Multilingualism and education
Language plays an important role in raising one's educational level. In the field of research on multilingualism and school success, the main questions concern the process of effectiveness in the context of multilingual classrooms and prerequisites for using multilingualism as a resource for school success.
Scientists have to know the way a new language influences "another" in the course of educational process and the way structures of one languages are mixed with structures of another one in child's mind and what the potential outcome is.
One more area of research is literacy. In other words, what is the maximum possible level of language proficiency a pupil (student) may achieve in the course of language mastering? In addition, it concerns all the languages a child has to learn including both his first and second, third and so on. Research in this respect must be focused on the teaching and evaluation of literacy, the impact of literacy skills on child's progress and literacy teaching in the context of grown-up education and development programmes.
As it was stated earlier, bilingualism (multilingualism) must become priority of any state policy. If only supported by state, educational system is capable of providing a pupil with necessary level of education including languages. What's more, if there are several fundamental minority groups within a state, it could give their languages an official status and start teaching them at all educational establishments at an absolutely different level. A good example in this sphere may be referred to the EU who has over 30 languages but does its best to promote them in a sufficient way. None of the languages is considered to be deficient or non-prestigious and all the All-European records are published in three languages initially (French, English, German) and translated into others in the course of time.
