Planning Foreign Language Teaching in a Small Country

Abstract

Policymaking in the field of foreign language teaching has not been given much thought so far. Discussions of policy decisions, therefore, tend to be confused. In this article, a number of fundamental issues regarding planning foreign language teaching on a national level are dealt with. They relate to the levels at which policy decisions may be taken, but in particular to such issues as the role of needs; the choice of which languages to offer and which to learn; and the special role of different educational levels. Examples are drawn from the recent Dutch National Action Programme on Foreign Languages. Insight is also given into how this program was developed and is being implemented at the moment.