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The Language Policy Unit of the Council of Europe has been engaged in language planning for quite some time now. If, in the past, the unit's work was mainly focused on multilingualism - benchmarking, description and assessment - as in the development of the Common European Framework of Reference for Language (CEFR), it has recently taken on the task of developing proficiency descriptors for school subjects. Its aim is to contribute to the debate on the language deficit in many European education systems -in accordance with the Recommendation CM/Rec(2014)5 of the Committee of Ministers to the member states on the importance of competences in the language(s) of schooling for equity and quality in education and for educational success. This paper addresses the rationales, procedures and major concerns of the Language Policy Unit when creating an ideology of language(s) of schooling and developing tools for their study as a new paradigm in Europe, as well as describing the initiatives implemented to date: to find a common ground among different national traditions in discourse studies; to explore how subject teachers can interpret their courses in linguistic terms; to map subject genres for curriculum innovation; and to outline a discursive evolution that is coherent in all school subjects. [ABSTRACT FROM AUTHOR]

Scientific knowledge is no longer transmitted solely through a oneway channel of communication from scientific communities to 'lay' readers through the knowledge transmission 'chain'. Communication between the two communities has now been extended into media and everyday social discourse where it crops up in news debates about issues such as public health and food safety. In this process, scientific academic discourse has lost much of its original form. This article examines part of the current research at the Centre de recherche sur les discours ordinaires et spécialiés (Research Centre for ordinary and specialized discourses, Sorbonne Nouvelle University). It provides evidence of new discursive forms adopted by science in media and social discourse, such as the emergence of enunciative standpoints (the expert, the citizen), the redefinition of the role of the journalist as mediator between science and the general public, the use of specific forms of intertextuality and the interweaving of scientific elements in general social discussions. This research on new data implies renewed definitions of certain concepts used in linguistic descriptions: discursive meaning and signification, interdiscursive memory bank, etc. These recent forms of discourse have brought about a change in the status of science so that science has now become an object of debate in the public arena — a sign of its crucial social role. [ABSTRACT FROM AUTHOR]