This strand will focus on plurilingualism in supranational, national and local education and language policies. Papers may address their theoretical foundations, their genesis, their evolution, their originality or their reception by those involved in education. 

For local and national policies, the proximity/distance between these and the major supranational recommendations (particularly European) in terms of plurilingual education is a welcome focus for presentation.

This strand will welcome contributions dealing with the major thematic orientations of research in plurilingual education from a diachronic or synchronic perspective. Proposals may also address theoretical (in particular conceptions of plurilingualism) and methodological aspects of research in plurilingual education.

This strand will be devoted to pluralistic approaches as defined in CARAP and, more generally, to all plurilingual teaching practices, whether or not they are aimed at developing plurilingual competence - some practices may use different languages for other purposes (facilitating the understanding of instructions, for example). The studies presented may focus on the implementation of these approaches, their (epistemological) evolution or their decompartmentalisation. Contributions may also help to rethink the typology of approaches and to increase the number of emerging approaches. Contributions addressing the perspective of different educational stakeholders (teachers, learners, parents, trainers, decision-makers, etc.) and different contexts are welcome.

This strand will bring together papers relating to the assessment of plurilingual individuals or the assessment of plurilingual skills. It may include analyses of practices as well as concepts, approaches and concrete tools for these assessments.