ocenjevanja jezikov bi se lahko v celoti izkoristil potencial digitalnih orodij. Tehnologija lahko znatno pripomore k razširitvi jezikovne ponudbe, lahko zagotovi priložnosti za jezikovno izpostavljenost in je lahko zelo koristna pri podpiranju tistih jezikov, ki se ne poučujejo v šolah. Razvoj kritičnega mišljenja in medijske pismenosti ter ustrezna in varna uporaba tehnologije so lahko bistveni element učenja.
— \| Virtual cooperation between schools through eTwinning and other forms of virtual cooperation can allow young people to improve language learning, work with peers from another country and prepare for mobility to study, train or volunteer abroad.	— \| Virtualno sodelovanje med šolami prek eTwinninga in drugih oblik virtualnega sodelovanja lahko mladim omogoči, da izboljšajo učenje jezikov, sodelujejo z vrstniki iz drugih držav in se pripravijo na mobilnost za študij, usposabljanje ali prostovoljno delo v tujini.
— \| Pupils' mobility, including through Erasmus+, could become a regular part of the learning process. This should extend to virtual and wider staff mobility.	— \| Mobilnost učencev, tudi prek programa Erasmus+, bi lahko postala običajni del učnega procesa. To bi se moralo razširiti tudi na virtualno mobilnost in mobilnost širšega osebja.
— \| A mix of diagnostic, formative and summative assessment can be used by teachers, trainers and learners to monitor and evaluate language development; individual language portfolios are used to keep track of the progress, for example through the European Language Portfolio or the Europass Language Passport.	— \| Učitelji, vodje usposabljanja in učeči lahko za spremljanje in ocenjevanje jezikovnega razvoja uporabljajo kombinacijo diagnostičnega ter formativnega in sumativnega ocenjevanja; za spremljanje napredka se uporabljajo posamezni jezikovni listovniki, na primer prek evropskega jezikovnega listovnika ali jezikovne izkaznice Europass.
3. Support for teachers and trainers	3. Podpora učiteljem in vodjem usposabljanja
— \| Teachers of modern languages could be encouraged to take part in exchange schemes with countries where their target language is spoken, as part of their initial education and/or further professional development. Every newly graduated language teacher could have spent preferably a semester of learning or teaching abroad.	— \| Učitelje sodobnih jezikov bi se lahko v okviru njihovega začetnega izobraževanja in/ali nadaljnjega strokovnega razvoja spodbujalo k sodelovanju v programih izmenjav z državami njihovega ciljnega jezika. Vsak učitelj tujih jezikov začetnik bi moral imeti možnost, da vsaj en semester izobraževanja ali poučevanja opravi v tujini.
— \| Teachers and trainers of other subjects than modern languages could gain language awareness and knowledge about language didactics, and acquire strategies for supporting learners.	— \| Učitelji in vodje usposabljanja za predmete, ki niso sodobni jeziki, bi lahko razvili jezikovno ozaveščenost ter pridobili znanje o jezikovni didaktiki in strategijah za podporo učečim.
— \| Language assistants could be included in language teaching, using the opportunities provided by exchange schemes between Member States.	— \| V poučevanje jezikov bi se lahko vključili jezikovni asistenti, pri čemer bi se uporabile možnosti, ki jih ponujajo programi izmenjav med državami članicami.
— \| Continuing professional development opportunities can be made accessible to teachers (through networks, communities of practice, massive online language courses, centres of expertise, cooperative online learning, collaborative action research, etc.) in order to keep them up to date with latest pedagogical innovations and to upskill them.	— \| Učiteljem se lahko ponudijo možnosti za stalni strokovni razvoj (prek mrež, izkustvenih skupnosti, množičnih spletnih jezikovnih tečajev, centrov strokovnega znanja, sodelovalnega spletnega učenja, skupnih akcijskih raziskav itd.), da bodo seznanjeni z najnovejšimi pedagoškimi inovacijami in se bodo strokovno izpopolnjevali.
4. Partnerships and links in the wider school environment to support language learning	4. Partnerstva in povezave v širšem šolskem okolju za podporo učenju jezikov
— \| Schools and vocational education and training institutions could cooperate with parents on how they can support their children's language learning, especially when children grow up with more than one language or use a different language at home than the language of schooling.	— \| Šole ter ustanove za poklicno izobraževanje in usposabljanje bi lahko s starši sodelovale pri iskanju možnosti za pomoč njihovim otrokom pri učenju jezikov, zlasti kadar otroci odraščajo z več kot enim jezikom ali pa doma uporabljajo jezik, ki ni učni jezik.
— \| Schools and vocational education and training institutions can develop partnerships with language centres/languages laboratories, public libraries, cultural centres or other cultural associations, universities and research centres in order to create more engaging learning environments, to enrich the uptake of languages and to improve and innovate teaching practice.	— \| Šole ter ustanove za poklicno izobraževanje in usposabljanje lahko razvijejo partnerstva z jezikovnimi centri/laboratoriji, javnimi knjižnicami, kulturnimi centri ali drugimi kulturnimi združenji, univerzami in raziskovalnimi središči, da bi ustvarili zanimivejša učna okolja, obogatili učenje jezikov ter izboljšali in prenovili prakse poučevanja.
— \| Schools, vocational education and training institutions and municipalities can pool resources to create language centres with a larger offer of languages, in order to maintain less-spoken languages, and/or languages that are not taught in school.	— \| Šole, ustanove za poklicno izobraževanje in usposabljanje ter občine lahko združijo vire in oblikujejo jezikovne centre z večjo jezikovno ponudbo, da bi ohranili manj razširjene jezike in/ali jezike, ki se ne poučujejo v šoli.
— \| Cooperation with employers in the region or beyond can help increasing the understanding of the importance of multilingual competence in working life and can help to ensure that multilingual competence gained effectively supports employability.	— \| Sodelovanje z delodajalci v regiji ali širše lahko pripomore k boljšemu razumevanju pomena večjezičnosti v delovnem življenju in pomaga zagotoviti, da pridobljena večjezičnost dejansko izboljšuje zaposljivost posameznika.
— \| Cross-border partnerships between education and training institutions in border regions could be encouraged. Mobility of students, teachers, trainers and administrative staff, as well as doctoral candidates and researchers could be facilitated by offering information and courses in the languages spoken in the neighbouring country. Promotion of multilingualism within these cross-border partnerships can prepare graduates to enter the labour market in both sides of the border.	— \| Lahko bi se spodbujala čezmejna partnerstva med institucijami za izobraževanje in usposabljanje v obmejnih regijah. Mobilnost študentov, učiteljev, vodij usposabljanja in upravnega osebja ter doktorskih kandidatov in raziskovalcev bi lahko olajšali z zagotavljanjem informacij in tečajev v jezikih sosednje države. Spodbujanje večjezičnosti znotraj teh čezmejnih partnerstev lahko diplomante pripravi na vstop na trg dela na obeh straneh meje.
— \| Promote cooperation between teacher education institutions.	— \| Spodbujanje sodelovanja med ustanovami za izobraževanje učiteljev.

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