european charter (ets 148) language learning and multilingual education alex riemersma moscow, 25...
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European Charter (ETS 148) Language Learning and
Multilingual Education
Alex Riemersmawww.mercator-research.euMoscow, 25 January 2010
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Introduction
Personal introduction
Charter / art. 8 Education
Bilingual and multilingual education:
Theoretical backgrounds
Models, results & developments in
Pre-primary, primary, secondary education and teacher training
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European Charter on RMLs
Charter of the Council of Europe (1998)
Autochthonous Regional and Minority Languages
No dialects; no immigrant languages
Part II: principles and objectives(non-discrimination; state obligations and education rights)
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European Charter on RMLs
Part III: undertakings in domains art. 8: Educationart. 9: Judicial authoritiesart. 10: Administration & public servicesart. 11: Mediaart. 12: Cultural affairsart. 13: Economic & social lifeart. 14: Transfrontier exchanges
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Charter for language planning
Charter key words:“to protect & to promote” /“to safeguard & to encourage”
Language planning key words:
State: Citizen:
Capacity Command
Opportunities Use
Desire / Plan Will
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Charter characteristics
Inclusive approach (all domains)
Common responsibility of state and language community
Template or menu-system > tailor made approach
Monitoring system
International comparison & cooperation
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Monitoring system
Consulting body according art. 7.4
Periodical reports by treaty parties
ComEx / on-the-spot visits
Bi-annual report Secr.-General to Assembly of Council of Europe
> Recommendations to treaty parties
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Theoretical Aspects of Bilingual Education
Definitions Mother-tongue & L 2
Why bilingual / trilingual education?
Models of bilingual / trilingual education
Didactic approaches
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“Mother tongue”
“Mother tongue” = state language = language of education
L 2 = second language > bilingualism
Foreign languages > multilingualism
Mother tongue & father tongue
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BIC & CALP
Language learning through “contextualized language” input or:Basic Interpersonal Communication
Students need also decontextualised language in classroom discourse:Cognitive Academic Language Proficiency
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Definitions Bilingual / Trilingual Eduction:
two or more languages taught as a subject and used as medium of instruction
Immersion: use of minority (or: lesser used language) as only medium of instruction – the dominant language taught as a subject
Monolingual education: dominant language only > submersion
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Benefits of bilingual education for the child / student
Right on education in mother-tongue
Pedagogical approach
Cognitive development
Social integration
Cultural participation
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Various aims & student profiles of bilingual education
Transition (shift) to dominant language > passive knowledge of home language (understanding, reading)
Cultural heritage maintenance> limited command of home language
Language maintenance> full bilingual / biliterate command of state language & home language
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Various aims & models of bilingual education
Transition (shift) to dominant language > “stepping stone” only in early years
Cultural heritage maintenance> minority language as subject only
Language maintenance / revitalisation> “corner stone” - continuous subject teaching & medium of instruction
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Teacher competencies for multilingual education
Transitional (shift) model> some language command required
Cultural heritage maintenance> knowledge of home culture desirable
Language maintenance model> full language command (C 2) in target languages required
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Teacher Training for Language Maintenance
Competences:Language Command at level C2 (Common European Framework of Reference) in target languages
Theory and school practice of multilingual didactics
Teaching OF and teaching IN Pre-service and inservice training
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Basic conditions of bilingual education
Systematic split of time
Systematic split of subjects
One person / one language
NOT: split of classes
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Well developed examples
Strong Bilingual education:Finland: Swedish immersion Wales: Welsh immersion
Trilingual education (home language, state language & English)Basque country (Spain)Catalonia (Spain)Friesland (Netherlands)
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Frisian as minority language
Regional cultural language:350.000 mother tongue speakers =55% of population of province
Recognition in the Charter part III:48 undertakings
Obligatory school subject in primary and lower grades secondary education
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Model of Trilingual Education
Time used: grade 1-6 (age 4-10): 50% Frisian, 50% Dutch
grade 7-8 (age 10-12): 40% Frisian, 40% Dutch, & 20% English
Systematic use of Frisian, Dutch and English as medium of instruction
Interactive language education
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Results of Trilingual Education
Good quality of Frisian
Results of Dutch at the same level at the end of grade 8 as all other pupils in the Nederlands
Results for English slightly better& self conciousness in English better
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Developments of Trilingual Education
Growth of bilingual provisions for pre-primary children (age 2-4)
Growth from 30 to 50 schools in 2012
Trilingual stream in secondary education (medium for other subjects)
Trilingual stream at teacher training(theory & practice)
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Common European Standards
Core goals in language command
Time investment
Teaching OF and teaching IN
Continuity of teaching & learning
Teaching materials
Teacher training and qualification
Independant inspectorate
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CEFR
Common European Framework of Reference (CEFR):
5 fields of language command: listening, reading, speaking, conversation, writing 6 levels of language command: (A1 – A2 – B1 - B2 – C1 – C2)
Developed for foreign language learning
Applicable for second language learning
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European Language Portfolio
Document portfoliofor the individual student:- assessments- certificates- own experiences
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Mercator Research Centre
Research on:* Added Value of Multilingualism* Language Command* Application of CEFR
Network of bi- / tri-lingual Schools
Network of Teacher Training Institutes
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Bibliography
Colin BAKER, Foundations of Bilingual Education and Bilingualism (2006)
Jasone CENOZ & Fred GENESEE, Beyond Bilingualism (1998)
Jim CUMMINS+M.SWAIN, Bilingualism in Education: Aspects of Theory, Research and Practice (1986)
François GRIN, Language Policy Evaluation and the Charter for Reg+Min Languages (2003)
Ofelia GARCIA, Bilingual education in the 21st century (2009)