What emerged was a clear recognition that in order to meet learners’ complex needs and to realise the vision presented in the Recommendation, simultaneous action is required at multiple levels: at organisational and policy level within curricular and assessment reform processes, as part of teacher education (both pre- and in-service), at the level of educational institutions, both among teachers of different subjects and in the wider school community as well as at the level of individual teacher competences and attitudes – each level reviewed through a holistic lens which embraces all languages and places the learner at the centre. The findings also led to the development of the new diagram below.
This diagram not only represents the relationship between the survey themes in a more accurate way, with the new Recommendation providing an overarching framework for the ECML’s work, it also highlights the ECML’s particular focus on providing support for all those working in the field as they respond to the diversity of learner needs.
Most importantly, it reminds us of the ultimate goal: to place learners at the heart of our work, so that they can develop their linguistic and intercultural competences, their autonomy and social responsibility, in order to participate fully in democratic societies.