Abstract
In the light of the European language policy, higher education institutions are assigned an enormous role and expectations when it comes to promoting individual multilingualism (i.e. plurilingualism). Drawing upon the language policy developments and research in this area, this paper aims to show the pathways to developing learners’ plurilingual/multilingual repertoires at the tertiary level. Accordingly, the author will outline the psycholinguistic tenets of individual multilingualism as well as current priorities and recent tendencies in what has been referred to as plurilingual education. Such concepts as partial and transversal competences, intercomprehension, learning L3 through L2, CLIL, interdisciplinary communicative competence and international cooperation will be highlighted. The emphasis will be placed on the design and implementation of a coherent language policy by higher education institutions; in addition, a number of good practices institutions may take pride in and the obstacles they ultimately face will be described.
Downloads
Download data is not yet available.
Most read articles by the same author(s)
-
Verbum 2014 Nr. 5,
Atmena autoriams
,
Verbum: Vol. 5 (2014): Verbum
-
Roma Kriaučiūnienė,
Rasa Šlikaitė,
Language Policy at Universities in the Process of Internationalisation: Vilnius University Students’ Views
,
Verbum: Vol. 13 (2022): Verbum
-
Simone Klinge,
Barbara Gödeke,
Arqus University Alliance Staff Members' Linguistic and Intercultural Needs: Survey Results
,
Verbum: Vol. 13 (2022): Verbum
-
Anželika Gaidienė,
Aurelija Tamulionienė,
Expressions of Lithuanian Identity in the Spoken Language Corpus of Repatriated Children
,
Verbum: Vol. 14 (2023): Verbum
-
Danguolė Melnikienė,
Phrasemes in Academic Student Texts
,
Verbum: Vol. 14 (2023): Verbum
-
Danguolė Melnikienė,
Editorial Board
,
Verbum: Vol. 10 (2019): Verbum
-
Nazarii Melnyk,
"New Regionalism" and Its Implementation in Ukrainian Legislation: The Terminology and the Political Implications
,
Verbum: Vol. 14 (2023): Verbum