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A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE 14-17 December 2005

A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE 14-17 December 2005 European Centre for Modern Languages. Antoinette Camilleri Grima Andrea Young Elisabeth Fleischmann Madlena Norberg. Why “ensemble”?.

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A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE 14-17 December 2005

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  1. A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE 14-17 December 2005 European Centre for Modern Languages

  2. Antoinette Camilleri GrimaAndrea YoungElisabeth FleischmannMadlena Norberg

  3. Why “ensemble”? A school is a community of students, teachers, parents, administrators … others

  4. A community… requires the development of respect towards common values, conceptions, ideas…

  5. Council of Europe language education policies aim to promote: Context

  6. Plurilingualism All are entitled to develop a degree of communicative ability in a number of languages over their lifetime in accordance with their needs

  7. Linguistic diversity Europe is multilingual and all its languages are equally valuable modes of communication and expressions of identity

  8. Mutual understanding The opportunity to learn other languages is an essential condition for intercultural communication and acceptance of cultural differences

  9. Democratic citizenship Participation in democratic and social processes in multilingual societies is facilitated by the plurilingual competence of individuals

  10. Social cohesion Equality of opportunity for personal development, education, employment, mobility, access to information and cultural enrichment depends on access to language learning throughout life

  11. The Guide • Looks at the larger context • Addresses States and national policy making level

  12. What is the message for the school?

  13. Our Project Headteachers and language policy co-ordinators at school to establish goals and identify some technical means of implementing them

  14. Points of departure

  15. Plurilingualism • Is a democratic value to be promoted • Is a competence to be developed

  16. Principle Native-like competence is NOT the only acceptable goal when learning a language

  17. A repertoire of languages and language varieties Competences of different kinds and levels within the repertoire A plurilingual person has:

  18. Plurilingual educationpromotes: • An awareness of why and how one learns languages • An ability to use transferable skills • A respect for the plurilingualism of others

  19. Respect for all language varieties • A respect for all cultures • A global, integrated approach to language education in the curriculum

  20. Project Aims • To understand existing school profiles fostering plurilingualism • To formulate and implement policies that support plurilingualism

  21. Pre-Workshop • Identify a number of relevant issues to plurilingualism at school • Illustrate them via a small number of grounded case studies

  22. Workshop • Raise awareness about language issues in education • Stimulate reflection about own attitudes and role • Provoke discussion about the decision-making processes

  23. Initiate the development of tools • Focus on practical approaches • Aim for tangible results

  24. Post-Workshop Case studies provided by participants – school profiles • Fine-tuning of tools intended for school development • Examples of ‘research and development’

  25. Ascertaining continuity between home and school Valuing all languages Taking stock of all the assets Case Studies

  26. Establishing a climate of collaboration • Implementing change in favour of linguistic diversity

  27. Dissemination • School profiles – to encourage others • Tools – to support the implementation of policies favouring plurilingualism

  28. To stimulate action by headteachers – sensitize headteachers toward their responsibility in this area

  29. Quoting…Education Bradford There is a need for governors and senior managers in school to be committed to valuing the linguistic diversity of the school and its community

  30. School leaders are in a strong position to take a lead on plurilingualism and linguistic diversity through relevant policies

  31. They can also ensure that staff who wish to develop their skills in community languages, have access to appropriate professional development

  32. Schools should ensure they give appropriate value to the languages of the community…and that these are celebrated within school

  33. The most important single factor in the success of the school is the quality of leadership of the head(Harris, Day, Hadfield, 2003)

  34. One person with courage makes a majorityAndrew Jackson

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