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From subject to object of transdisciplinary study –
reflections on the contribution of language(s) in
higher education to the development and the implementation of European language policy
initiatives
Jeroen Darquennes (Namur)
1. Introduction
broad topic
European language policy Research Role of institutions of higher education Funding within the ERA
2. The EC’s language policy
Labrie 1992: La construction linguistique de la Communauté européenne
Multilingualism as part and parcel of the EEC’s policy focus on institutional multilingualism
From EEC EU
Increased focus on language learning and safeguarding linguistic diversity
After the 2004 enlargement process
Search for a more coherent language policy Multilingualism
Part of Commission Figl’s portfolio (2004) Policy area in 2007 (Commissioner Orban) Part of Commissioner Vassiliou (2010)
Broad definition of language policy (Ricento 2000) :
a body of ideas, laws, regulations, rules and practices intended to bring about language change in a society, a group or a system.
may be realized at a number of levels, ranging from very formal documents and pronouncements (laws, decrees, ministerial directives, circular letters of school authorities, etc.) to more informal statements of intent (i.e. the discourse of language, politics and society).
Number of “policy documents” on multilingualism
“A New Framework Strategy for Multilingualism” (2005)
“Multilingualism: An Asset for Europe and a Shared Commitment” (2008)
Allow for a (preliminary) sketch of the EC’s language policy (intentions)
Structure of policy analysis based on theoretical distinction
Individual multilingualism
the use of two or more languages by an individual
Societal multilingualism
the presence of two or more languages at societal level
Sketch of ...
Current ideas - at EC level – about individual multilingualism Dimensions Challenges and opportunities
Discussion of societal multilingualism Dimensions Challenges and opportunities
2.1. Individual Multilingualism Distinction is made between ...
Multilingual competence ( ability to use two or more languages)
Multilingual behavior ( the actual use of two or more languages)
In the consulted EC documents
Strong focus on multilingual competence Information on ...
Which and how many languages Language acquisition (where, when, in what
order) Motivation(s) for becoming multilingual Degree of multilingualism
Which and how many languages?
Ultimate goal: Mother Tongue + 2 (MT2)
2 = ?
Official languages Regional or minority languages Immigrant languages Sign languages
Acquisition: when, where, in what order?
When?
Lifelong learning
Where?
Formal educational settings Working environment Leisure time (role of edutainment is stressed)
Motivation for becoming multilingual?
Facilitates communication between cultures Contributes to social cohesion Helps to advance the economy by
removing linguistic barriers that slow down the free movement of persons, goods, capital and services
Integrative + instrumental motivation
Degree of multilingualism?
Acquisition of practical skills Basic (passive and/or active) skills
Related to question of multilingual behavior
Aim: a society of “plurilinguals”
Plurilingualism / Dynamic multilingualism
Cf. CoE documents (Beacco et al.) Cf. Garcia/Baetens Beardsmore (2009)
Plurilingualism: Persons ...
use their languages ...
in different contexts for different purposes with different interlocutors
do not need the same level of competence in all situations, let alone all the skills
No need for symmetrical skills in all the languages belonging to one’s repertoire
Multilingual communication cannot only take place between people with identical repertoire but also between people with semi-identical or totally different repertoire
Rely on “linguistic nodes”
translators / interpreters professionals / amateurs
2.2. Challenges
Partially based on: High Level Group on Multilingualism – Final
Report (2007)
Language learning outside formal educational settings Organization? Potential contribution of ICT, media (edutainment?)
Language learning in formal educational settings How to prepare pupils for plurilingualism? What kind of models? Development of “metalinguistic skills”?
Language mediation / mediators Needs? Potential contribution of ICT, media?
Language biographies Types of individual multilingualism? Types of plurilinguals?
Relevance of multilingual competence to the employability and mobility of European workers
Relationship between language skills and career development?
Role of English as a lingua franca?
Role for institutions of higher education:
Contribution to the development of language skills of an important part of the European population
Not just by offering language courses Also by reflecting on new forms of teacher training,
new learning methods, development of metalinguistic skills, etc. research + curriculum
Preparing students for the newly emerging language industries
Language as a product (how to sell language, in which form?)
Focus on economic applications of languages
Giving enterprises scientific advice on how to react in a proper way to the linguistic needs of the market
Link between language and economy Supply and demand
Moving away from seeing language too much as “subject matter” things seem to be moving
However: What further needs to be stressed in research as well as in university programmes is the transversal nature of language in society
societal multilingualism
2.3. Societal Multilingualism
Covers ...
Presence of two or more languages at societal level
Private sphere Public sphere Semi-public sphere
Covers the “management” of languages in society
Management of language contact (which gives way to asymmetrical societal multilingualism)
Management / prevention of language conflict
Reflection on societal multilingualism in the EC policy documents?
Some reflections in very vague terms Need to maintain and promote linguistic diversity Minority languages as valuable part of linguistic
and cultural heritage Immigrant languages as languages enriching the
historical language mosaic Exemplary multilingual way of life in multilingual
cities, cross-border regions, tourist areas
What fails ...
Reflection (or: an invitation to reflect on) the organisation of a European society of plurilinguals that is confronted with ...
globalisation (europeanization) – nationalism – regionalism – localism
the need for multilevel governance (~ devolution) the emergence of multiple (linguistic) identities
challenging group membership different forms of migration ...
2.4. Challenges
Or: food for thought
Transnational society of plurilinguals
Place and legal status of ‘national’, ‘official’, ‘regional’, ‘minority’, ‘immigrant’, ... languages?
Relevance of principles of territoriality / personality in relation to ‘plurilingualism’?
Strive for pluricentric plurilingualism? How to react to the market-driven dynamic
nature of plurilingualism?
What is the role of a lingua franca in a society of plurilinguals?
What part of the population is to act as a “linguistic node”?
Relationship between diversity management and language management?
How to identify conflict potential? What types of (potential) language conflict do
exist? What is their visibility in society? What are the outcomes of language conflict? How can it be prevented?
Opportunities for institutions of higher education in Europe
Research potential Increase transdisciplinary focus on
language in general and societal aspects of language / multilingualism in particular
UOC, UCF (University Campus Fryslân)
3. Funding opportunities
FP7 (and upcoming FP8) help to structure the ERA
Measures aiming at
individual researchers: Ideas (ERC), People (Marie Curie)
research collaborations / consortia: Cooperation, Capacities
nuclear research
Key areas
Health Food, agriculture, fisheries, biotechnology ICT Nanosciences, materials, new production technologies Energy Environment Transport Socio-economic sciences and humanities Space Security
Social Sciences and Humanities
SH 1: Individuals, institutions, markets SH 2: Institutions, values, beliefs, behavior SH 3: Environment and society SH 4: The human mind and its complexity SH 5: Culture and cultural production SH 6: The study of the human past
What about language?
Language features under SH 4
SH 4 ~ cognition, psychology, linguistics, philosophy and education
Identification of sub-areas of linguistics SH4_5 Formal, cognitive, functional and computational linguistics SH4_6 Typological, historical and comparative linguistics SH4_7 Acquisition and knowledge of language: psycholinguistics,
neurolinguistics SH4_8 Use of language: pragmatics, sociolinguistics, discourse analysis SH4_9 second language teaching and learning, language pathologies,
lexicography, terminology
No explicit mentioning of language in other panel areas, however:
not excluded possibility to apply for interdisciplinary
project
no ‘structure’ available up to research community to write proposals
During consultation phase for FP8
Consider possibility to turn multilingualsm / plurilingualism into a key thematic area in an overt or a covert way
Guarantee stronger link between research and curriculum development in SH