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BEST PRACTICE EXAMPLE 5: Springboard to LanguagesAdministrating Organisation & Partners(Countries) involved:Esperanto UK, Great Britain.Partners from several countries act aslanguage consultants, advisors andtranslators.Springboard to Languages functions as aComenius project partnered with schools inHungary and Germany.EAB/Esperanto Association of BritainPlease specify the Target Group(s) of theproject:Young learners in primary schools (ages 5-11).Project Location(s) (Country) & Duration:Project has been running for four years in GreatBritain and the Isle of Man: project ongoing.Four pilot schools currently on-stream.Partner schools abroad run sections of theprogramme and use the materials.Flanders translating the materials with a view tointroducing it in schools.Several countries showing interest.Topics / aims of the project:The project aims to raise language awareness inyoung children such that they may benefit fromexplicit learning rather than relying on the usualimplicit learning at this age which, given theminimal input that is to be found in mostclassroom contexts, is not encouraging the rapidand effective progression that should beexpected.The project aims to encourage tolerance andrespect for all languages by using a neutral, butnonetheless highly propaedeutic andinternationally-based language as a basis forlearning about language and language learning.What better way to learn about language thanthrough learning a language? This uniquecombination of incremental (vertical) andconcurrent (horizontal) learning make it anefficient and productive foundation course, aspringboard to subsequent learning of otherlanguages.The project uses Esperanto, a language withregular grammar and phoneme-graphemecorrespondence which can be effectivelymanipulated by young children. The result is thatchildren experience a feeling of success, an ‘I cando it’ feeling such that they view themselves assuccessful language learners; attitude and selfbeliefare important motivating factors for highachievement.The project looks at the similarities anddifferences between languages and encourageschildren to use all the languages they know inorder to independently access other languages.Financing:Esperanto UKEsperantic Studies FoundationContact / Website:Ms Angela TellierCivil Society Platform on Multilingualism 68APPENDIX to Policy Recommendations06/06/2011 – FINAL VERSION
Foundation Holdler ‘68Main reason(s) why your project is a bestpractice example:The project is inclusive and aimed at allprimary school children irrespective oflanguage background or ability.The project provides a level playing field fromwhich all children can explore languages –this is not least important for native Englishspeakingchildren who, ironically, riskremaining monolingual because of thepredominance of English as an internationallanguage.The project aims to provide a swift and securefoundation in language learning, allowingchildren to subsequently derive maximumbenefit from the generally minimal inputprovided by schools in other languages i.e. itseeks to work within current educationalprovision and exploit it to the full.Sustainability:Is a continuation of the Project foreseen?www.springboard2languages.orgProject Objectives and Description:Objectives:To raise language awareness.To prepare children for the subsequent study ofother languages.DescriptionThe project gives a taste of rapid success inlanguage learning to all students, due to theuniquely streamlined nature of Esperanto (noexceptions to grammatical rules, but an elaboratestructure, e.g. six participles when English hasonly two). Over 99% of words learned give thechildren a word in another language, due to theinternational vocabulary of the language. Itsstructure also provides a stepping-stone to moreexotic languages such as Turkish or Chinese.Give another good practice example you knowof:The project will continue to run in schools inGreat Britain and it is expected that it will soonbe introduced into primary schools in otherEuropean countries.Intercultural and Multilingual dialogue betweenEuropean schools (see below)Possible follow-up Project:A web-based resource area which will allowchildren and adults to benefit from this uniqueapproach to language learning. This willinclude using Esperanto as a simpleinternational phonetic alphabet which willallow users to independently access,pronounce and learn other languages.What changes would you like to see (and bywhat actors, at what levels) that will help youdo your work better ?Main problem is finance.Ideally a secure infrastructure in place andfinancial backing to ensure that the project can beimplemented Europe-wide, if only as a pilot andan independent body to evaluate such.Civil Society Platform on Multilingualism 69APPENDIX 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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WORKING GROUP ON LANGUAGE DIVERSITY
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4.1 In which way do you think this
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