Since the Common European Framework of Reference for Languages: Learning, Teaching,Assessment (CEFR) was released in 2001, a paradigm shift in language education has takenplace. In the new paradigm, the purpose of so-called foreign language education is not toaim at acquiring the proficiency of an ideal native speaker of the target language but to attainplurilingual and pluricultural competence, which refers to “the ability to use languagesfor the purpose of communication and to take part in intercultural interaction” (Council ofEurope, 2001, p.168). Then, how is this new education to be realized? One advanced case—Passepartout, a project conducted in German-speaking Switzerland—is examined here. Basedon CEFR, and applying the model of Cummins (1981) to designing curricula and devisingmethods for plurilingual teaching, six cantons launched Passepartout to introduce Frenchand English in primary schools. This case offers thought-provoking suggestions for languageeducation in Japan.