TechnoTN Forum 2006

Brussels, 4-5 September 2006

MULTILINGUALISMWolfgang Mackiewicz (Freie Universität Berlin, DE)

Ian Tudor (Université Libre de Bruxelles, BE)

Presentation in three parts_____________________

1) Multilingualism in the TNPs in the Area of

Languages (WM)

2) University language policy (IT)

3) Languages at FUB – a case study (WM)

SIGMA Scientific Committee on

Languages (1994-95)

_________________ pilot project (precursor of TNs) one expert each from EU-15, NO and CH plus reps

of 2 European associations and COM driven by conviction that plurilingual and multi-

cultural competence and linguistic and cultural diversity are of crucial importance for EU

crucial responsibility of universities definition of the HE area of languages:

programmes and portions of programmes devoted to transmission of linguistic and cultural knowledge and skills and to language mediationhence- modern language degree programmes, area studies programmes, programmes combining language study with study of other area(s)

- teacher education- training of translators and interpreters and the training of trainers- applied linguistics- delivery of (portions of) courses in (more than) one other language- language provision for students of all disci-plines, incl. linguistic preparation and support for mobility

Selected recommendationsLanguage provision for students of other disciplines

all students should be given opportunity to acquire good working knowledge in 2+ Ls

credits for successfully completed language work high-level competence in school languages; partial

skills in LWULT languages

at EU level: agreement on and description of recognized levels of linguistic performance => development of a language testing system recognized both by employers and academic institutions

development of self-access facilities => promotion of independent learning

European projects for development of language modules

qualitative improvement of provision =>

European currciulum development for training of university language teachers (a Master?)

to promote the learning of major non-European languages (=> development of programmes together with institutions in target-language countries)

Thematic Network Project in the Area of Languages III (TNP3) (2003-2006)

____________________________________Three sub-projeects

Languages for language-related industries and professions

Languages for enhanced opportunities on the European labour market

Languages as an interface between the different sectors of education

TNP3 has adopted a radically new approach TNP1, TNP-D and TNP2 driven by official EU

language policy – COM/MSs never said: which languages to what level, and what skills

TNP3 = the first attempt to find out which languages and what skills are relevant to the labour market and the language industry

TNP3 = the first major attempt to consider HE language / language-related programmes within the LLL paradigm

TNP3 – Sub-project TwoLanguages for enhanced opportunities

on the labour market

Four steps1) National reports and synthesis report2) Europe-wide consultation among employers

and graduates3) Recommendations and proposals4) Creation of a virtual consortium

Consultation - employers Low response rate Languages: typical pattern – EN .... DE, FR .. Skills and competences – work-related foreign

language use situations – first foreign language1 Understanding and interacting in job-related communication situations (e.g.

hosting a visitor, telephoning, travel, talking about your job)

2 Reading and writing e-mails and short factual texts

3 Following discussions and presentations in professional contexts

4 Reading specialised articles and reports and summarising or reporting on them

5 Communicating to manage international relations and customer contacts

Consultation – graduates Fairly high response rate – uneven geographical

spread Most common FL: EN; other FLs: DE, FR, ES FL use: less frequent than expected Work abroad: over 50% Important to learn another language: more than

50%: ES, FR, DE, RU, IT, Chinese, PL, NL, Arabic, PT ...

Work-related FL use situations First FL:1 Understanding and interacting in job-related communication situations (e.g.

hosting a visitor, telephoning, travel, talkig about your job etc.) = E12 Following discussions and presentations in professional contexts = E33 Reading and writing e-mails and short factual texts related to your field of

work = E24 Reading specialised articles and reports related to your field of work and

summarising or reporting on them = E45 Understanding and interacting in (inormal) social situations at work = E9

Second FL:Greater importance attached to Understanding and interacting in (informal)

social situations at work

EUROPEAN NETWORK FOR THE PROMOTION OF LANGUAGE LEARNING AMONG ALL

UNDERGRADUATES (ENLU) www.fu-berlin.de/enlu/

• Project managed by the European Language Council www.elccel.org

• European Commission Call for Proposals EAC/45/03• Task Force 1: Institution-wide language policies• Goal 1: Investigate current practice in HE language

policy• Goal 2: Develop policy guidelines for the promotion of

language learning in HE

THE « LANGUAGE CHALLENGE » FOR HE INSTITUTIONS IN EUROPE

• BOLOGNA PROCESS

– EHEA– Mobility– Employability: reactive + proactive

• THE ROLE OF LANGUAGES

CURRENT SITUATION OF LANGUAGE LEARNING IN HE IN EUROPE

• Considerable variety– Across countries: Attitudes,traditions of language learning;

International status of national language– Across institutions: Institutional priorities; Awareness of

role of languages in graduate profile; Willingness to make required investment

• Signs of positive action and examples of good practice … but no room for complacency!

TOWARDS A FRAMEWORK FOR HE LANGUAGE POLICY

• No single model!– Diversity in terms of linguistic situation, current practice,

attitudes, levels of awareness, etc.

• Shared challenges - Local responses

• Reference points: Key parameters and areas within which choices need to be made

REFERENCE POINT 1:LANGUAGE AND THE STRATEGIC POSITIONING OF

THE INSTITUTION

• Institutional stance re EHEA, internationalisation, the European workplace

• Presence of a language policy

• Languages for all undergraduates

REFERENCE POINT 2ENABLING CONDITIONS

• Consultation and decision making structures

• Pedagogical planning and coordination

• Quality assessment and enhancement

• Teacher training

REFERENCE POINT 3PEDAGOGICAL ISSUES

• Creation of a learning continuum

• Integrating language learning into students ’ academic programme

• A broad view of language learning and language contact

REFERENCE POINT 4DEVELOPMENT OF AN INTEGRATED MODEL

• Language choices

• Internationisation at home

• Language skills of academic and administrative staff

TechnoTN Forum 2006Brussels, 4-5 September 2006

CASE STUDY

Languages in the

General preparation for employability strand

of BA programmes at the

Freie Universität Berlin (DE)

You cannot implement Bologna without promoting language learning in higher

education

European / international dimension of employability

European dimension of higher education (mobility, university co-operation, joint degree courses)

higher education anchored in the lifelong learning paradigm

THREE IMPORTANT POINTS

______________________

We must emphasise the importance of applied / practical language studies for non-specialist students.

THREE IMPORTANT POINTS

______________________

We must emphasise the importance of applied / practical language studies for non-secialist students

We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.

THREE IMPORTANT POINTS______________________

We must emphasise the importance of applied / practical language studies for non-speacialist students.

We must and we can use the introduction of the Bologna structure for enhancing the quantity and quality of language provision.

We must and can use the introduction of the Bologna structure for the integration of applied / practical language studies into study programmes.

New BA courses at the Freie Universität Berlin

three years = 180 credits

all courses have a general preparation for employability strand worth 30 credits (ABV)

Four different types of BA courses

- Type 1: a single subject worth 150 credits plus ABV

(primarily in the hard sciences)

- Type 2: a core subject of >110 credits plus <40 credits

from (a) related subject area(s) plus ABV

New BA courses at the Freie Universität Berlin

(cont.)

- Type 3: a core subject of 90 credits plus 1 package of

modules of 60 credits plus ABV (combi BA)

- a core subject of 90 credits plus 2 packages of

modules of 30 credits each plus ABV (combi BA)

Special case: teacher education

Expanded provision of languages

ABV: <15 credits for language study (currently: Arabic, EN, ES, FR, IT, NL, PL, PT, RU, TR)

Expanded provision of languages

ABV: <15 credits for language studies (currently: Arabic, (EN), ES, FR, IT, NL, PL, PT, RU, TR)

60-credit packages of modules in modern languages- ab initio: 42 credits for applied language studies (ES, IT, PT) (for combi BAs)

Expanded provision of languages

ABV: <15 credits for language studies (currently: Arabic, EN, (EN), ES, IT, NL, PL, PT, RU, TR)

60-credit packages of modules in modern languages- ab initio: 42 credits for applied language studies (ES, IT, NL, PT) (for combi BAs)

30-credit packages of modules in modern languagesab initio: 24 credits for applied language studies (ES, IT, NL, PT) (for combi BAs)

Language modules in the general preparation for employability strand

definition of entry and exit levels in reference to CEFR brief description of can dos and content Article 3 (3) of course regulations: “The learning

outcomes of the modules in the modern languages competence area are related to the Council of Europe’s Common European Framework of Reference.”

Appendix 2 of the course regulations: self-assessment grid in German

The scales of the CEFR skill-specific descriptions of what a learner CAN

DO CAN DO descriptors can be applied to all – at

least all European – languages six proficiency levels (A1, A2, B1, B2, C1, C2) frequently sub-divided (-> A1.1, A1,2 etc.) are used as reference points in major testing

systems

Language min. learning outcome

max. learning outcome

Arabic A1.1-A1.2 A2.2-B1.1

Dutch B1.2-B2.1 B2.2-C1.1

French A1.2-A2.1 B2.2-C1.1

Italian A1.2-A2.1 B2.2-C1.1

Polish A1.2-A2.1 A2.2-B1.1

Portuguese A1.2-A2.1 B2.2-C1.1

Russian A1.2-A2.1 B1

Spanish A1.2-A2.1 B2.2-C1.1

Turkish A1.1-A1.2 A2.2-B1.1

A special case: English

German students: 9+ years at school many students spent a school year in UK,USA,

AU or RSA weaknesses in writing and oral presentation:

modules at B2 and C1 creation of a writing centre

Language modules________________

5 credits each four contact hours a week / 15 weeks = 60

contact hours one credit = 30 student working hours 90 student working hours spent outside the

classroom independent language learning centre

Cooperation with external providers and various stakeholders

____________________________ Instituto Cervantes Berlin British Council Germany

Advisory Board: chaired by vice president for education; deans of studies; representative of the chamber of industry and commerce

Experiences to date_________________

languages by far the most popular ABV offering (along with IT)

Arabic, Dutch, Polish, Portuguese and Turkish particularly popular (apart from Spanish, of course) – even among science students

hence generously funded by the Presidium danger of a parallel course of studies

Further information available at

www.fu-berlin.de/sprachenzentrum/

www.fu-berlin.de/enlu/

www.fu-berlin.de/tnp3/

www.celelc.org

THANK YOU !