Post-project development of plurilingualism understanding in partner context

Abstract

Five partner countries: Spain, Poland, Czech, Lithuania and Turkey in the period 2012-15 carried out a TEACHER COMPETENCES FOR PLURILINGUAL INTEGRATION (TC4PI) Comenius project. The completion of the project in 2015 prepared material to be integrated into trainings for in-set and pre-set teachers. However, the values and ideas that the project product brought forward as a partner consensus continue to undergo further revision in project after–life. The article reviews how the ideas on plurilingualism in teaching situations are further conceptually constructed in partner reflections in post-project period and compares the cognitive development of plurilingualism in EC documents. The changing context of a broader, global situation and a narrower, individual partner situation allows to identify the emerging blocks of major relevance to the idea of plurilingualism in the language teaching pedagogy.