Politiques linguistiques et éducatives européennes et nationales: enjeux et perspectives au début du millénaire [Articol]

Abstract

The aim of this article is to explore the issues of European and National Language Policies, or, language is the primary condition for the existence of a nation (E. Coșeriu), having a socio-constructive function (V. Banaru).European Language Policies have been conceptualized and linked to the interests of European states in several documents, such as the Common European Framework of Reference for Languages (2001; 2018; 2020) and the Language Policy Program, that promotes the plurilingualism and linguistic diversity, the language policies and the language teaching (language(s) of schooling and foreign languages). The European Language Policies are also supported by the European Center for Modern Languages, whose mission is to encourage excellence and innovation in language teaching. Since its Independence in 1991, the Republic of Moldova has always had problems both in terms of language and educational policies. These are related to the name of the official language, the status of other languages, especially of the Russian language, considered the “language of interethnic communication”, according to a document approved in the former MSSR (1989) and repealed only in 2021. Educational policy documents reflect these insecure state policies (language of curriculum development, teaching in the mother tongue or in Russian, called “language of instruction” instead of teaching in the official language that could ensure the minorities social integration). At the same time, the teaching of foreign languages (FL1, FL2, non-mother tongue, language on specific objectives) remains a priority and an asset of the education system in Moldova.