The experiences of small States in the area of the organisation

and set-up of language education may in certain respects differ

substantially from the experiences of larger states. Considering the

importance that is attributed, on a European scale, to the protection

of linguistic and cultural diversity, to the promotion of education

for plurilingualism in general, and to the promotion of diversification

in language teaching, especially for lesser used languages, the

experiences of these countries are of particular interest.

It has been demonstrated that through choice or necessity plurilingualism

constitutes one of their major assets. Common features,

such as their situation vis à vis languages, tend to bring small states

closer together. Smaller states find themselves in a position, which

is simultaneously both privileged and delicate with regard to languages

: privileged, as they are situated in an open border area which

can benefit from what one or more large state can offer and delicate

as the mother tongue, the official language, has to struggle more

fiercely in order to conserve its status which is necessarily privileged

and protected. Finding a balance between the different languages

present should not be to the detriment of the national language,

which provides the foundation for this diversity.