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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.

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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.

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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’.

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Literacy competence and multilingual competence are defined among the eight key competences in the Council Recommendation on key competences for lifelong learning (3).

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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.

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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.

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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).

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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.

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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.

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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).

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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.

(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.

(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’.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(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.

(25)

This Recommendation fully respects the principles of subsidiarity and proportionality.

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