Multilingualism Didactics in School-Based Foreign Language Teaching: Attitudes and Experiences of Lithuanian Teachers of German and French as Foreign Languages

Abstract Since the publication of the Companion Volume to the Common European Framework of Reference for Languages (2020), plurilingual and pluricultural competences have been recognized as central elements of communicative foreign language proficiency. Their promotion is therefore increasingly becoming a focal point of methodological and didactic approaches in foreign language teaching. This article presents the results of a study conducted between 2023 and 2025 among German and French as foreign language teachers in Lithuanian schools. The collected data reflect respondents’ attitudes and experiences regarding the promotion of individual plurilingualism and pluricultural awareness, as well as their use of specific multilingual teaching practices in German and French classes. This contribution adds to the ongoing discourse on the implementation of plurilingual and pluricultural competences and their didactic implications in school-based foreign language education.