Linguistic Policies for Teaching Spanish L2 in European Education Systems

AbstractThis article focuses on the description of linguistic policies carried out by the EU for the study of second languages in Europe, and the way in which the different countries in the union have integrated them into their education systems.We show how the study of Spanish as a second language in formal education has been promoted in other countries through the CLIL (Content and Language Integrated Learning) methodology in the “Spanish Sections” and the collaboration between native teachers financed by the Spanish State, as in France and Italy; or co-financed by the Spanish State and the country in question, as in Poland.Finally, we analyze these “Spanish Sections” in a comparative study of the model in three different countries. We highlight some faults, and suggest possible solutions