Europe and the Multilingual Dream

1. Europe and the Multilingual Dream Dr Lid King AFMLTA conference 2013

2. Overview Some general thoughts Europe and the Anglophone world European policies 1985-2005 The English National Strategy Recurrent themes New contexts and new challenges So what is the question? Is there a better way?

3. This day and age we're living in Gives cause for apprehension With speed and new invention And things like fourth dimension. Yet we get a trifle weary With Mr. Einstein's theory. So we must get down to earth at times Relax relieve the tension And no matter what the progress Or what may yet be proved The simple facts of life are such They cannot be removed. Intro

4. Raising Educational Standards Skills for employability and mobility Civilisation and “culture” 4 Globalisation - competitiveness and cooperation 5 Social Cohesion and Identity Typical policy drivers (UK example)

5. Key Factors and Outcomes (D.J.’s model)

6. Proficiency in several Community Languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. This language proficiency must be backed up by the ability to adapt to working and living environments characterised by different cultures. (White Paper on Education and Training – Towards the Learning Society) Language proficiency and the single market (1995)

7. Worthwhile skills in . . . languages are an asset which can be developed and put to use by people in work or in their personal lives . . . The country too can benefit economically and culturally. The development of such opportunities can make a practical contribution to improving Britain’s effectiveness as a member of the European Community. Learning a foreign language brings educational benefits beyond the attainment of practical skills . . . It affords insights into the nature of language and language learning. It contributes to an understanding of the cultures, attitudes and ways of life in other countries . . . it can promote a disciplined and active approach to learning. The English National Curriculum (1990)

8. Foreign languages are a useful skill: for employment for trade for leisure Foreign language learning: may support cultural understanding may help communication and basic literacy Language policy in England IMPORTANT BUT NOT ESSENTIAL?

9. On Education 1644 • For we Englishmen being far northerly, do not open our mouths in the cold air wide enough to grace a southern tongue; but are observed by all other nations to speak exceeding close and inward, so that to smatter Latin with an English mouth, is as ill a hearing as French law.

10. Some key European policies and initiatives

11. Proficiency in several Community Languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. This language proficiency must be backed up by the ability to adapt to working and living environments characterised by different cultures. (White Paper on Education and Training – Towards the Learning Society) Language proficiency and the single market (1995)

12. Some key European policies and initiatives

13. the rich heritage of diverse languages and cultures in Europe is a valuable common resource to be protected and developed and .. a major educational effort is needed to convert that diversity from a barrier to communication into a source of mutual enrichment and understanding; it is only through a better knowledge of …languages that it will be possible to facilitate communication and interaction …in order to promote European mobility, mutual understanding and co-operation and overcome prejudice and discrimination. Languages for Mutual understanding (1997)

14. To avert the dangers that might result from the marginalisation of those lacking the skills necessary to communicate in an interactive Europe To promote methods of modern language teaching which will strengthen independence of thought, judgement and action, combined with social skills and responsibility Policy and Practice

16. ‘The European Union is built around the free movement of its citizens, capital and services. The citizen with good language skills is better equipped to take advantage of the freedom to work or study in another Member State ….. (It will have) 450 million citizens from diverse ethnic, cultural and linguistic backgrounds. It will be more important than ever that citizens have the skills necessary to understand and communicate with their neighbours’ (p3). Languages skills and mobility (2003)

17. The Common European Framework of Reference for Languages

18. The CEF: Global Scale

20. The ability to understand and communicate in more than one language...is a desirable life-skill for all European citizens. It encourages us to become more open to other people’s outlooks and cultures, improves cognitive skills and strengthens learners’ mother-tongue skills; it enables people to take advantage of the freedom to work or study in another Member State The Framework Strategy (2005)

21. While most of the European nations have been built on the platform of their language of identity, the European Union can only build on a platform of linguistic diversity. This, from our point of view, is particularly comforting. A common sense of belonging based on linguistic and cultural diversity is a powerful antidote against the various types of fanaticism towards which all too often the assertion of identity has slipped in Europe and elsewhere, in previous years as today. A rewarding challenge

22. Some key “policies” • Multilingualism as a fundamental principle “UNITY in DIVERSITY” • “Mother tongue plus 2” • Supporting the single market – Maastricht, Lisbon, Barcelona • Languages for all citizens • In School and beyond • Funding Support at European level

23. Common Threads • Communication and mobility • Acquisition of competences • Equality of languages • Mutual understanding • Exchange and prosperity • A symmetrical linear model

24. “Si muove” Significantly increased provision Probably increased proficiency Instruments and support - CEFR Networks and training activities Achievements at European level LANGUAGE FRIENDLY ENVIRONMENT.....MA

25. So far so good? • A heroic and successful model….. • Is it enough for 2020?

27. And the “backward pupil” ? • Pedagogy • Institutions – CILT, Central Bureau • Data • Range of languages • But “IMPORTANT NOT ESSENTIAL”

28. 1990 National Curriculum • Areas of Experience incorporating subjects • Languages for all • 11-16 • Wide range of languages (but) • Detailed objectives • Programme of study • Statements of Attainment • Levels

29. 2002 Languages for All: Languages for Life: A Strategy for England • Three overarching objectives: • To improve teaching and learning of languages • To introduce a recognition system • To increase the numbers of people studying languages

30. 2007. A new(ex) Strategy for Reform • A new structure (paradigm) • 7-14 for all • Differentiated 14-19 • A more engaging offer • The new curriculum • More appropriate assessment • Choice and personalisation • Improved pedagogy • Teacher CPD; Networks • Promotion and “making the case”

31. Specialist Vocational Personal 14+ 11-14 KS3 Framework 7-11 KS2 Framework Reshaping the Languages Curriculum Languages for life KS1 (non statutory)

32. 2011 - “OUR ACHIEVEMENTS” • Languages in Primary schools • A clearer rationale for languages • New and more relevant assessment

33. OUTSTANDING CHALLENGES • Fragility of primary • The Secondary Curriculum • Post 14 take up and continuation • Skills agenda/ vocational/ business • Pedagogy and CPD

34. 2011-13 New policies • changes to the National Curriculum that will ensure a relentless focus on the basics and give teachers more flexibility than the proposed new primary curriculum offered. The Government intends to return the National Curriculum to its intended purpose – a minimum national entitlement organised around subject disciplines

35. THE NEW “GCSE”. Through studying a GCSE in a modern language, students should develop their ability and desire to communicate confidently and coherently with native speakers in speech and writing. The study of a modern language at GCSE should also broaden students’ horizons and encourage them to step beyond familiar cultural boundaries and develop new ways of seeing the world.

36. Learning outcomes. communicate coherently with native speakers… express and develop thoughts and ideas… deepen knowledge about how language works …increase their independent use and understanding acquire ne knowledge, skills and ways of thinking… …rich range of authentic spoken and written material including literary texts develop awareness ad understanding of the culture and identity…. make…links to the other areas of the curriculum to enable bilingual and deeper learning develop language learning skills – for further study and employment

37. Recurrent themes • Making the (economic) case • Finding solutions to the motivation question – • Why isn’t English enough • Difficulty of reaching operational competence • Provision factors - Time , curriculum, training • Language choice. • Community languages

38. Linguistic competence and economic and social life Language a key marker of identity (+/-) Pluringualism is possible/common The major impact of English Instrumental and educational factors Quality, standards, coherence C o E POLICY PROFILES

41. Eurobarometer “I can hold a conversation in another language” • 50% (34%) • 2005 53% (40%) 2012 54% (38%) • )

42. The wrong answer? • Or • The wrong question

43. The LETPP projectwww.letpp.eu

44. NEW CONTEXTS • The way we work • The way we communicate – the internet • New kinds of mobility • The emergence of a lingua franca. • Economic crisis

45. The “European” paradigm • Communication and mobility • Acquisition of competences • Equality of (European)languages • Mutual understanding • Trade and prosperity • A symmetrical linear model

46. The Key Issues • Rescoping the model • The Lingua Franca • Multilingual Education • Learning beyond school • The worldwide web • Cities as drivers of change

47. Language Rich Europe • 1.Increased data on actual use of languages • 2.Reformulation of “Mother tongue plus 2” aspiration to take account of current realities • 3.Clearer recognition of the position of English • 4.Prioritize mobility and training opportunities for language teachers • 5.Research factors which favour good language teaching • 6.Recognition of “immigrant” languages as languages of Europe • 7.Rights of all to competence in official language • 8.Decision that European institution will favour subtitling • 9.Research and disseminate good practice in multilingual communication • 10.Research on how companies communicate across languages and disseminate good practice

48. Educational challenges • Formal Education (Plurilingual models) • Informal Learning (“the street..) • New kinds of learning • Languages of our communities

49. LRE • An increasingly large number of people living in the Union are multilingual or even multiliterate because they (i) speak an autochthon regional or minority language in addition to the (major) national language, (ii) speak a migrant language in addition to the language of the host country, or (iii) grew up in mixed-language families or other multilingual environments (the Erasmus phenomenon). For a considerable number of people in Europe, the notion of “mother tongue” has lost its meaning; it would probably be more appropriate to speak of people’s first language or even first languages, as the case may be.

50. Bilingual Capability • If Australia were able to articulate the public ‘donation’ of bilingualism offered by minority communities with the focused and instructed language skills produced in public institutions, the nation could generate a widespread, effective and less wasteful distribution of bilingual human capital. (Joe Lo Bianco 2009)