There is a need for new researchers in CL. [CL-1]

Larger coordinated efforts are needed to attract larger student numbers. [CL-3]

CL and speech processing need to cooperate in building links to industry. [CL-10]

Internationally funded RTD programmes should continue to support projects for the development of advanced teaching tools for CL. [CL-16]

Future research projects in CL should be explicitly required to make their results available for educational reuse. [CL-17]

We recommend that work towards open public standards for encoding all languages of the world is stimulated with a view to enabling the transfer and sharing of scarce academic textual resources in those languages. [NEL02]

We recommend that an international infrastructure should be put into place for creating, maintaining and distributing scholarly resources for the study of NEL, including text corpora, lexical databases, term banks, computational grammars, etc. This should function as a free international library, by the cooperation of free national libraries into a new international infrastructure. This very same infrastructure would also permit fruitful debates on problems of quality assurance, adherence to standards, authenticity, copyrights, etc. [NEL03]

We recommend the definition of agreed standards of cooperation with industry. [NEL08]

We recommend international funding schemes for creating NEL teaching and learning materials, such as handbooks, CD-ROMs, Web materials, ODL broadcast, multifunctional model and practice corpora, etc., in close cooperation between the EU and non-European countries, ensuring that all prospective users of the products are considered. [NEL10]

We recommend the creation of an international forum dedicated to NEL computing, where teachers and students can meet and exchange information, experiences, etc. [NEL11]

We recommend systematic teacher training through affordable, publicly funded workshops, tutorials, summer schools, etc., with the participation of the industries of the field. [NEL12]

We recommend, as a matter of general policy, the broadening of European NEL actions to include other countries and to cease being overly eurocentric. [NEL14]

We recommend that cooperation should be sought with East European countries, which despite their expertise in NEL are too frequently excluded from the electronic arena. [NEL15]

We recommend the inclusion of non-European countries, in particular those whose languages are the object of study, in all actions. Cooperation with non-European countries should not take the colonial form of sending them finished products. Instead, they ought to be involved from the start in long term cooperative projects which allow them to choose their own destiny. [NEL16]

There is a need for new researchers in PHON for basic research in speech sciences and for applications in the field of speech technology and speech therapy. [PHON-1]

The definition of a coherent system for acquisition of competencies and skills through dedicated training models addressed to various job profiles and to expected changes in the SLE market. [SLE-03]

The creation of an European infrastructure for testing, evaluation, certification, quality assessment and dissemination of training resources in the area of SLE in order to increase the quality of collaboration among different institutions over Europe. [SLE-04]

Larger coordinated efforts are needed to continue the promotion of research and innovations in SLE for developing new applications using the integration of speech and language. [SLE-09]



It is recommended that work towards the further development of Speech and Language Therapy as a recognised academic discipline should continue. It is important to recognise its multidisciplinary links and to encourage theoretical developments and research in both the art of clinical practice and the science of intervention. [CD1]

An expansion of the role of methods and tools of SLE in education and in clinical practice is recommended, even if SLT educators are unfamiliar with SLE and somewhat sceptical about the its importance. Development of deeper knowledge of SLE, and collaboration between SLE and SLT should be considered at Master's degree level. [CD3]

Collaboration between those working in CAL and in SLT for production of materials is strongly recommended. The use of CAL offers exciting possibilities and is viewed positively overall, but its exploitation in SLT education needs care and selectivity. [CD4]

It is recommended that the use of the internet for education in various areas of SLT should be facilitated for the benefit of clinicians, students and teachers. The need for observance of professional ethics must be emphasised. [CD5]

Larger coordinated efforts are needed to bundle scarce teaching competencies. [CL-4]

Larger coordinated efforts are needed to develop innovative pedagogical resources. [CL-5]

Larger coordinated efforts are needed to promote mobility through international recognition of credits and commonly agreed degree requirements. [CL-6]

Links between education and research need to be strengthened. [CL-11]

Lifelong learning needs to take place. [CL-12]

The summer schools and courses organized by ELSNET, FOLLI and others need to continue. [CL-13]

The involvement of learned societies like the EACL in educational matters through international special interest groups should be fostered. [CL-14]

The CL community may be interested in establishing international degrees in CL in its own right. If this happens, then certification and accreditation will be important, as it has been for the Master's in Language and Speech in which ESCA and EACL are involved. [CL-15]

Institutions for higher education should consider open and distance learning schemes and life-long learning in CL. [CL-20]

An increase of highly competent teaching staff at institutions offering CL is needed. [CL-21]

We recommend that reforms in CL education not be limited to the level of higher education. It is necessary to initiate wide preparatory measures at other levels of education. Awareness raising and competence raising measures in secondary education can for instance take the form of job orientation with respect to the language industries and the integration of NLP tools in grammar teaching and foreign language teaching. [CL-22]

The introduction and the extension of updated curriculum on SLE education in universities to develop strategic needs across multilingual Europe. [SLE-01]

The definition of a system for the accreditation of SLE courses and a validation procedure for that. [SLE-05]

To continue the organisation of summer schools in the idea of the integration of speech and language. [SLE-12]



CL must not forget that theory is also important, and the balance between theory and practice needs always to be there. [CD-7]

Old barriers between the humanities and science/engineering must be lowered. [CL-8], [PHON-6]