This book presents the results of a case study that, as part of the European Communities Comparative Evaluation Project, was conducted on one of these pilot projects, which was carried out in London, Birmingham and Nottingham from 1984 to 1987. Using the results of the analysis, the book strongly argues for giving minority languages a more stable place in the curriculum and, as a consequence, for making schools more intercultural and more aware of multilingualism and linguistic diversity as positive starting points for teaching and learning.
