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The collagens constitute a large group of proteins in the extracellular matrix that can be divided into several distinct families. Collagen types XII and XIV belong to a subgroup of non-fibrillar-collagens termed (fibril-associated collagens with interrupted triple-helices) (FACIT) and may be involved in basement membrane regulation providing specific molecular bridges between fibrils and other matrix components. However, the tissue distribution of the two proteins during human embryogenesis is still unclear. As a first step toward the elucidation of their possible cell biological functions, we compared the distribution of the two collagens during human organogenesis at the light microscopical level. We detected specific differences between the expression patterns of the two molecules, which may be related to their respective function within the basement membrane zones during human embryonic development. For example, in the developing intestine, collagen type-XII was present in the basement membrane zones of epithelia and endothelia. However, collagen type-XIV was restricted to the mesothelial basement membrane zones. We conclude that both collagens might well be able to serve different functions during human embryonic development although their structures are highly similar.

Due to globalisation and migration, multilingualism has become both a reality and an aim of education systems across Europe, affecting how language education is shaped. To improve the ways in which schools cater for language education in diverse settings, research is required on the potentials of multilingualism in order to design curricula that foster skills in different languages. This paper aims at identifying and explaining research priorities in the field of multilingualism and language education in a cross-national perspective. It draws on data from a survey with 298 expert participants in five European countries (Germany, Italy, the Netherlands, Portugal, Spain) who ranked preidentified research topics in relation to their perceived urgency. Results show that experts identified 'effectiveness of multilingual support in regular lessons', 'features of multilingual didactics' and 'effectiveness of literacy support in home languages on the development of academic language skills in the majority language' as having the highest research priority overall. However, these results vary across national settings investigated. While the German, Dutch and Portuguese respondents attributed urgency to research on academic language skills, other issues were rated higher in the Spanish and Italian research contexts. The advantages and limitations of conducting cross-national research are also addressed.

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