The Common European Framework in its political and educational context What is the Common European Framework?

b)
Second scenario:
Primary school:
The first foreign language (FL1) starts at primary school with the emphasis on basic
oral communication and a clearly predetermined linguistic content (with the aim of
Common European Framework of Reference for Languages: learning, teaching, assessment
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establishing the beginnings of a basic linguistic component, primarily phonetic and
syntactic aspects, while promoting elementary oral interaction in class).
Lower secondary school:
For FL1, FL2 (when this second foreign language is introduced) and the native lan-
guage, time is spent going over the learning methods and techniques encountered
in primary school for FL1 and, separately, for the native language: the aim at this
stage would be to promote sensitivity to and increase awareness of the learner’s
approach to languages and learning activities.
•
For FL1 a ‘regular’ programme designed to develop the different skills continues
until the end of secondary school but, at various intervals, this is supplemented
with revision and discussion sessions relating to the resources and methods used
for teaching and learning so as to accommodate an increasing differentiation
between the profiles of different pupils and their expectations and interests.
•
For FL2 at this stage particular emphasis could be placed on the sociocultural and
sociolinguistic elements as perceived through increasing familiarity with the
media (popular press, radio and television) and possibly linked with the native
language course and benefiting from what has been covered in FL1. In this cur-
riculum model, FL2, which continues until the end of secondary school, is the
main forum for cultural and intercultural discussion fuelled through contact
with the other languages in the curriculum and taking media-related texts as its
main focus. It could also incorporate the experience of an international
exchange with the focus on intercultural relations. Consideration should also be
given to using other subjects (e.g. history or geography) to help initiate a well
thought-out approach to pluriculturalism.