According to article 5 of decree 127/2012, of the 3 rd of August, from the Valencian

Government, linguistic programs aim to enable families to have their children studying
in Valencian, Spanish and English, despite the offer on other foreign languages. In this
sense, they seek to achieve an education system for all, based on equity, participation,
respect and non-discrimination for language reasons.

On one hand, we could say that the main objectives of plurilingual teaching for children,
schools and families are some of those mentioned by the same Decree:
-To improve the linguistic competence of the citizens of the Valencian Community, in
foreign languages as well as in Valencian and Spanish.
-To give a coofficial treatment to languages that guarantees the acquisition of linguistic
competences both in Valencian and in Spanish.
-To respond to the growing social demand to advance progressively towards
plurilingualism and linguistic diversity which defines the most advanced societies.
-To acknowledge the efforts made by the Valencian Community teaching centres
towards plurilingualism.
-To encourage and stimulate the already existing plurilingual programs.

On the other hand, we can also mention some benefits of plurilingualism: it opens new
opportunities to restructure foreign languages programmes in schools; it contributes to
offering a larger choice of languages there, and it creates a learning environment which
corresponds much better to modern pedagogical principles than do traditional ones.
We have to rethink the fundamental principles on which we are educating our children.

Plurilingual education makes clear the crucial importance of competence in languages//

with respect to educational and therefore social success, it reconstitutes the unity of
language competence which is fragmented into different school subjects, it shows that,
in a multipolar world, knowledge of languages is not reduced to the efficacy of linguistic
communication, and let us conclude that the learning and use of languages are an
experience of diversity, a place of human communication, and thus contribute in their
own way to the development of the individual and of the European citizen.

Regarding schools, with the publication of the Decree, they have to coexist with the
enriched plurilingual programmes and organizational documents (DPP & PNL) and the
new plurilingual programme and the school linguistic project (PLC).
What is more, The Common European Framework or Reference is directly linked to
plurilingual education. It helps to program, integrate and evaluate all the different
languages. It is also very important the European Language Portfolio (ELP), that is a
personal document for noting progress in language learning and reflecting on personal
experiences of contact with other languages and cultures.