2.4.4. From teachers to learners: "transfers" of reflexivity, in the case of foreign languages.

Executive summary; Chapter 1: Designing curricula for plurilingual and intercultural education; 1.1. Aims and values of plurilingual and intercultural education; 1.1.1. Plurilingual and intercultural education -- quality education; 1.1.2. Characteristics of a curriculum meeting the aims and values of plurilingual and intercultural education; 1.2. Curriculum design; 1.2.1. What do we mean by curriculum?; 1.2.2. Development levels and implementation of the curriculum; 1.2.3. The components of curriculum planning -- 1.2.4. Experiential dimension of the curriculum and quality education1.3. Some key concepts relating to plurilingual and intercultural education; 1.3.1. Plurilingualism, multilingualism, pluriculturality, interculturality; 1.3.2. The repertoire of linguistic and cultural resources; 1.4. A curriculum geared to plurilingual and intercultural education; 1.4.1. Plurilingual and intercultural education across the curriculum; 1.4.2. The individual's repertoire as a basis for developing plurilingual and intercultural competence: specific and cross-cutting aims -- 1.2.4. Experiential dimension of the curriculum and quality education1.3. Some key concepts relating to plurilingual and intercultural education; 1.3.1. Plurilingualism, multilingualism, pluriculturality, interculturality; 1.3.2. The repertoire of linguistic and cultural resources; 1.4. A curriculum geared to plurilingual and intercultural education; 1.4.1. Plurilingual and intercultural education across the curriculum; 1.4.2. The individual's repertoire as a basis for developing plurilingual and intercultural competence: specific and cross-cutting aims -- 1.4.3. Aims, competences and efficient curriculum management1.4.4. Cross-cutting competences and curriculum coherence to make teaching more effective; 1.5. Ways of bringing plurilingual and intercultural education into the curriculum; 1.5.1. First approach to integration: gearing the curriculum to increased synergy between modern and classical language teaching; 1.5.2. Second approach to integration: plurilingual and intercultural education as an explicit aim in the curriculum -- Chapter 2: Establishing points of convergence and encouraging cross-cutting links between all the languages taught at school2.1. The proficiency scales of the CEFR and pupils' linguistic profiles; 2.1.1. The application of proficiency scales to individual learners; 2.1.2 Using proficiency scales to establish learners' linguistic profiles; 2.1.3. The need to take account of the specific skills acquired in the languages of schooling; 2.2. Strategies; 2.2.1. The place of strategies in the curriculum; 2.2.2. Taking account of the specific nature of modern language learning in schools -- 2.2.3. The cross-cutting dimension of strategies in the curriculum2.2.4. The role of strategies in intercultural competence; 2.3. Reflexivity; 2.3.1. Reflexivity and communication; Awareness of the language repertoire; Awareness of the diversity of textual genres; 2.3.2. Awareness of variation and norms; 2.3.3. Reflexivity and cultural decentring; 2.4. Reflexivity and grammatical activities; 2.4.1. "External" grammar; 2.4.2. Inductive grammatical methods; 2.4.3. Internalised grammar: epilinguistic insights and conceptualisation.