cohesion - European Centre for Modern Languages

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MORROW, K. (ed.) (2004), Insights from the Common European Framework, Oxford: Oxford University Press. NEWBY, D. (2003), “Theories of language learning and teaching and their influence on classroom practice”, in Heyworth, F. (ed.), Challenges and Opportunities in Language Education: The Contributions of the European Centre for Modern Languages 2000 – 2003, Strasbourg: Council of Europe. 176
30. Expected contributions of ECML projects in the area of continuity in language learning Hanna Komorowska The importance of continuity in language education Ensuring continuity in language learning is a key factor in the process of quality assurance in language education. It is often believed that lowering the starting age for language learning is a solution to all the problems. Yet, the early start, however beneficial, will not guarantee success if language learning stops at the end of the early learning programme, only to be taken up again several years later, as continuous language provision is the sine qua non condition for success. To achieve desired outcomes, suitable approaches and methods are also needed to ensure smooth transition between educational levels and cater for the psychological needs of each particular age group. Within these approaches steps need to be taken to foster and sustain motivation, as it tends to fade away with the diminishing attraction of novelty. This will help to guarantee that language learning does not stop with the end of the learner’s formal education. The above requirements are important pre-requisites for ensuring the quality of the learning of any foreign language across and beyond school levels. The language policy shared by the Council of Europe and the European Union promotes the learning of two languages other than the mother tongue. Implementation of this policy calls for new teaching approaches – usually referred to as “whole language education” – which help to equip students with learning skills, and thus facilitate the acquisition of further languages. Teachers of both the mother tongue and all the foreign languages taught in a given school should, therefore, co-operate in order to work out common approaches and methods of language teaching to help learners develop a set of transversal skills. For that purpose teachers need new media and new tools. As students’ needs, interests and learning styles differ not only across age groups but also at various rungs of the educational ladder, teachers also need skills to use the new tools which will not only improve the quality of learning but will help to encourage students to become autonomous learners. 177
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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
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Both of these, the broadly social a
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Second, because there are many mult
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Such work, addressing the cognitive
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stated that: “Children perceive a
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Practically, this would mean: wides
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Section 3: The contribution of the
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supporting those who speak them. On
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languages used; that minority langu
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8. The achievements of the “B”
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“identity”, “knowledge of lan
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interested in integrating the use o
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9. The achievements of the “C”
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distinct and separate competences
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Another project, GroupLead, looks i
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to determine if the tasks in the We
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Section 4: External experts’ cont
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one school. For small languages it
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the terms multilingual and multicul
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OTTERUP, T. (2004), “Sweden as mu
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in Gaeltacht areas in the Republic
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The objective here was to determine
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Finally, we hope that in exploring
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However, international evidence sho
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“Watch me grow” appeared in the
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14. Teacher in-service training for
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The background of teachers First th
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as it is not connected to their mai
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Nationality, national identificatio
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language(s) and demonstrate meta-co
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uilding aspect of the learning proc
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ENGESTRÖM, Y. and MIDDLETON, D. (1
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y the CEFR and incorporated a cross
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neighbouring countries have similar
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South African Currency American cur
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Strand C: Professional development
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Le contexte de l'enquête Le questi
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un groupe par ailleurs globalement
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CANDELIER, M. (2005), Cohésion soc
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Deutsch als Fremdsprache - Schnuppe
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Ein umfangreiches Repertoire an Kin
Page 127 and 128: 19. Enhancing the effectiveness of
Page 129 and 130: comparison/contrast essays can serv
Page 131 and 132: Group Academic Reading pre-test res
Page 133: HAMMANN, L.A. and STEVENS, R.J. (20
Page 136 and 137: is the partner in charge of the mul
Page 138 and 139: activities to the maximum, it is ne
Page 140 and 141: The tools chosen for the course wer
Page 142 and 143: Illustration 2. Screenshot of Flash
Page 144 and 145: References BUCKINGHAM SHUN, S., MAR
Page 146 and 147: placements abroad. Deficiencies in
Page 148 and 149: There are information pages under e
Page 150 and 151: CD-Rom: The final version of the CD
Page 153 and 154: 23. Deux sites innovants pour l’a
Page 155 and 156: Results of the 2004-2007 programme
Page 157: on the ELP. CercleS is a partner in
Page 160 and 161: Such a changing world necessitates
Page 163 and 164: 26. Language teaching in a multilin
Page 165: conferences, roundtables and worksh
Page 168 and 169: As a teacher trainer I am particula
Page 171 and 172: 28. Language education in a multili
Page 173 and 174: Section 6: Preview of the 2008-2011
Page 175 and 176: Short description of the projects 1
Page 177: developing concepts of evaluation w
Page 181 and 182: enable teachers to help their pupil
Page 183: vision of an overall concept of lan
Page 186 and 187: Content and language education as a
Page 188 and 189: Content-based teaching + plurilingu
Page 190 and 191: The plurilingualism strand in the E
Page 192 and 193: well as through opportunities to ha
Page 194 and 195: attach particular importance to the
Page 196 and 197: Empirical Validation: check that th
Page 198 and 199: increased offer of languages at sec
Page 201 and 202: Section 7: Biographies of contribut
Page 203 and 204: De Renzis, Laura was born in Naples
Page 205 and 206: Marjut, Johansson is Professor at t
Page 207: Widlok, Beate studied Slavic and Ro
Page 210 and 211: Intercultural competence for profes
Page 213 and 214: Section 9: Projects of the third me
Page 215 and 216: Evaluation Continuity in language l
Page 217 and 218: Plurilingual education A framework
Page 219: Languages for social cohesion Langu
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