Language Teaching Research Quarterly

This article examines the relationship between European language policy and funded language learning projects in the field of LSP. We look at why and how the objectives were expressed, how the overall directions have evolved over the past decade, and how the LSP landscape has been redefined through research and implementation. Our discursive and ethnographic analysis is based on the framework texts published by Europe in the Lifelong Learning Programme and then in the Erasmus+ Programme. These institutional texts are put into perspective with the documents produced in the framework of three European projects in which we have participated: LILAMA (employability), INCLUDE (social inclusion), TRAILs (teacher training). Our analysis seeks to identify and explain the reasons that led to the shift from working on the needs of companies and employees to focusing on the needs necessary for implementation, which implies that interest is now focused on the training needs of the teachers involved in this context (Basturkmen, 2019) and on the challenges that remain to be met.