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4 Bibliographical notesBlondin, C., Candelier, M., Edelenbos, P., Johnstone, R., Kubanek-German, A., Taeschner,T. 1998. Les langues étrangères dès l’école primaire ou maternelle : quels résultats, àquelles conditions? Bruxelles: De Boeck.Cameron, L. 2001. Teaching English to Young Learners. Cambridge University Press.Del Pilar Garcia Mayo, M. and M.L.G. Lecumberri (Eds.), Age and the acquisition of Englishas a foreign language. Clevedon: Multilingual Matters.Hanušová, S., Najvar, P. (2005). Do the Early Birds Really Catch the Worm? Demystifyingthe Factor of Early Age in Language Learning. In Theory and Practice in English Studies3. Proceedings from the Eighth Conference of British, American and Canadian Studies.1. vyd. Brno : Masarykova univerzita. ISBN 80-210-3930-2.Hasselgreen, A. 2000. The assessment of the English ability of young learners in Norwegianschools: an innovative approach. Language testing, 17/2: 261-277.Hasselgreen, A. 2008. Assessing the literacy of children: A CEFR-linked longitudinal study.Paper, 5th EALTA Conference, Athens, http://ealta2008.hau.gr/conf_program.htm.Johnson, J., and Newport, E. 1989. Critical period effects in second language learning: theinfluence of the maturational state on the acquisition of English as a second language.Cognitive Psychology, 21, 60-99.Marinova-Todd, S.H., Marshall, D.B., and Snow C.E. 2000. Three misconceptions about ageand L2 learning, TESOL Quarterly, 34, 9-34.Moon, J., & Nikolov, M. (Eds.). 2000. Research into teaching English to young learners.Pécs: University Press Pécs.Nikolov, M. et al. (Eds.). 2007. The TeMoLaYoLe book: teaching modern languages to younglearners: teachers, curricula and materials, Strasbourg/Graz: Council of Europe/European Centre for Modern Languages.Nikolov, M. and H. Curtain (Eds), 2000. An Early Start: Young Learners and ModernLanguages in Europe and Beyond. Council of Europe: European Centre for ModernLanguages.Papp, S., & Jones, N. 2008. Use of young learner can-dos as part of formative assessment.Paper, 5th EALTA Conference, Athens, http://ealta2008.hau.gr/conf_program.htm.Pinter, A. 2010. Teaching Young Language Learners. Oxford: Oxford University Press.Rixon, S. 2000. Young learners of English: background and issues. Modern English Teacher,9(4), 5-10.Civil Society Platform on Multilingualism 40APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
Marta Lottes – European Association for the Education of Adults (EAEA)6.4.4 Lifelong language learning1 The current state of affairsThe benefits and contribution of language diversity to the increase of multicultural awarenessand tolerance, the facilitation of international communication and mobility, the protection andpreservation of cultural heritage, identity and a better understanding of life as well as to thebroadening of professional opportunities are well known and recognized. However, theprogress towards reaching the Barcelona objective of communication in mother tongue plustwo foreign languages is slow. Even though more than a half of the EU citizens polled in arecent Eurobarometer 32 survey say that they could speak another language in addition totheir mother tongue, only a small percentage of Europeans indicate that they are able to holda conversation in two foreign languages.Furthermore, according to the same survey, Europeans learn languages at school and atsecondary school in particular. In fact, for many Europeans, school appears to be the onlyplace where they learn foreign languages. In order to face challenges such as globalizationand aging populations and to achieve the ambitious Barcelona goal we will have to promotelanguage learning from ‘cradle to grave’.Lifelong learning embraces all areas and life times of learning and regards school, vocationaltraining, university and adult education as components of a comprehensive system that areof equal value. 33 Given the smaller number of young people entering education due todemographic change and the goal to reach all citizens, increased focus is now neededon updating adults’ competencies throughout their lives. Adults are more likely to bemonolingual, especially if they have relatively low qualifications and job positions. They oftenpoint to lack of time and motivation as the main reasons for not learning languages, followedby a need for more flexible provision. 34 It is especially important to improve appropriatelearning opportunities for people with a low educational level, for example to adults without aschool diploma or any vocational training, who will most likely not have enough opportunitiesto learn at least one foreign language. In this context, appropriate teaching and learningmethodologies have to be used that take the lack of formal schooling into account.2 ChallengesTo raise the motivation to make both financial and time efforts to invest into languagelearning is without doubts one of the biggest challenges and shouldn’t be underestimated.However, the biggest challenge in the field of lifelong language learning is not necessarily thelack of motivation due to a low level of awareness of its importance but rather due to manymore or less practical obstacles faced when deciding to learn a second or third language,such as limited provisions for adult learners, scheduling of courses (not taking intoconsideration work, family or other commitments) and lack of investment or support byemployers and non-existing recognition of or reward for (additional) language skills in theworkplace. Getting support from employers in the form of time or money is one of thebiggest challenges of lifelong language learning. It seems to be obvious that whenmultilingualism has been recognized as one of the key competences and language learningidentified as an important tool in facing the social and economic challenges, both the publicand private sector will have to contribute to it as well. This contribution might be throughthe creation of legal frameworks and/or social partner agreements as well as the3256% of citizens in the EU Member States are able to hold a conversation in one language apart from their mother tongue.With respect to the goal for every EU citizen to have knowledge of two languages in addition to their mother tongue, 28% of therespondents state that they speak two foreign languages well enough to have a conversation. - Eurobarometer: Europeans andtheir Languages February 200633EAEA, Adult education trends and issues in Europe (2006)34Communication from the Commission to the European Parliament, the Council, the European Economic and SocialCommittee and the Committee of the Regions COM(2008) 566 finalCivil Society Platform on Multilingualism 41APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
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Civil Society Platform on Multiling
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1.3 Post-Lisbon scenario: a "new ri
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languages, and on best practices in
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On Translation and Terminology*Full
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Recommendations1 EU language plan t
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Introduction“(The Union) …shall
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flower. The popularity of a garden
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discrimination in favour of RMLs. S
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understand people from other cultur
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target groups are not exclusive amo
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articles. 69 The only other languag
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education in European schools is ca
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trainees; Offer training mechanisms
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investigating expectations and asse
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