The article contains the overview of research on the beliefs of pre-school and primary school teachers (n = 100) about developing the plurilingual competence in children. Research shows that the teachers highly appreciate the scientific, practical and motivational values of developing the plurilingual competence, but they lack knowledge about the teaching methods and tools and organizational forms that can be used for the development of plurilingual competence in the early stages of education. When discussing the results I analyze i.a. (a) the reasons for not taking actions aimed at the development of individual plurilingualism indicated by the respondents and (b) the actions taken declaratory by the respondents in the context of the objectives of plurilingual education.

Shaping Individual Multilingualism in the Early Stages of Education – European Context and Exemplifications

The article characterizes – in the European context – a relatively new term in the language teaching: plurilingual education. The are also discussed the pedagogical implications of the Language Awareness model, which can provide alternative and complementary approach to classical models of language teaching or conducting education in two or more languages. The paper also presents the results of qualitative research carried out in Vienna (Austria) and London (United Kingdom). The results illustrate solutions supporting the development of individual plurilingualism at the early stages of teaching. The main objective of this study was to determine what solutions supporting the education of children with diverse language and cultural experiences are being used in kindergarten and early grades at elementary school in Europe and whether these arrangements are developing plurilingual competence of all students. Analysis of existing solutions have not aimed at suggesting the ready-to-use strategies. That is why the description contain the identification of the emerging trends and factors that determine effectiveness of different solutions.