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Europe and the Multilingual Dream. Dr Lid King AFMLTA conference 2013. Overview. Some general thoughts Europe and the Anglophone world European policies 1985-2005 The English National Strategy Recurrent themes New contexts and new challenges So what is the question? - PowerPoint PPT Presentation
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Europe and the Multilingual DreamDr Lid King
AFMLTA conference 2013
Overview• Some general thoughts• Europe and the Anglophone world• European policies 1985-2005• The English National Strategy• Recurrent themes• New contexts and new challenges• So what is the question?• Is there a better way?
IntroThis day and age we're living in
Gives cause for apprehension With speed and new invention And things like fourth dimension.
Yet we get a trifle weary With Mr. Einstein's theory. So we must get down to earth at times Relax relieve the tension
And no matter what the progress Or what may yet be proved The simple facts of life are such They cannot be removed.
Typical policy drivers (UK example)
1. Raising Educational Standards
2. Skills for employability and mobility
3. Civilisation and “culture”4 Globalisation - competitiveness and
cooperation
5 Social Cohesion and Identity
Key Factors and Outcomes (D.J.’s model)
Societal Factors Provision Factors Process Factors Individual Factors Outcomes
TL exposure
TL use
Needs
Time
Intensity
Starting age
Input
Interaction
Output
Age
Aptitude
Attitude
TL proficiency
TL attainments
L1 competence
Status
Pressure groups
Culture/Identity
Teacher supply
Teacher training
Teacher support
Negotiation
Feedback + -
Reflection
Motivation
Anxiety
Confidence
Metalinguistic competence
Cognitive flexibility
Economy
Inclusion
Citizenship
Prejudice
Materials
Technology (real & virtual)
Size of class
Noticing
Consciousness-raising
Auto immunisation
Gender
Ethnicity
First language
Literacy
Higher Education
Employment
Career
Relationships
Media
Minority rights
Public responsibilities
Political will
Range of NS contacts
Locations
Support of senior management
Forming concepts
Inner speech
Making inferences
Prior attainments
Social class
Cognitive style
Mobility
Identity
Intercultural competence
Chaos / Complexity
Historical links
Fast capitalism
Elite bilingualism
Information
Research
Evaluation
Deductive learning
Incidental learning
Evaluation
Strategies
Prior experiences
Peer-group culture
Quality of life
Economic competitiveness
Social inclusion
Language proficiency and the single market (1995)
Proficiency in several Community Languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. This language proficiency must be backed up by the ability to adapt to working and living environments characterised by different cultures.
(White Paper on Education and Training – Towards the Learning Society)
The English National Curriculum (1990)
Worthwhile skills in . . . languages are an asset which can be developed and put to use by people in work or in their personal lives . . . The country too can benefit economically and culturally. The development of such opportunities can make a practical contribution to improving Britain’s effectiveness as a member of the European Community.
Learning a foreign language brings educational benefits beyond the attainment of practical skills . . . It affords insights into the nature of language and language learning. It contributes to an understanding of the cultures, attitudes and ways of life in other countries . . . it can promote a disciplined and active approach to learning.
Language policy in England
Foreign languages are a useful skill:• for employment• for trade• for leisure
Foreign language learning:• may support cultural understanding• may help communication and basic literacy
IMPORTANT BUT NOT ESSENTIAL?
On Education 1644
For we Englishmen being far northerly, do not open our mouths in the cold air wide enough to grace a southern tongue; but are observed by all other nations to speak exceeding close and inward, so that to smatter Latin with an English mouth, is as ill a hearing as French law.
Some key European policies and initiativesEuropean Union Council of Europe
1980s INCENTIVE MEASURESEuropean Bureau for Lesser Used Languages
Erasmus LINGUA
50s-90s LANGUAGES FOR ALLUnit credit scheme
Communicative Language Teaching
Workshops - ICT , Autonomy, exchanges
ECML in Graz
1990s COOPERATION/MOBILITY1992 Maastricht Treaty
1990s REGIONAL AND MINORITY1992 European Charter
1995 Framework Convention
1995 - 2004 KNOWLEDGE SOCIETY White Paper – Towards the Learning Society
Lisbon Strategy
Barcelona Council
INTERCULTURAL COMMUNICATION
PLURILINGUALISMDevelopment of Common European Framework of Reference
(2001 – COHERENCE, AWARENESSEUROPEAN YEAR OF LANGUAGES
LABEL, EUROBAROMETER
RAISING, INFORMATION)EUROPEAN YEAR OF LANGUAGES
CEFR PORTFOLIO
Language proficiency and the single market (1995)
Proficiency in several Community Languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. This language proficiency must be backed up by the ability to adapt to working and living environments characterised by different cultures.
(White Paper on Education and Training – Towards the Learning Society)
Some key European policies and initiativesEuropean Union Council of Europe
1980s INCENTIVE MEASURESEuropean Bureau for Lesser Used Languages
Erasmus LINGUA
50s-90s LANGUAGES FOR ALLUnit credit scheme
Communicative Language Teaching
Workshops - ICT , Autonomy, exchanges
ECML in Graz
1990s COOPERATION/MOBILITY1992 Maastricht Treaty
1990s REGIONAL AND MINORITY1992 European Charter
1995 Framework Convention
1995 - 2004 KNOWLEDGE SOCIETY White Paper – Towards the Learning Society
Lisbon Strategy
Barcelona Council
INTERCULTURAL COMMUNICATION
PLURILINGUALISMDevelopment of Common European Framework of Reference
(2001 – COHERENCE, AWARENESSEUROPEAN YEAR OF LANGUAGES
LABEL, EUROBAROMETER
RAISING, INFORMATION)EUROPEAN YEAR OF LANGUAGES
CEFR PORTFOLIO
Languages for Mutual understanding (1997)
the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed and .. a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding;it is only through a better knowledge of …languages that it will be possible to facilitate communication and interaction …in order to promote European mobility, mutual understanding and co-operation and overcome prejudice and discrimination.
Policy and Practice
To avert the dangers that might result from the marginalisation of those lacking the skills necessary to communicate in an interactive Europe
To promote methods of modern language teaching which will strengthen independence of thought, judgement and action, combined with social skills and responsibility
2000s MOBILITY AS A RIGHT QUALITY LANGUAGE LEARNING2003 Action Plan
Support through funded programmes
2000s PLANNING, ASSESSMENT
CEFR and Portfolio development
2005 GROWTH/ SOCIAL COHESION / INDIVIDUAL FULFILMENTFramework Strategy for Multilingualism
Action Plan
2003-11 LANGUAGE POLICIES Language Education Policy Profiles in 15 countries or regions
2007 - DIVERSITY AN ASSETMultilingualism Commissioner
Lifelong Learning Programme
2008 Communication – an “Asset and shared commitment”
2005 - LANGUAGES OF SCHOOLING
Conferences and Reports
2013 - ? 2013 - ?
Languages skills and mobility (2003)
‘The European Union is built around the free movement of its citizens, capital and services. The citizen with good language skills is better equipped to take advantage of the freedom to work or study in another Member State ….. (It will have) 450 million citizens from diverse ethnic, cultural and linguistic backgrounds. It will be more important than ever that citizens have the skills necessary to understand and communicate with their neighbours’ (p3).
The Common European Framework of Reference for Languages
The CEF: Global ScaleProficient User C2 Can understand with ease virtually everything heard or read. Can summarise arguments and accounts in a
coherent presentation. Can express himself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations
C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express himself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.
Independent user B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue, given the advantages and disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure etc. Can deal with most situations likely to arise in travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.
Basic user A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his background, immediate environment and matters in areas of immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself and others and ask and answer questions about personal details. Can interact in a simple way provided the other person talks slowly and is prepared to help.
2000s MOBILITY AS A RIGHT QUALITY LANGUAGE LEARNING2003 Action Plan
Support through funded programmes
2000s PLANNING, ASSESSMENT
CEFR and Portfolio development
2005 GROWTH/ SOCIAL COHESION / INDIVIDUAL FULFILMENTFramework Strategy for Multilingualism
Action Plan
2003-11 LANGUAGE POLICIES Language Education Policy Profiles in 15 countries or regions
2007 - DIVERSITY AN ASSETMultilingualism Commissioner
Lifelong Learning Programme
2008 Communication – an “Asset and shared commitment”
2005 - LANGUAGES OF SCHOOLING
Conferences and Reports
2013 - ? 2013 - ?
The Framework Strategy (2005)The ability to understand and communicate in
more than one language...is a desirable life-skill for all European citizens. It encourages us to become more open to other people’s outlooks and cultures, improves cognitive skills and strengthens learners’ mother-tongue skills; it enables people to take advantage of the freedom to work or study in another Member State
A rewarding challenge
While most of the European nations have been built on the platform of their language of identity, the European Union can only build on a platform of linguistic diversity. This, from our point of view, is particularly comforting. A common sense of belonging based on linguistic and cultural diversity is a powerful antidote against the various types of fanaticism towards which all too often the assertion of identity has slipped in Europe and elsewhere, in previous years as today.
Multilingualism as a fundamental principle “UNITY in DIVERSITY”
“Mother tongue plus 2”
Supporting the single market – Maastricht, Lisbon, Barcelona
Languages for all citizens
In School and beyond
Funding Support at European level
Some key “policies”
Communication and mobility
Acquisition of competences
Equality of languages
Mutual understanding
Exchange and prosperity
A SYMMETRICAL LINEAR MODEL
Common Threads
Achievements at European level• “Si muove”
• Significantly increased provision
• Probably increased proficiency
• Instruments and support - CEFR
• Networks and training activities
LANGUAGE FRIENDLY ENVIRONMENT.....MA
So far so good?
A heroic and successful model…..
Is it enough for 2020?
And the “backward pupil” ?
• Pedagogy
• Institutions – CILT, Central Bureau
• Data
• Range of languages
• But “IMPORTANT NOT ESSENTIAL”
1990 National Curriculum
• Areas of Experience incorporating subjects• Languages for all• 11-16• Wide range of languages (but)• Detailed objectives
• Programme of study• Statements of Attainment• Levels
2002 Languages for All: Languages for Life: A Strategy for England Three overarching objectives:
•To improve teaching and learning of languages
•To introduce a recognition system
•To increase the numbers of people studying languages
2007. A new(ex) Strategy for ReformA new structure (paradigm)
7-14 for all
Differentiated 14-19
A more engaging offerThe new curriculum
More appropriate assessment
Choice and personalisation
Improved pedagogyTeacher CPD; Networks
Promotion and “making the case”
Reshaping the Languages CurriculumLanguages for life
Specialist Vocational Personal 14+
KS3 Framework 11-14
KS1 (non statutory)
KS2 Framework 7-11
2011 - “OUR ACHIEVEMENTS”
Languages in Primary schools
A clearer rationale for languages
New and more relevant assessment
OUTSTANDING CHALLENGES
Fragility of primary
The Secondary Curriculum
Post 14 take up and continuation
Skills agenda/ vocational/ business
Pedagogy and CPD
2011-13 New policies
changes to the National Curriculum that will ensure a relentless focus on the basics and give teachers more flexibility than the proposed new primary curriculum offered. The Government intends to return the National Curriculum to its intended purpose – a minimum national entitlement organised around subject disciplines
THE NEW “GCSE”
. Through studying a GCSE in a modern language,
students should develop their ability and desire to communicate confidently and coherently with native speakers in speech and writing. The study of a modern language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.
Learning outcomes. • communicate coherently with native speakers…
• express and develop thoughts and ideas…• deepen knowledge about how language works …
increase their independent use and understanding• acquire ne knowledge, skills and ways of thinking…• …rich range of authentic spoken and written material
including literary texts• develop awareness ad understanding of the culture
and identity…. • make…links to the other areas of the curriculum to
enable bilingual and deeper learning• develop language learning skills – for further study
and employment
Recurrent themes
Making the (economic) case
Finding solutions to the motivation question –
Why isn’t English enough
Difficulty of reaching operational competence
Provision factors - Time , curriculum, training
Language choice.
Community languages
C o E POLICY PROFILESLinguistic competence and economic
and social life
Language a key marker of identity (+/-)
Pluringualism is possible/common
The major impact of English
Instrumental and educational factors
Quality, standards, coherence
Eurobarometer “I can hold a conversation in another language”
2001 50% (34%)
2005 53% (40%)
2012 54% (38%)
)
The wrong answer?
Or
The wrong question
The way we work
The way we communicate – the internet
New kinds of mobility
The emergence of a lingua franca.
Economic crisis
NEW CONTEXTS
• Communication and mobility
• Acquisition of competences
• Equality of (European)languages
• Mutual understanding
• Trade and prosperity
A SYMMETRICAL LINEAR MODEL
The “European” paradigm
1. Rescoping the model
2. The Lingua Franca
3. Multilingual Education
4. Learning beyond school
5. The worldwide web
6. Cities as drivers of change
The Key Issues
Language Rich Europe 1.Increased data on actual use of languages 2.Reformulation of “Mother tongue plus 2” aspiration to take account of current realities 3.Clearer recognition of the position of English 4.Prioritize mobility and training opportunities for language teachers 5.Research factors which favour good language teaching6.Recognition of “immigrant” languages as languages of Europe 7.Rights of all to competence in official language 8.Decision that European institution will favour subtitling 9.Research and disseminate good practice in multilingual communication 10.Research on how companies communicate across languages and disseminate good practice
• Formal Education (Plurilingual models)
• Informal Learning (“the street..)
• New kinds of learning
• Languages of our communities
Educational challenges
LREAn increasingly large number of people living in the Union are multilingual or even multiliterate because they (i) speak an autochthon regional or minority language in addition to the (major) national language, (ii) speak a migrant language in addition to the language of the host country, or (iii) grew up in mixed-language families or other multilingual environments (the Erasmus phenomenon). For a considerable number of people in Europe, the notion of “mother tongue” has lost its meaning; it would probably be more appropriate to speak of people’s first language or even first languages, as the case may be.
Bilingual Capability
CHORUSYou must remember this
A kiss is just a kiss, a sigh is just a sigh.
The fundamental things applyAs time goes by.