Key competences for lifelong learning for the EU and the current state of Turkey in the context of ‘communication in foreign languages’

This research; aims to study ?Life Long Learning?; which gives its name to the new session of the European Union Educational Policy and depicts specifically the continuous development of an individual from birth to death, and within a broader-spectrum; the continuous and consistent advancement of societies. The study of this topic will cover the understanding of LLL within the framework of the educational systems, the development and comparison of the present with near future; also it aims to put forward how, the various levels of ?Key Competences? at pre-school education and compulsory education are being instilled in every person, are determined, what they are, and how they are understood; it intends to analyze the situation of Turkey in terms of foreign languages from a wider perspective, variety of languages in EU countries, legal circumstances and comparative assessment of learning and teaching a foreign language in the context of the second competence ?Communication in foreign languages?. and also bears the aim, to determine how much the appeal of Turkish as a `foreign language? has increased and to throw a light on future evaluations whether in terms of language characteristics, or in terms of Turkey?s position, or human activeness, within the framework of the EU perspective and its new language policies, which aim to increase the interest in teaching and learning languages which are scarcely taught or learnt due to increase in communication independence brought about by globalization. In the first section concerning Life Long Learning, the researcher tried to determine and put forward the present day situation, through the development process using the research reports and studies. In the following sub-sections, along with the educational systems in terms of life long learning of some EU countries, the condition of the Turkish educational system was analyzed in comparison. Key competences for life long learning, depicted through the decisions, research and studies, was the topic of the second section, and the translation of the original text of the eight key competencies was also included. Communication in foreign languages, considering the agreements, studies and documents of the Council of Europe and the related communiqués and decisions of the European Union Institutions, is examined also concerning the Lingua and new life long learning educational program. Basic subjects of the foreign language education in some EU countries were also analyzed. The situation of Turkey in connection with communication in foreign languages, using references to the historical development of foreign language education, related legislation and regulations is examined and a present-day situation is presented through some projects being carried out and EU research data and results. In the final section however, through interpreting the data which could be attained, the hypothesis of Turkish being a language which has increasingly become more desired to be learnt is discussed. Key Words: European Union, lifelong learning, key competences, communication in foreign languages, foreign language teaching and learning, Turkish as a foreign language.