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Table 1. The most widely taught foreign languages in secondary education 2001/2002Country English French German Spanish OtherAustria 98.6 12.8 – 2.0 5.6 (Italian)Belgium (Fr) 68.2 – 5.3 3.2 72.9 (Dutch)Belgium (Nl) 70.6 98.0 24.0 0.9 –Bulgaria 64.4 14.6 21.2 24.5 –Cyprus 99.8 78.2 1.1 – 0.8 (Italian)Czech Rep. 67.4 4.2 42.7 0.9Denmark 98.1 10.2 51.9 6.7Estonia 89.8 – 33.9 – 55.6 (Russian)Finland 99.0 13.3 28.3 – 92.2 (Swedish)France 96.0 – 20.4 39.9 4.6 (Italian)Germany 93.9 22.7 – 2.4 2.2 (Russian)Greece 97.6 44.1 17.0 – –Hungary 51.4 4.6 43.3 – 4.2 (unspecified)Iceland 82.4 8.2 21.6 – 65.6 (Danish)Ireland – 69.3 22.0 5.4 0.9 (Italian)Italy 84.3 31.3 5.7 1.7 –Latvia 92.6 1.4 27.5 – 40.8 (Russian)Lithuania 78.6 6.2 31.2 – 53.6 (Russian)Luxembourg 62.5 99.1 99.1 6.6 –Malta 96.8 40.3 6.5 – 56.8 (Italian)Netherlands 98.0 (1999) n.a n.a n.a n.aNorway 100.0 18.2 38.9 – 0.1 (unspecified)Poland 77.8 6.9 48.5 – 13.2 (Russian)Portugal 89.9 54.4 0.5 1.6 –Romania 86.4 87.0 11.4 – 6.5 (Russian)Slovakia 61.8 – 48.4 – 5.2 (Russian)Slovenia 85.0 2.8 36.5 – 2.9 (Italian)Spain 97.1 36.7 1.7 – 0.1 (Italian)Sweden 100.0 21.5 35.6 19.8 –UK – 51.4 20.6 8.0 2.1 (unspecified)Source: (European Commission 2005)The learning of English is also spreading rapidly into the primary schools ofcontinental Europe (European Commission, 2005). The proportion of primary pupilslearning English in the EU-25 rose from 38.5% in 1999 to 46% in 2002 (100% inNorway, 96.7% in Austria, 85.2% in Spain, 75.1% in Italy and 35.8% in France).Its nearest competitor in this domain, French, was being studied by a mere 5% in1999.294
In sharp contrast, the learning of foreign languages is in steep decline in boththe schools and universities of the United Kingdom (Table 2). Linked to this lack oflanguage skills, there has been a sharp decline in the numbers of British studentsparticipating in the EU’s ERASMUS exchange scheme, from 12,000 in 1994/5 to7,539 in 2002/3 (House of Lords 2005).Table 2. Evolution of admissions to French, German and Spanish single-honours modern foreignlanguagedegree programmes in the UK (home students) 1996−2000Year French German Spanish Total1996 980 322 239 1,5412000 738 275 259 1,272Source: UCAS 2002The dominance of English ininternational publishingThere are more publications inEnglish than any other language(about 17 per cent of global output)and they are read widely outsideof the English-speaking countries(Graddol, 1997; Crystal, 2003; Phillipson,2003). In addition over halfof the books translated today are outof English into other languages. Sothose writing in English enjoy ageographical diffusion around theglobe far exceeding that of thosewriting in other languages both inthe original and the translated form(Melitz, 1999). A brief examinationof literary translations in and out ofFrench in 2003 give some insightsinto the dominance of Englishin this intercultural domain (seeTable 3).Table 3. Translation flows into and out of French in 2003Translations into FrenchfromTranslations out ofFrench intoEnglish 825 Spanish 606German 89 Korean 581Italian 72 Italian 572Spanish 69 Portuguese 584Japanese 68 Chinese 485Dutch 20 English 383Russian 17 German 327Hebrew 17 Greek 220Swedish 16 Romanian 212Portuguese 13 Japanese 198Norwegian 9 Russian 191Polish 9 Polish 181Others 53 Others 1383Total 1277 Total 5923Source: SNE/La Centrale de l’Edition 2003Does the dominance of English threaten intercultural understanding?This short paper can only encourage geographers to examine this immenselycomplex question by making some broad introductory observations. First, fearsthat an ‘English-language hegemony’ threatens intercultural understanding emergein various contexts. For example, public discourse in France is marked by the conceptof ‘la pensée unique’ which conjures up a vision of a globalising world where manypeople assume that, in the words of former British Prime Minister Thatcher, ‘there isno alternative’ to ‘Anglo-Saxon’ free-market capitalism based on liberal democracy;295
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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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Europe in geographical education -
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Then these results were compared to
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Figure 9. Countries mentioned by th
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Internationalizing geography in hig
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nationalize their undergraduate and
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Groups also focus on international
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The Position of Geography Graduates
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have also affected the number ofGeo
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The majority answered that they wou
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In the Primary school curriculum, G
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the efficacy of the teaching and le
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228
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What Europe do we teach?A view from
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The regional approach is used in on
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The syllabi reflect mainly that the
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Geography Forum: Intercultural Lear
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Was Intercultural Competence promot
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of geographical education in our un
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Higher education (University) as a
Page 244 and 245: This table shows the importance of
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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 256 and 257: Why geographers should be able to s
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 276 and 277: The role of geographical education
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
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Page 298 and 299: References1. CALVET L. J. 2002. Le
Page 300 and 301: Sustainable development: let geogra
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Page 304 and 305: 8. GUNN A. S., “Professional Ethi
Page 306 and 307: Much research in Environmental Educ
Page 308 and 309: Sustainability, Development and Sec
Page 310 and 311: includes geography. The context is,
Page 312 and 313: • protected areas8. Landscape sec
Page 314 and 315: Developing geographical professiona
Page 316 and 317: tion contributes to the growth of e
Page 318 and 319: cooperative learning using as theor
Page 320 and 321: Studyng climate and water resources
Page 322 and 323: By signing and ratifying the Kyoto
Page 324 and 325: and political implications of plann
Page 326 and 327: 8. UNITED NATIONS 1997. Kyoto Proto
Page 328: Conference Changing Horizons in Geo
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