Plurilingual education in Switzerland: From school development to everyday school life

Abstract

It is only recently, during the 1980s, that the institutional discourse on plurilingual education developed in Switzerland. However, some models are a lot older than that. A great variety of models exist, regarding starting age, time allotment for L2 or L3, the optional or compulsory character of the model or the target languages. Late models generate less discussions and controversy; they are related to professional development, which does not interact with the identity or culture of the students. Assessment focussing on linguistic and subject outcomes is of course necessary, but the observation of the plurilingual practice, the scaffolding of knowledge and the development of the interlanguage is also required. Evaluations and innovation management show the importance of a good implementation of plurilingual projects, of sustainabilty and optimal teacher training.