Of particular interest for languages of schooling projects carried out by the ECML are the areas ‘Language as a subject’ and ‘Language(s) in other subjects’. The former is often referred to as the ‘language of instruction’ or the majority language spoken in a geographical area; here the focus is on, for example, the teaching of German in Austria, the teaching of Swedish in Sweden. Since in today’s societies, many schools are multilingual and the range of learners’ first languages is wide, this means that the teaching of the majority language has to extend beyond teaching it as a first language and adopt elements of second language teaching.
The focus on the second area, ‘Language(s) in other subjects,’ recognises that language is seen as a tool through which students learn content matters in subjects like science, geography, history and mathematics. In order to succeed, learners need to have a solid command of the language used by teachers and textbooks to teach these subjects, which is different from the language used in everyday non-academic situations. Becoming literate in content subjects will empower learners to acquire and communicate knowledge.
As can be seen in the above diagram, languages of schooling sit at the heart of the school system and play a pivotal and decisive role in the learner’s education. It thus requires the development of a whole school language policy in which all teachers (majority language, foreign languages, second languages, subject teachers) have a role to play and to cooperate.