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• it should be possible to exteriorise in words what they experience in the given text. They alsoshould have the opportunity to test their individual competence but without pressure,supported by a group spirit;• questions in language exercises, e.g. in dialogues, should be based on motivating, livinginterests: people, objects and situations they know, hobbies, interests, their daily life.Towards young children intellectual reflection should be avoided, as it breaks this playful atmosphere,and usually does not fit with their stage of psychological development. They should learn in a naturalway, using their specific senso-motoric experiences (cfr Total Physical Response approach).The SW ApproachAs a pedagogy we want to promote the understanding of other cultures, preparing for a globalconsciousness and citizenship, by experiencing the ‘language spirit’ living in a culture. Languages notonly are an important tool for communication, but form also an artistic structure reflecting the deepernature of a people. Therefore we prefer arts, literature and music as tools for learning a ‘livinglanguage’ and for a deeper understanding of other cultures. We strive for the creation of an enhancedsensibility for other languages as well encouraging reflection on ones’ own language and culture.While doing so we want to respect the specific needs and possibilities of each age:Imitation and mimicking in early childhood;Learning a living language in primary school age by playful communication, and working withan artistic approach;The introduction of formal reading and writing starting from the age of 9-10 years old;Children’s literature and poetry especially apply to the lower classes of primary education; Learning language structures are practised in an appropriate manner from class 5; Formal literature and language reflection are developed in secondary education.As a prominent method, among others, we prefer the artistic dialogue. This applies from kindergartenall the way up to adult learning.Especially in secondary education motivating non-formal language learning experiences are createdby setting up challenging multicultural projects crossing the national borders, mostly by creating jointconcert or theatre occasions, or by organising classical work experiences in nature or in practising artsand crafts. Recent remarkable examples are e.g.:- A joint concert of Polish and a German school choirs, presenting a multilingual programme in severalcities in both countries, as part of a ‘peace and reconciliation’ project;- The musical celebration of the joint venture of the French-German high speed train connection (ICE-TGV Est), by a joint concert journey of several French and German school choirs, performing with 100pupils in Paris, Saarbrucken, Fulda, Stuttgart and Frankfurt.Although primarily engaged in formal education, the schools are run on their own, rather internationalcurricula, opting out of national curricula in many countries.SW schools are meant as ‘learning communities’: of teachers and parents as well as pupils.For teachers and children it should be a common adventure, a discovery trip.Teachers work on self development, also in languages. Parents participate in many school activities,also related to foreign languages, e.g. as native speakers, and are involved in the theatre plays,choirs, and public events.Classes have exchanges with peers in other countries and share nature and sports activities.Individual pupils are encouraged to stay for some time in a school in another country, or do practicalwork abroad. SW education is not just schools but also training centres, parents associations andforms of adult education.www.ecswe.org.Civil Society Platform on Multilingualism 64APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
BEST PRACTICE EXAMPLE 4: Multiplication Not Division: Bilingual-BiculturalProgramme for the Education for Muslim Children in GreeceAdministrating Organisation & Partners(Countries) / languages involved:The Greek Operational Program for Educationand Initial Vocational Training, Action Line 1:Promotion of equality in accessing the labourmarket for all and especially for those indanger of social exclusion, Action Category:“Integration of children with distinct culturaland language characteristics into theeducational system”, Title of the Action:“Education of the Muslim Children”It consists of a multivalent Project, on theeducation of the Muslim Minority youthThe Project is directed by a group ofAcademics, headed by Anna Frangoudaki,Professor of Sociology of Education (U ofAthens)Please specify the Target Group(s) of theproject:The Muslim Minority population, 6 to 15 yearsof age, consisting of 7.000 students of primaryschool (6-12 years old) and 3.000 lowersecondary school students, completingcompulsory education)Financing:It is co-financed by the European Social Fundand the Greek state. The Project funds aremanaged by the Special Account forResearch Funds of the University of Athens,headed by the Vice Rector in charge ofEconomic AffairsMain reason(s) why your project is a bestpractice example:The most successful initiative of the project isthe creation of community Centres, 2 in theProject Location(s) (Country) & Duration:The Muslim Minority populations are Greekcitizens living in the province of Thrace (northeasternGreece, bordering Bulgaria and Turkey).The largest part of the Muslim population isTurkish speaking, while a smaller one Slavspeaking.The project started in 1997 to 2000 (1st phase),continued 2002-2004 (2nd phase), and 2005-2008 (3rd phase)Topics / aims of the project:The Project aims at the reform of the educationprovided to the Muslim minority of Greek citizensin Thrace (Greece). Its main goal is the learningof Greek in view of the harmonious integration ofminority student population in the Greek society,and given through education equal opportunitiesof social mobility and welfare.Contact / Website:Secretariat of the Project on Muslim ChildrenEducation: University of Athens, 35 Hippocratesstr, 10680 Athens, tlf: 0030-210-3688513,3688536, 3688508, fax 0030-210-3688506, e-mail: fmpothou@ecd.uoa.gr / thath@ecd.uoa.gr /mmavrea@ecd.uoa.grwww.museduc.gr the central site of the Project,containing description and presentation of theentire set of activities with students and teachers,families and the local society, educationalmaterials produced, innovations, and results inGreek, with summaries in English and in Turkishwww.kleidiakaiantikleidia.net the site on trainingmaterials, in Greekwww.ilsp.gr/muslimgr.html the site on electronicmaterials for teaching Greek as a secondlanguage, in Greek.Project Objectives and Description:The Project was a turning point in relationsbetween the Muslim minority and the Greekgovernment, and the long-established fixations ofCivil Society Platform on Multilingualism 65APPENDIX 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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Concern that multilingualism was be
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1.6 Sub-group feedbackThe responses
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discrimination in favour of RMLs. S
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3.3 Sub-group feedbackGroup members
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Slovenian or the RMLs. In this resp
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5.3 Linguistic ObservatorySeveral o
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Work group on Language Diversity an
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understand people from other cultur
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target groups are not exclusive amo
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1 Defining the task of the Work Gro
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2.2 Work methodologyWG1 was initial
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articles. 69 The only other languag
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education in European schools is ca
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The question of what role language
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trainees; Offer training mechanisms
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investigating expectations and asse
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learning. The key of course is the
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As a pedagogy this education promot
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mechanism to disseminate best pract
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3 Education and training Mobility g
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In order to facilitate the circulat
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target groups (content creator or c
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Civil Society Platform onMultilingu
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WORKING GROUP ON LANGUAGE PLANNING
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(6.2) Linguistic rights for all EU
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cost-benefit analysis comparing Eng
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(a) Constantly insisting that its i
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Hicks, Davyth 2005 Cornish: languag
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