FULL VERSION - European Commission - Europa

More documents

Recommendations

Info

more importantly– to create a structured framework for informal and non-formal languagelearning.This does not and should not relieve us of the responsibility of improving short term mobilityschemes and making them widely available to EU citizen of all target groups to access nonformallanguage learning environments in the real context of where the language is used.General recommendations To improve training opportunities for teachers in informal learning environments,including native speakers and mediators from different backgrounds focussing on theincreased use of media, performing arts, distance learning, new technologies andcultural and leisure activities. To invest in multilingual artistic education projects to foster cognitive competencebuilding.Member states should further develop a nourishing framework to establish beneficialrelations between non-formal education systems complementing formal educationprocedures. Adapting non-formal methodologies in the language class-room context. Establishing a framework that evaluates and recognises the acquired skills oninternational standardsBest practice examples Mobility schemes/artistic education projects:a) The YOUNG EUROPE project initiated by the ETC built relations with theatres andlocal schools to perform multilingual performances in classrooms. Students wereconfronted with theatrical language in a play represented in another spokenlanguage. Participating adults, learned to cope with multilingual aspects during thecollaboration process and increased their mutual understanding.b) An international ETC THEATRE YOUTH FORUM has been organised with 50 youngpeople from 6 countries to discover drama theatre as art form and medium that relieson the European language diversity. Even though English was the commonlanguage, the participants prepared a performance exploring ways to incorporate acommon theatrical language and expressions. As a result of the forum, 84%participants stated that they have been encouraged to study the languages of theparticipants coming from the other countries.c) Working opportunities in another country with another working language, such as theETC STAFF EXCHANGE programme provides for adult learners a non-formallanguage learning environment where the programme participant uses and developsits language skills in a multilingual work context.d) AFS is offering further programmes (for 18+) for participants who can involve in acommunity service project and practice the language they have acquired.The European umbrella of AFS - EFIL is particularly active in providing opportunitiesfor returnees to develop and carry on their skills (also language) by becomingvolunteers and participating in some of the events at European level.Within the EFIL network there is a working Travelling Trainers scheme under whichvolunteer trainers with specific expertise in a certain language can travel to othercountries and deliver trainings in areas where the host organisation needs support.This tool and opportunity has proven very motivating for the AFS volunteers to usethe language they have acquired.e) Life-long learning programme: ERASMUSf) Steiner Waldorf learning approach:Civil Society Platform on Multilingualism: 54Policy Recommendations for the Promotion of Multilingualism in the European Union 06/06/10 – FULL VERSION
As a pedagogy this education promotes the understanding of other cultures,preparing for a global consciousness and citizenship, by experiencing the ‘languagespirit’ living in a culture. Languages not only are an important tool for communication,but form also an artistic structure reflecting the deeper nature of a people. Thereforewe prefer arts, literature and music as tools for learning a ‘living language’ and for adeeper understanding of other cultures. The SWE strives for the creation of anenhanced sensibility for other languages as well encouraging reflection on ones’ ownlanguage and culture. Essential for SWE is the right choice of learning forms withrespect for the specific needs and possibilities of each age, especially in earlychildhood and primary school. Artistic activities are experienced to be the best formsfor this purpose.g) Language learning classes focusing on cultural content (offers in all EUNIC culturalcentres) : This is reflected in the choice of the courses offered, where the possibility toimprove language skills not in language lessons but through studying topics related tocontemporary literature and arts, sociology, literature, linguistics, history etc isprovided. It also gives a wider perspective of the respective culture and civilization, itdevelops societal relations and, consequently, provides informal contexts forlanguage use, natural and personalized approach, international exchanges, gettingfamiliar with everyday life of a specific society.5 Summary of Proposal5.1 Rethink language education pedagogy from plurilingual perspectiveThere is still a need to persuade European institutions and citizen of the benefits ofmultilingualism and multiculturalism. Many still believe that mastering English and another‘big’ European language is the best way to success. Language education in Europeanschools remains monolingual and monocultural, and its learning, teaching and testingpractices reproduce the ideology of the 'ideal native speaker'. The Platform proposes tofurther promote successful programmes of bilingual and/or multilingual education and usethem to build language education pedagogies for the development of plurilingualcompetences. The crucial target is to turn monolingual European schools into places where asingle language of instruction no longer dominates, but where several languages are used asresources.To support multilingualism through testing, we need incentives a) for language programmesand testing to develop and assess literacies required in an increasingly globalised world, andfor people to be tested and credited for the knowledge and competences they have in theless widely spoken and taught languages; b) to test and treat equally a variety of languages,in a comparable manner, in different social contexts; c) to shift from monolingual toplurilingual paradigms in language testing, so that people learn to make maximum use of alltheir linguistic resources; d) to encourage alternative testing and particularly assessment oflanguage competence throughout Europe, e) to help the calibration of language competencedescriptors on the basis of the performance of test-takers across Europe, and thereby helpmake the CEFR even more useful. It is crucial that projects on alternative testing beencouraged throughout Europe. Issues to be addressed include the consequences oflanguage testing for immigrants and for the host society, its impact on language pedagogy,teacher training and development, and the role of alternative approaches.5.2 Other initiatives in language educationThree other interesting initiatives include Content Language Integrated Learning (CLIL), theintercomprehension approach and the propaedeutic approach. In contrast to the latter twoapproaches, CLIL, though effective, has been critiqued for being somewhat elitist andtending to promote English rather than multilingualism. Intercomprehension can allow agreater use of the mother tongue through the acquisition of receptive competence in oneCivil Society Platform on Multilingualism: 55Policy Recommendations for the Promotion of Multilingualism in the European Union 06/06/10 – FULL VERSION
Page 1 and 2:
Civil Society Platform on Multiling
Page 3: 1.3 Post-Lisbon scenario: a "new ri
Page 8 and 9: languages, and on best practices in
Page 10 and 11: On Translation and Terminology*Full
Page 12 and 13: Recommendations1 EU language plan t
Page 14 and 15: Introduction“(The Union) …shall
Page 16 and 17: flower. The popularity of a garden
Page 18 and 19: Concern that multilingualism was be
Page 20 and 21: 1.6 Sub-group feedbackThe responses
Page 22 and 23: discrimination in favour of RMLs. S
Page 24 and 25: 3.3 Sub-group feedbackGroup members
Page 26 and 27: Slovenian or the RMLs. In this resp
Page 28 and 29: 5.3 Linguistic ObservatorySeveral o
Page 30 and 31: Work group on Language Diversity an
Page 32 and 33: understand people from other cultur
Page 34: target groups are not exclusive amo
Page 39 and 40: 1 Defining the task of the Work Gro
Page 41 and 42: 2.2 Work methodologyWG1 was initial
Page 43 and 44: articles. 69 The only other languag
Page 45 and 46: education in European schools is ca
Page 47 and 48: The question of what role language
Page 49 and 50: trainees; Offer training mechanisms
Page 51 and 52: investigating expectations and asse
Page 53: learning. The key of course is the
Page 57 and 58: mechanism to disseminate best pract
Page 59 and 60: 3 Education and training Mobility g
Page 61 and 62: In order to facilitate the circulat
Page 63 and 64: target groups (content creator or c
Page 65 and 66: Civil Society Platform onMultilingu
Page 67 and 68: WORKING GROUP ON LANGUAGE PLANNING
Page 69 and 70: (6.2) Linguistic rights for all EU
Page 71 and 72: cost-benefit analysis comparing Eng
Page 73 and 74: (a) Constantly insisting that its i
Page 75 and 76: Hicks, Davyth 2005 Cornish: languag
Page 77 and 78: WORKING GROUP ON LANGUAGE DIVERSITY
Page 79 and 80: 4.1 In which way do you think this
Page 81 and 82: 8 What should the European Union do
Page 83 and 84: 10 What are the most common barrier
Page 85 and 86: Additional questions concerning lan
Page 87 and 88: References 8EU official documentsEu
Page 89 and 90: WORKING GROUP ON EDUCATIONANNEX 6.1
Page 91 and 92: 27. In which way are there constrai
Page 93 and 94: 8. On what topics is your instituti
Page 95 and 96: Annex 6.4 GROUP MEMBERS′ POSITION
Page 97 and 98: water, and one begins skiing on the
Page 99 and 100: Cor van der Meer - Mercator Europea
Page 101 and 102: supported study completed in 2006 (
Page 103 and 104: Finally, one of the greatest challe
Page 105 and 106:
Marta Lottes - European Association
Page 107 and 108:
o More flexible provision of langua
Page 109 and 110:
) An international THEATRE YOUTH FO
Page 111 and 112:
Pasporta Servo http://www.pasportas
Page 113 and 114:
interpretation and reporting system
Page 115 and 116:
proficiency in a particular languag
Page 117 and 118:
of mediating competence. This will
Page 119 and 120:
Annex 6.5 BEST PRACTICE EXAMPLESBES
Page 121 and 122:
extended and systematic research on
Page 123 and 124:
BEST PRACTICE EXAMPLE 2: Laying see
Page 125 and 126:
- Bonjour, monsieur l’facteur, av
Page 127 and 128:
BEST PRACTICE EXAMPLE 3: Non formal
Page 129 and 130:
BEST PRACTICE EXAMPLE 4: Multiplica
Page 131 and 132:
Possible follow-up Project:The even
Page 133 and 134:
Foundation Holdler ‘68Main reason
Page 135 and 136:
dialogue.Possible follow-up Project
Page 137 and 138:
WORKING GROUP ON TRANSLATION AND TE
Page 139:
Sutton, Geoffrey, 2008. Concise Enc
show all

FULL VERSION - European Commission - Europa

Create successful ePaper yourself

Delete template?

Save as template?