1. GUIDE FOR THE DEVELOPMENT OF LANGUAGE EDUCATION POLICIES IN EUROPE Chapter 5: Creating a culture of plurilingualism ENSEMBLE workshop ECML, Graz, 14-17 December 2005 andrea.young@alsace.iufm.fr IUFM d’Alsace Groupe d’Etudes sur le Plurilinguisme Européen, Laboratoire LILPA (EA1339), Université Marc Bloch, Strasbourg, France

2. Why create a culture of plurilingualism? l To manage cultural diversity l To balance universalist standardisation and identity-centred isolationism l To recognise the value of languages, despite differences in status l To promote linguistic tolerance

3. Creating a culture of plurilingualism l How can we –promote plurilingual education? –show its political, social and educational relevance? –make it feasible? l No need to start from scratch l But need to rethink teaching objectives

4. Goals of plurilingual education l Developing speaker awareness of own repertoire l Education for plurilingual awareness, mutual comprehension, increased motivation and curiosity about language

5. Developing a plurilingual repertoire l Make speakers aware of their own repertoire (mother tongue, standard, regional/standard variety, foreign/second language etc.) l Demonstrate intrinsic equal dignity of all varieties (appropriate to functions) l Demonstrate their changing nature l Increase competences, levels of proficiency, numbers of varieties known l Develop transversal competences

6. Why education for plurilingual awareness l Development of language skills -> –X change speakers’ attitudes –X curious about languages –X respectful of other communities l education for plurilingual awareness l > dominant the language(s) taught, > place of language education in the curriculum

7. Pluricultural awareness & intercultural communication l Plurilingual +/- pluricultural l Move away from prejudice, stereotypes and ethnocentrism l Need to develop –education in cultural differences, accepting other ways of behaving or doing things –capacity for critical distance, to decentre or detach self from own culture –intercultural competence, being able to adapt to other cultures –cross-curricular approach: history, geography, philosophy, literature, citizenship education

8. Transforming curricula l Decompartmentalise languages (mother tongues, national, regional, minority, foreign & other) l Concerted language policy, greater coordination, in parallel l Structure according to competences & proficiency l Homogenous, diversified education on language & languages (cf educazione linguistica, Italy; Language Awareness, UK 1980s; European EVLANG project; Education et Ouverture aux Langues à l’Ecole, Switzerland, 2003) l Gradual process, transforming curricula & mentalities

9. Explaining plurilingualism l Not the dominant representation of language education l Not the direct experience of many European citizens (often monolingual vision) l Need to challenge common misconceptions such as: –one language hinders acquisition of another –you have to be gifted to learn languages –it takes a long time to learn a language (perfection) –you have to learn language young l Needs to be explained

10. European citizenship education l The formation of public space in which everyone may play a part and be recognised as belonging to this community of citizens l Rights and duties which are identical for everyone, common values l Recognising and accepting the diversity of all speakers l Common linguistic ideal, a shared culture of languages

11. Social cohesion l Adapting language education to increasingly multilingual & multicultural European society l Enabling both majorities and minorities to have a better understanding of the nature of their relationships l Feeling of common belonging to a political & cultural space, inclusive l Combating racism, education for tolerance

12. Raising awareness of stakeholders l Identify opinions on language issues (teachers, heads, parents’ associations, local government representatives, members of municipal councils, education authorities…) l Convince them of validity of plurilingualism –Recognise & capitalise on linguistic varieties learners already speak or hear around them (at home, at school, in the local environment) –Show their roles in the formation of identity –Introduce early language learning in primary –Learn to think about language

13. On the road to plurilingualism l European language portfolio l Common European Framework of Reference for Languages l Increased student and teacher mobility thanks to European programmes l The Guide l State education establishments play a crucial role in creating linguistic affiliation to a community broader than national, regional or ethnic community