ABSTRACT
This chapter discusses the allegedly "softer" school subjects, on language education, and will investigate what elements of mathematical and cybernetic information theories were integrated into concepts of language teaching and how the internationally changing educational understandings of linguistics were adapted to specific national contexts when they were integrated into the curriculum. It focuses on the idea of a natural language that can be seen as an abstract structure to which mathematical techniques and operations can be applied and will investigate both its embeddedness in international language education policies and its implementation in national curricula, based on empirical evidence from Luxembourg. The school system creating "multilingual Luxembourgers at the heart of Europe" was ever and anon lauded in research for its "highly complex", and admirable, path towards a truly European education. The chapter explores the methodological discussions on language education gained further importance, a fact that demonstrates the allegedly unifying potential of a coherent method rather than coherent topics.
