This volume is the result of a project developed by the research network Educación Plurilingüe (EDUPLUS) and funded by the Spanish Ministry of Science, Innovation and Universities (RED2018-102774-T). The project aimed to strengthen the links among the a total six research teams from different universities and autonomous communities in Spain, all known for their work on establishing a sound scientific basis for the promotion of plurilingual education.
The project can be seen as a response to the need to coordinate research efforts in order to achieve a better understanding of the process of simultaneous learning of three (or more languages) and the development of theoretically-founded teaching models that promote ‘plurilingual competence’.
The response of EDUPLUS has consisted in proposing a framework for data collection and analysis that would allow a certain degree of homogeneity in terms of the data to be collected in different educational systems. This would make it possible to adopt a comparative approach to the processes and the products of plurilingual education. The framework includes three levels of analysis: the autonomous community, the school and the classroom.
Josep M. Cots (ed.)
Profiling plurilingual education. A pilot study of four Spanish autonomous communities
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