Abstract European language policies have unfolded under the umbrella of the Council of Europe and the European Commission over the last past decades. The major goal has been so far to handle autochthonous multilingualism and preserve language diversity. Major developments in this area has been followed by new political and educational targets. The first one is the spread of high levels of cognitive academic language proficiency (CALP) across all the student population. High CALP levels imply the acquisition of high order skills triggered by the practice of advanced language structures at school, mostly through language across the curriculum schemes. Secondly, their interests lie in the development of second language instruction competence (SLIC); i.e. the ability to process school content in a variety of languages so that multilingual education does not affect communicative levels only. CALP and SLIC will mark the political goals for language policy in the nearby future and it so happens that languages of schooling provide a framework to operationalize these goals. Following on past research on European multilingual language policies, this paper intends to explore the means to make this language policy happen in schools. The major concepts, innovations and policies discussed will be illustrated with examples from the course of History.
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