International Journal of Arts and Sciences 3(15): 538-545 (2010) CD-ROM. ISSN: 1944-6934 © InternationalJournal.org Foreign Language Policies and Socio-Economic Development: An EU Perspective Pericles Tangas, Technological Educational Institution of Epirus, Greece Abstract: The paper examines the role of foreign language policies in the social and economic development of the European Union. Starting with an analysis of the basic principles and objectives of EU policy on literacy and language-learning, aimed at strengthening the relationships between member countries, it highlights the target areas and outlines the long-term vision of a “knowledge-based”, plurilingual and pluricultural society. In particular, the paper analyzes the socio-economic implications of enhancing the communicative competence of EU citizens, focusing on the contribution of language learning to a lessening of regional disparities. Furthermore, it illustrates the benefits of plurilingualism at a personal and social level and suggests educational approaches and strategies to improve foreign language learning in the public and private sector. Linking the issue of education with language learning is a basic EU principle. It becomes crucial, therefore, to clarify the parameters governing foreign language policies, with a view to increasing mobility and employability in the era of globalization, as well as adopting the appropriate educational methods and actions that can effectively facilitate the implementation of these policies. Keywords: language policies, EU, development Introduction Balanced development has been an issue of priority for the international community during the past decades, especially within the European Union (cf. Nicol &Yuill, 1982; Robson, 1987; Bradley and Taylor, 1994). However, the question of disparity of wealth is not new, having largely been responsible for the separation of the world in developed and developing or underdeveloped (“third world”) countries. Regarding the EU, the target has been set since its creation and the Union continues with its various action plans and other key decisions to emphasize the importance of balanced development in its ever-expanding regions and the significance of building a language- friendly environment (COM, 2003/449: 12-14) that will provide equal opportunities and high living standards for every citizen of its member states. In this context, the bodies and institutions of the EU regard educational policy as the primary factor. Education - particularly lifelong education, namely the possibility of European citizens to learn throughout their lives - becomes the determinant for the balanced development of this Union, which, notably, unlike the USA, is still in progress (Balboni 2004: 164). High-level continuous education can lead to convergence of regions and a