The current internationalization trends in higher education and educational language policies impel universities to plan their provision of foreign languages. Often, universities are developing language policies, redesigning their foreign language programs and seeking to foster bilingual or multilingual strategies within graduate and undergraduate…

Although multilingualism is the norm in Africa the degree of linguistic complexity varies from one specific national context to another. While some countries are highly multilingual, others have fairly few languages. Similarly, whereas in some countries a good number of languages enjoy majority status; in others, we have a myriad of primarily…

The two different models of bilingual/multilingual education that have been developed in Slovenia since the 1950s in the regions of Prekmurje (minority language Hungarian) and Slovene Istria (Italian) are the result of international agreements, education and language policies, social and demographic factors. The basic aim in both cases is to help…

The history of the role of assessment in policy-making for languages education in Australia over the past 20 years is characterised by a complex and shifting interface between language policy, curriculum and assessment. Three phases can be identified during which significant changes occur. These highlight an ongoing struggle for legitimacy for…

Education is the right, but not the reality, of all. Various international trends are identified to set the scene for languages education. Challenges facing the teaching profession--in the contexts of teachers, students, teacher training, conditions and the curriculum--are addressed by effective strategies. Policy is prioritised, as it is in this…