In this MA thesis, we looked at the aspect of plurilingualism in chosen coursebooks for English and German in Slovene secondary schools. The first part consists of literature review. We deal with definitions of pluri- and multilingualism, continue with their role in European and Slovene language policy and conclude with the role of coursebooks in education. In the empirical part, we create an original checklist and use it to analyze four chosen coursebooks approved for use in Slovene secondary schools and published after the CEFR Companion Volume (2018) and examine the implementation of the principle of plurilingualism. We found examples of plurilingualism in all the analyzed coursebooks. The results show, however, that the potential is still underutilized, especially in English coursebooks.
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