Europe and the Multilingual DreamDr Lid King

AFMLTA conference 2013

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?

IntroThis 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.

Typical policy drivers (UK example)

1. Raising Educational Standards

2. Skills for employability and mobility

3. Civilisation and “culture”4 Globalisation - competitiveness and

cooperation

5 Social Cohesion and Identity

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

Societal Factors Provision Factors Process Factors Individual Factors Outcomes

TL exposure

TL use

Needs

Time

Intensity

Starting age

Input

Interaction

Output

Age

Aptitude

Attitude

TL proficiency

TL attainments

L1 competence

Status

Pressure groups

Culture/Identity

Teacher supply

Teacher training

Teacher support

Negotiation

Feedback + -

Reflection

Motivation

Anxiety

Confidence

Metalinguistic competence

Cognitive flexibility

Economy

Inclusion

Citizenship

Prejudice

Materials

Technology (real & virtual)

Size of class

Noticing

Consciousness-raising

Auto immunisation

Gender

Ethnicity

First language

Literacy

Higher Education

Employment

Career

Relationships

Media

Minority rights

Public responsibilities

Political will

Range of NS contacts

Locations

Support of senior management

Forming concepts

Inner speech

Making inferences

Prior attainments

Social class

Cognitive style

Mobility

Identity

Intercultural competence

Chaos / Complexity

Historical links

Fast capitalism

Elite bilingualism

Information

Research

Evaluation

Deductive learning

Incidental learning

Evaluation

Strategies

Prior experiences

Peer-group culture

Quality of life

Economic competitiveness

Social inclusion

Language proficiency and the single market (1995)

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)

The English National Curriculum (1990)

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.

Language policy in England

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

IMPORTANT BUT NOT ESSENTIAL?

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.

Some key European policies and initiativesEuropean Union Council of Europe

1980s INCENTIVE MEASURESEuropean Bureau for Lesser Used Languages

Erasmus LINGUA

50s-90s LANGUAGES FOR ALLUnit credit scheme

Communicative Language Teaching

Workshops - ICT , Autonomy, exchanges

ECML in Graz

1990s COOPERATION/MOBILITY1992 Maastricht Treaty

1990s REGIONAL AND MINORITY1992 European Charter

1995 Framework Convention

1995 - 2004 KNOWLEDGE SOCIETY White Paper – Towards the Learning Society

Lisbon Strategy

Barcelona Council

INTERCULTURAL COMMUNICATION

PLURILINGUALISMDevelopment of Common European Framework of Reference

(2001 – COHERENCE, AWARENESSEUROPEAN YEAR OF LANGUAGES

LABEL, EUROBAROMETER

RAISING, INFORMATION)EUROPEAN YEAR OF LANGUAGES

CEFR PORTFOLIO

Language proficiency and the single market (1995)

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)

Some key European policies and initiativesEuropean Union Council of Europe

1980s INCENTIVE MEASURESEuropean Bureau for Lesser Used Languages

Erasmus LINGUA

50s-90s LANGUAGES FOR ALLUnit credit scheme

Communicative Language Teaching

Workshops - ICT , Autonomy, exchanges

ECML in Graz

1990s COOPERATION/MOBILITY1992 Maastricht Treaty

1990s REGIONAL AND MINORITY1992 European Charter

1995 Framework Convention

1995 - 2004 KNOWLEDGE SOCIETY White Paper – Towards the Learning Society

Lisbon Strategy

Barcelona Council

INTERCULTURAL COMMUNICATION

PLURILINGUALISMDevelopment of Common European Framework of Reference

(2001 – COHERENCE, AWARENESSEUROPEAN YEAR OF LANGUAGES

LABEL, EUROBAROMETER

RAISING, INFORMATION)EUROPEAN YEAR OF LANGUAGES

CEFR PORTFOLIO

Languages for Mutual understanding (1997)

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.

Policy and Practice

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

2000s MOBILITY AS A RIGHT QUALITY LANGUAGE LEARNING2003 Action Plan

Support through funded programmes

2000s PLANNING, ASSESSMENT

CEFR and Portfolio development

2005 GROWTH/ SOCIAL COHESION / INDIVIDUAL FULFILMENTFramework Strategy for Multilingualism

Action Plan

2003-11 LANGUAGE POLICIES Language Education Policy Profiles in 15 countries or regions

2007 - DIVERSITY AN ASSETMultilingualism Commissioner

Lifelong Learning Programme

2008 Communication – an “Asset and shared commitment”

2005 - LANGUAGES OF SCHOOLING

Conferences and Reports

2013 - ? 2013 - ?

Languages skills and mobility (2003) 

‘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).

The Common European Framework of Reference for Languages

The CEF: Global ScaleProficient User C2 Can understand with ease virtually everything heard or read. Can summarise arguments and accounts in a

coherent presentation. Can express himself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more complex situations

C1 Can understand a wide range of demanding, longer texts, and recognise implicit meaning. Can express himself fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and effectively for social, academic and professional purposes. Can produce clear, well-structured, detailed text on complex subjects, showing controlled use of organisational patterns, connectors and cohesive devices.

Independent user B2 Can understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his field of specialisation. Can interact with a degree of fluency and spontaneity that makes regular interaction with native speakers quite possible without strain for either party. Can produce clear, detailed text on a wide range of subjects and explain a viewpoint on a topical issue, given the advantages and disadvantages of various options.

B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure etc. Can deal with most situations likely to arise in travelling in an area where the language is spoken. Can produce simple connected text on topics which are familiar or of personal interest. Can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans.

Basic user A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Can describe in simple terms aspects of his background, immediate environment and matters in areas of immediate need.

A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of needs of a concrete type. Can introduce himself and others and ask and answer questions about personal details. Can interact in a simple way provided the other person talks slowly and is prepared to help.

2000s MOBILITY AS A RIGHT QUALITY LANGUAGE LEARNING2003 Action Plan

Support through funded programmes

2000s PLANNING, ASSESSMENT

CEFR and Portfolio development

2005 GROWTH/ SOCIAL COHESION / INDIVIDUAL FULFILMENTFramework Strategy for Multilingualism

Action Plan

2003-11 LANGUAGE POLICIES Language Education Policy Profiles in 15 countries or regions

2007 - DIVERSITY AN ASSETMultilingualism Commissioner

Lifelong Learning Programme

2008 Communication – an “Asset and shared commitment”

2005 - LANGUAGES OF SCHOOLING

Conferences and Reports

2013 - ? 2013 - ?

The Framework Strategy (2005)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

A rewarding challenge

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.

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

Some key “policies”

Communication and mobility

Acquisition of competences

Equality of languages

Mutual understanding

Exchange and prosperity

A SYMMETRICAL LINEAR MODEL

Common Threads

Achievements at European level• “Si muove”

• Significantly increased provision

• Probably increased proficiency

• Instruments and support - CEFR

• Networks and training activities

LANGUAGE FRIENDLY ENVIRONMENT.....MA

So far so good?

A heroic and successful model…..

Is it enough for 2020?

And the “backward pupil” ?

• Pedagogy

• Institutions – CILT, Central Bureau

• Data

• Range of languages

• But “IMPORTANT NOT ESSENTIAL”

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

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

2007. A new(ex) Strategy for ReformA new structure (paradigm)

7-14 for all

Differentiated 14-19

A more engaging offerThe new curriculum

More appropriate assessment

Choice and personalisation

Improved pedagogyTeacher CPD; Networks

Promotion and “making the case”

Reshaping the Languages CurriculumLanguages for life

Specialist Vocational Personal 14+

KS3 Framework 11-14

KS1 (non statutory)

KS2 Framework 7-11

2011 - “OUR ACHIEVEMENTS”

Languages in Primary schools

A clearer rationale for languages

New and more relevant assessment

OUTSTANDING CHALLENGES

Fragility of primary

The Secondary Curriculum

Post 14 take up and continuation

Skills agenda/ vocational/ business

Pedagogy and CPD

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

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.

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

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

C o E POLICY PROFILESLinguistic 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

Eurobarometer “I can hold a conversation in another language”

2001 50% (34%)

2005 53% (40%)

2012 54% (38%)

)

The wrong answer?

Or

The wrong question

The LETPP project

www.letpp.eu

The way we work

The way we communicate – the internet

New kinds of mobility

The emergence of a lingua franca.

Economic crisis

  

NEW CONTEXTS

• Communication and mobility

• Acquisition of competences

• Equality of (European)languages

• Mutual understanding

• Trade and prosperity

A SYMMETRICAL LINEAR MODEL

The “European” paradigm

1. Rescoping the model

2. The Lingua Franca

3. Multilingual Education

4. Learning beyond school

5. The worldwide web

6. Cities as drivers of change

The Key Issues

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 teaching6.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

• Formal Education (Plurilingual models)

• Informal Learning (“the street..)

• New kinds of learning

• Languages of our communities

Educational challenges

LREAn 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.

Bilingual Capability

CHORUSYou must remember this

A kiss is just a kiss, a sigh is just a sigh.

The fundamental things applyAs time goes by.