ABSTRACT
This chapter explores the dimension of language learning, examines its position in the foreign language teaching envisaged in the National Curriculum and suggests how it might be further developed in the daily and annual work of the foreign language teacher. The Working Group also turned its attention to the position of bilingual pupils. Language again plays a special part. Although the internalization of language and culture begins in the family - or its equivalent - the school is the location where the process is continued, in the formal and the informal or hidden curriculum. Parallel information about the pupils’ own country would be provided for explicit comparison. At an intermediate level, a narrative text about people from one of the minorities would be linguistically and conceptually more demanding, as pupils might be asked to comment on social attitudes implicit in the text.
