European Language Learning for Life-Long Learning: Issues in Cyprus

1. European Language Learning for Life-Long Learning: Issues in Cyprus Victoria Kalogerou Cyprus Academic Research Institute 66, Metochiou str. Nicosia, Cyprus Email: kalogerou.v@unic.ac.cy SALL 2010 Patras

2. European Language Policies: Implementation in Higher Education in Cyprus • Project title: European Language Policies: Implementation in Higher Education in Cyprus. • Project No. PENEK/ENISH/0308/62Project funding: RPF: RESEARCH TECHNOLOGICAL DEVELOPMENT AND INNOVATION 2008 • Project start and finish dates: December 2008 – December 2010 • RPF web site: www.research.org.cy • RPF email: ipe@research.org.cy SALL 2010 Patras

3. Background • Universities and other Higher Education institutions in the European Union, of which Cyprus has rather recently become a member, have been facing major changes during the last decade. • This has led the European countries in a series of actions relating to education and educational policies in the Member States. Among the various issues relating to education a major one is the learning of European Languages. SALL 2010 Patras

4. Council of Europe • The Bologna Process is a European reform process that aims in establishing a European Higher Education Area by the end of this decade by organizing higher education systems in European countries in such a way so that: • citizens within the European Higher Education Area move easily from one country to another for the purpose of further study or employment; • many people from non-European countries come also to study and work in Europe; • Europe will be provided with a broad, high quality and advanced knowledge base which ensures the further development of Europe as a stable, peaceful and tolerant community (Council of Europe, 1999). SALL 2010 Patras

5. +2 European Languages • To increase mobility for Higher Education studies would mean that the students would need to have a very good level of competence in EU languages in order to be more flexible in study or exchange options and enhance their intercultural competence. • The results of the Special Eurobarometer “Europeans and their Languages” demonstrated that the EU objective of +2 foreign languages is far from the present situation: a mere 28% of the respondents is able to hold a conversation in two other foreign languages (Special Eurobarometer 2006:3) SALL 2010 Patras

6. Reasons for limited language skills • The circumstances in the contexts of acquisition vary considerably from one country to another. • Language learning depends on a significant degree in grammatical and syntactical rules, neglecting the development of communicative competence. • The use of the mother tongue or other languages has been consciously prohibited in the classroom. • The development of autonomous learning, self-direction and individual responsibility can be greatly enhanced with the use of ICT and social tools. • Failure to join language learning with intercultural communication in the classroom. SALL 2010 Patras

7. Language Learning in Higher Education in Cyprus • There are limitations in relation to language learning. In public Higher Education institutions where the language of instruction is Greek, students are expected to complete 2-3 levels in English. • Other options in languages are available, including the most popular European ones –German, French, Italian and Spanish along with Russian and Turkish. • In private Higher Education institutions, there are the options of taking classes in French, German, Italian and Russian. SALL 2010 Patras

8. Reasons for limited language skills in Higher Education • Research has shown that adult language learners begin relying on their ability to • Analogize • Systematize • Regularize the target language data to which they are exposed immediately upon beginning to learn a new language. • Teaching rules should be substituted by teaching strategies - “creative ways to negotiate the norms operating in different contexts”. • Adults may also use online sources outside the classroom to enhance their language learning during their free time or while using social networking for work. SALL 2010 Patras

9. Further limitations in language learning in Higher Education • Failure to join language learning with intercultural communication. • Efforts to bridge cultural differences remotely such as with the use of technology have demonstrated weaknesses. • Failure to develop the multilingual potential in individuals. • Failure to make language learning a more natural process. SALL 2010 Patras

10. ICT-based tools/social tools • The use of ICT-based tools can complement traditional face-to-face teaching and assist toward the direction of language learning. • When interacting with ICT or Social software, language learners spend time thinking about their own language learning. • If language instructors begin by helping their students identify who they are as language learners, they might start thinking about language learning rather than just trying to learn the language. SALL 2010 Patras

11. Limitations of ICT-based tools/social tools • Pedagogical applications do not keep up with and are not integrated into technological innovation and change. • There is a “lack of symbiosis” between commercial players in the fields of telecommunications and broadcast media who recognize the value and potential of ICT and educators. • ICT has the potential to improve the language learning situation, but this needs careful thought in each case as there is no essential link with improved learning. • The need of strengthening awareness in relation to ICT tools and the need for professional in-service training. SALL 2010 Patras

12. Conclusion • ICT and social software offer extensive possibilities in making language learning more effective. • However, many language professionals are still reluctant to use ICT due to lack of awareness for the usefulness of such tools and lack of knowledge in using ICT resources. • Decision makers should inform themselves on the complementary relationships between the use of ICT in Tertiary Education • the development of communicative competence • linguistic awareness in students and further promote the implementation of ICT tools. SALL 2010 Patras