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Why geographers should be able to speak more than just EnglishThe HERODOT survey about the impacts of academic geography on the job mobilityof Geographers in 2003/2004 has shown that the job market for geographers isvery diversified. However in most occupations nowadays, apart from the necessarytechnical qualification a linguistic competence is also expected. The knowledge ofonly the English language is thereby mostly no longer sufficient for employment inEurope. Further language knowledge increases the chances of work. Beyond that,workforce mobility within Europe requires apart from knowledge of English furtherprofound language knowledge at least of the country in which the person would liketo work. However, improved chances on the job market cannot be the only reasonfor learning foreign languages. That would be too little.Let us therefore not just think of the “large” job market for geographers. We insteadshould consider arguments within the discipline. Geographers concern themselvesfor example with the question about the meaning of places: “Places are distinctiveand physical, economic and cultural processes create this distinctiveness.” (Owen &Ryan, 2003, 6−7) These cultural processes have to do also with a linguistic component.And if one considers that “[…] geographers view place as a concept that isexperienced by the individual rather than only defined by social and scientific processes”(Owen & Ryan, 2003, 7), one must come to the conclusion that it is necessaryto come to an approach where the individual will be able to reconstruct the meaningof places. And this only can happen by personal contact.Let me clarify this by two examples. The German weekly paper “Die ZEIT”visited in April and May 2005 four new member countries with – for us – newlanguages. The first presented country was Malta. “Malta is bilingual. English is usedby the Maltese only for business and for the tourists. Among themselves they speakMaltese.” (Straßmann, 2005) While searching for the identity of Malta the authoragain and again comes upon amazement, because he is interested in the Malteselanguage. Finally, within the discussion with a 75 year old Maltese, he comes to theconclusion that Maltese is the language of the heart. To come closer to the inhabitantsit is important to engage with the language.The other authors of this series of articles came to the same conclusion in Hungary,Slovenia and Poland. So those who expose themselves on holiday trips to the troubleof learning and using at least the most important “fragments of everyday life communication”,will state that the hearts of the people will open. Few will expect knowledgeof their language, therefore the effort makes everyone happy.The second example is based on an economic principle, which increasinglybecomes more important. For a company one or perhaps even the decisive function ofa foreign language is communication with the customer. In today’s service economythe customer strongly affects the behaviour of the service provider. Therefore it isespecially the case that smaller companies aim for close customer loyalty; and thatmeans that the best language is the language of the customer (c.f. Nida-Rümelin,1996). The results of a Belgian study on the importance of languages in businessshow that 63% of the Belgian enterprises use the German language when workingwith German enterprises, and not English (Boulton & Vlieghe, 2001). This trend to256
use, in business, the customer’s language could probably be demonstrated in eachcountry of the European Union. Nevertheless we could say that these few examplesare not a compelling reason to produce multilingual geographers. But if geographerstake to their task seriously and really want to explore the earth with all their facetsand their changes they cannot refrain from getting in contact with people who changeand modify the Earth, who are affecting changes and again are themselves beingaffected by these changes. The native language of the people is thereby the idealstarting place.The peculiarity of Europe exists in the tremendous variety of its languages andthe cultures represented by them. The variety is not a handicap for a common futureof the European languages, because the conservation of language variety is a conditionfor the unity in Europe. The Europeans live in the midst of this multiplicity andshould therefore educate their children in several languages (Konrad, 2003).Eminently the linguistic and cultural variety of Europe demands from us as representativesof a cultural-scientifically embossed discipline up to go forward with goodexamples and not to look for the entrance to cultures by using only one vehicularlanguage. Multilingualism is therefore important – also for geographers. Thus let usexplore Europe – with more than just one language.References1. BOUILLON H., VLIEGHE, V. 2001. Die Stellung der deutschen Sprache in belgischenUnternehmen. Untersuchung des Gebrauchs und Bedarfs im Geschäftsalltag. Info DaF28, 6, 564−584.2. FINGER B. 2001. Verkehrssprachen in Euroregionen: Sprachenwahl bei grenzüberschreitendenKontakten am Oberrhein. Sociolinguistica. Internationales Jahrbuch füreuropäische Soziolinguistik 15, 42−54.3. FOUCHER M. (DIR) 1993. Fragments d’Europe. Atlas de l’Europe médiane et orientale.Paris, Fayard.4. KONRAD H. 2003. Entwurf einer „europäischen Sprachenordnung“. Zeitschrift fürInterkulturellen Fremdsprachenunterricht [Online], 8 (2/3), 157−175.5. HAGEGE C. 1996. Welche Sprache für Europa? Verständigung in der Vielfalt. Frankfurt,Campus Verlag.6. HAGEGE C. 1996. Le Français, histoire d’un combat. Paris, Editions Michel Hagege.7. NIDA-RÜMELIN J. 1996. Europäische Kultur – Identität und Differenz.In: http://www.bpb.de/themen/WCRD85,,0,Europ%E4ische_Kultur_%96_Identit%E4t_und_Differenz.html8. OWEN D., RYAN A. 2003. Teaching Geography 3−11. The Essential Guide. London/New York, Continuum.9. SCHRÖDER G., CHIRAC J. 2003. Gemeinsame Erklärung zum 40. Jahrestag desElysée-Vertrags.http://www.bindesregierung.de/artikel-,413.363558/Gemeinsame-Erklaerung-zum-40.-.htm10. STRAßMANN B. 2005. “Kif inti?” – “Tajjeb!”. DIE ZEIT 18, April 28, 73.257
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Changing Horizons inGeography Educa
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ContributorsAnouk AdangFaculty of G
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Margaret C. KeaneSt Mary’s Univer
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Artur ReligaDepartment of Geography
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Contents1. Exciting Geography......
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Barbara Katharina Mayerhofer, Teach
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How to design and implement excitin
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only increase their motivation to l
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Ministry of Education. Having in mi
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eEurope and the Bologna agendaIn hi
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The main learning approachesencoura
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as a vibrant exciting subject at un
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include ICT as part of the educatio
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19. RICHARDSON J. A. 2001. Collabor
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class using identical instructions
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ability to hold and move a load is
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the range of practical activities.
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Multimedia learning of geographical
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• an organizer and manager of a l
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Geographical fieldwork in forestsJa
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One of these field study laboratori
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learning“, to develop and then in
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egin). It is referred to the inter-
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overruled by the judge and some sus
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esses or their reciprocal relations
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formulated one of key principles in
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Dress rehearsalHow should a present
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of the world, but multiple maps of
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focused on landscape, climate, popu
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ments in academic geography, could
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Training geography teachers in Pola
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a series of intellectual as well as
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• optional subject (30 hours) use
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of the lower levels of education. H
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• the one-subject model: the cont
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delivery, and the methods of the pa
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• Pathways signal important tasks
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Geography competitions as stimuli f
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Figure 1. Changes in the structure
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Challenges for the futureNowadays t
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A perspective from the United State
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The process of GIS inquiry - Thinki
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Remote Sensing in Geography Educati
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IntroductionThe Democratic Republic
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images visualise the “tree vegeta
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PART TWOProfessional Developmentand
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Key elements of an introductory stu
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Some textbooks also provide self-le
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Geography programs and BolognaThere
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equirements. In the faculties of Ar
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Even though this only is a short an
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Background of international student
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students in their language skills.
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International collaboration in dist
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Designing and teaching the distance
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audio lectures - one for presenting
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enrolled in geography courses at po
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development experience. Whilst Craf
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Networking and social diffusion of
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is mistreated, the culture is a-cul
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3. ABALAR. 2004. “Editorial”, i
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to gather process and store spatial
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1. Fundamental to understanding GIS
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The Future of Geography and Geograp
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of geography. In Singapore Social S
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geography should become much more s
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the handful of disciplines that has
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and respected and the institutional
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3. The strength of school and unive
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It is quite clear that Vidal de la
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Effective Practices in Distance Edu
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on to the other satellite school. O
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4. Ministry of Education. 1999. The
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schools is the result of the role e
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• A statistically significant dif
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Charles University geography gradua
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Table 1. First job in studied field
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importance in geography study progr
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The Anglo-Saxon model was collectiv
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academic science. I do believe that
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can convene. Details of these modul
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preparation and to some extent, tea
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The assessment must form the basis
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The teaching shall build on the pup
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The Relationship between Geography
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Geography and Territory Planning ha
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we wished, of course we have obtain
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Why Managers from Multinational Com
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able to have training in different
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ContextUtrecht University is a larg
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Typical is the very open atmosphere
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Times of Change for Geography Educa
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where it is divided into specific b
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• traditional versus progressive
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on European Dimension of Teaching g
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With the ongoing development of tel
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Figure 2. Present at Annual Congres
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It is expected that the more active
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An evaluation of geographyand geogr
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The problems of geography and geogr
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Page 208 and 209: Then these results were compared to
Page 210 and 211: Figure 9. Countries mentioned by th
Page 212 and 213: Internationalizing geography in hig
Page 214 and 215: nationalize their undergraduate and
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Page 220 and 221: have also affected the number ofGeo
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Page 224 and 225: In the Primary school curriculum, G
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Page 230 and 231: What Europe do we teach?A view from
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Page 234 and 235: The syllabi reflect mainly that the
Page 236 and 237: Geography Forum: Intercultural Lear
Page 238 and 239: Was Intercultural Competence promot
Page 240 and 241: of geographical education in our un
Page 242 and 243: Higher education (University) as a
Page 244 and 245: This table shows the importance of
Page 246 and 247: the studies on what exists, to cons
Page 248 and 249: 248taught in the foreign language e
Page 250 and 251: as K. De Bot calls it, is a variety
Page 252 and 253: Do you speak European? or: Why even
Page 254 and 255: Years’ Religious War in the 17 th
Page 258 and 259: Intercultural education in Italian
Page 260 and 261: of geography in the process of inte
Page 262 and 263: 9. BRUSA C., ed. 2002. Processi di
Page 264 and 265: Nowadays, according to the literatu
Page 266 and 267: In the gymnasium and in high school
Page 268 and 269: 3. Dziennik Ustaw nr 61 z dnia 19 c
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Page 272 and 273: dropping litter. There is circle ti
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Page 278 and 279: ole: they form attitudes, views, pr
Page 280 and 281: Field lessons can engage the pupil
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Page 284 and 285: Some backgroundFor a number of year
Page 286 and 287: issues that will shape the future g
Page 288 and 289: Geography and Environmental Science
Page 290 and 291: (2000) cautioned an awareness of cu
Page 292 and 293: Geography and Languages in Intercul
Page 294 and 295: Table 1. The most widely taught for
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Page 298 and 299: References1. CALVET L. J. 2002. Le
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Much research in Environmental Educ
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Sustainability, Development and Sec
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includes geography. The context is,
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• protected areas8. Landscape sec
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Developing geographical professiona
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tion contributes to the growth of e
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cooperative learning using as theor
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Studyng climate and water resources
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By signing and ratifying the Kyoto
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and political implications of plann
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8. UNITED NATIONS 1997. Kyoto Proto
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Conference Changing Horizons in Geo
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