UNIT 2 EDUCATION IN MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING

UNIT 2 I.- INTRODUCTION The Council of Europe (May 1949) with its Language Policy Division which main objective is: development of language education policies with a particular emphasis on plurilingualism, Common European Standards and language education rights and responsibilities. The Language Division has been a pioneer on international cooperation in language education since Language Division programmes for Modern Languages(1994), with the mission of the implementation of language policies and the promotion of innovative approaches to the learning and teaching of modern languages.

UNIT 2 In 1995, the European Commission published the White Paper on Education and Training explaining the need of speaking three languages: “it’s becoming a necessity for everyone to be able to acquire and keep up their ability to communicate in at least two community languages in addition to their mother tongue” It’s the first time that they talk about CLIL.

UNIT 2 II STUDENT’S PERSPECTIVE - CLIP 1

UNIT 2 Factors affecting educational practices: - The advent of a digital age, meaning the widening opportunities of information exchange and knowledge building. - Globalization, meaning that the world is interconnected. - Learning languages becomes a need in order to do business or having access to qualified jobs.

UNIT 2 III SCIENTIFIC RESEARCH ON LANGUAGE LEARNING PERSPECTIVES: Successful language learning can be achieved at any age when people have the opportunity to receive instruction, and at the same time experience real life situations in which they can acquire the language. In this sense, new methodologies are now being implemented.

UNIT 2 III SOCIOECONOMIC PERSPECTIVE: - CLIP 2.

UNIT 2 V- GLOBALIZATION: - We must prepare youngsters for the new reality, enabling them to cope with change and to regard it as a source of opportunities. - We as educators are being led to rethinking what we teach and how we do it. “Un examen a la cultura escolar” Jose M Esteve.

UNIT 2 VI. LANGUAGE EDUCATION POLICIES FOR DEMOCRATIC CITIZENSHIP AND SOCIAL INCLUSION( ): - The Language Policy Division has launched a project on all the languages of education : promote a coherent and holistic approach to language education policies, in order to organize plurilingualism and diversification in a planned manner so that decisions are coherently linked.

UNIT 2 Council of Europe language education policy aims to promote: Plurilingualism Linguistic diversity Social cohesion Democratic citizenship Mutual understanding

UNIT 2 VII. MULTILINGUAL CURRICULA. CONTENT AND LANGUAGE LEARNING DIMENSIONS: - Multilingual curricula must arrange learning taking into account 5 interrelated dimensions based on issues relating to: Culture Environment Language Content Learning

UNIT 2 Taking into account pedagogical principals as: Age-range of learners Socio-linguistic environment Degree of exposure

UNIT 2 1. The Culture Dimension - - A. Build intercultural knowledge & understanding - B. Develop intercultural communication skills - C. Learn about specific neighbouring countries/regions and/or minority groups - D. Introduce the wider cultural context

UNIT 2 2. The Environment Dimension - A. Prepare for internationalization, specifically EU integration - B. Access International Certification - C. Enhance school profile

UNIT 2 3. The Language Dimension - A. Improve overall target language competence - B. Develop oral communication skills - C. Deepen awareness of both mother tongue and target language - D. Develop plurilingual interests and attitudes - E. Introduce a target language

UNIT 2 4. The Content Dimension - A. Provide opportunities to study content through different perspectives - B. Access subject-specific target language terminology - C. Prepare for future studies and/or working life

UNIT 2 5. The Learning Dimension - A. Complement individual learning strategies - B. Diversify methods & forms of classroom practice - C. Increase learner motivation

UNIT 2 David Graddol (born 1953) is a Bristih linguistic who has worked in applied linguistics, discourse analysis, sociolinguistics, and history of linguistics. He is perhaps best known for his 1997 book The future of English?, published by the British Council, in which he offers scenarios for how English as a world language may develop. Most notably, he points out that native speakers of English are or will soon be outnumbered by those who speak English as a second or foreign language.

UNIT 2 In an article that focuses more specifically on this issue, he states the following: “The decline of the native speaker in numerical terms is likely to be associated with changing ideas about the centrality of the native speaker to norms of usage. [...] Large numbers of people will learn English as a foreign language in the 21st century and they will need teachers, dictionaries and grammar books. But will they continue to look towards the native speaker for authoritative norms of usage? "The decline of the native speaker", pages 67-68