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Languages as an interface between the different sectors of education
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Languages as an interface between the different sectors of education

Subproject 3 of TNP3 has focused on a new concept in language learning and teaching. It has dealt with issues concerning “interfaces” between the different sectors of education, interfaces having been referred to as points of contact, communication and cooperation between different actors/players in the language mediation process. They are junctions, where on one hand different levels of language education intercept and where on the other hand different players, i.e. decision-makers and language providers both on the vertical axis of formal language education and on the horizontal axis of other language providers or language learning opportunities (could) meet. We were interested in the modes, effects, issues and structures of interfacing, i.e. if and how teachers at different levels, learners, stakeholders and any other partners cooperate and communicate with HEI in order to ensure the common goal of enhancing and improving language learning and multilingualism in a life-long-learning (LLL) perspective. One of the main objectives of the subproject was to identify the role of HEI in these processes. As HEI occupy a central position in the process of life long learning, they should take the lead in designing language learning scenarios encompassing the whole spectrum of language learning. We wanted to find out how HEI might step in, take up, stimulate and initiate interface-activities.

Three main issues were at the very heart of the subproject’s activities, reports, analyses and recommendations:

  • Facilitating the continuity of language learning (and teaching) by making it more coherent and efficient, a goal to be attained by removing obstacles for a smooth progression and transparent and efficient learning paths.

  • Thus making space and enhancing motivation for learning more languages, enhancing multilingualism and attaining the European goal of every citizen speaking at least 2 foreign languages in addition to the first one.

  • Fostering individual and collective language-awareness processes in the life-long-learning perspective.


The work of the sub-project is documented in national reports, a synthesis and a final report, various conference and workshop reports and presentations, as well as the dissemination documents produced by TNP3-D for the decentralised conferences. The recommendations of the sub-project draw on insights gained from a Europe-wide consultation among different language providers and other stakeholders. For concrete information, please consult the NR, the SR, the workshop reports, the Southhampton reports on teacher training, the extensive Final Report on the TNP3 website and the dissemination documents on this website.

To download the dissemination document and the synthesis reports please go to the Documents section.
Documents