This review follows Korthagen‟s ALACT model, which includes five phases: Action, Looking back on the action, Awareness of essential aspects, Creating alternatives, and Trial.

Initially, I therefore review the current education system‟s assets and deficiencies with regards to promoting cross-curricular skills.

I then outline some research findings to determine which already existent techniques and methods could be useful and appropriate to further transferable competences within a Luxembourgish classroom setting.

The third chapter outlines some practical applications of my theoretical findings within actual classroom contexts. Hence, it explores how specific methodologies and contents can be selected to nurture transferable skills through English language teaching. In addition, chapter four considers integrative models, which should allow fostering transferable skills through implementing school internal, interdisciplinary projects.

Chapter 5 considers how Luxembourgish schools could cooperate with different external organs and programmes, such as for instance the Mérite Jeunesse, to further students‟ transferable skills.

Throughout this study, I shall also examine if the methods and techniques described are useful and practical or if they critically impede instruction. In addition, I test some ways of assessing students‟ progress with regards to the transferable skills targeted. This assessment is based on both formal and informal interviews, student questionnaires or on observation grids.

Hence, this study endeavours to demonstrate that transferable skills can be successfully nurtured within secondary education. Furthermore, it argues that following an initial adaptation phase, promoting these transferable skills can facilitate rather than impede the instruction and assimilation of subject-specific material.