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Multilingualism in Europe, policy and some case studies. Cor van der Meer Mercator European Research Centre on Multilingualism and Language Learning Fryske Akademy Conference Kazakhstan 16-17 April, 2013. Overview.

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slide1

Multilingualism in Europe,

policy and some case studies

Cor van der Meer

Mercator European Research Centre on

Multilingualism and Language Learning

Fryske Akademy

Conference Kazakhstan 16-17 April, 2013

slide2

Overview

  • Fryslân and the Mercator European Research Centre on Multilingualism and Language Learning
  • Multilingualism in Europe
  • Some case studies
frisian in frysl n netherlands
Frisian in Fryslân (Netherlands)
  • Autochthonous minority language
  • Western Germanic language
  • Fryslân has 640,000 inhabitants
  • 55% has Frisian as mother tongue (= 350.000 speakers)
  • BUT: Frisian is successful as second language:
  • 65% can read Frisian;
  • 74% can speak Frisian;
  • 94% comprehends Frisian.
slide6

Mercator European Research Centre on Multilingualism and Language Learning

  • Platform in Europe and beyond
  • Information/documentation and Research Centre.
  • Funded by the Province of Fryslân and the municipality of Ljouwert/Leeuwarden.
slide7

Mercator’s activities

  • Research
  • Publications & databases
  • Network of Schools
  • Conferences & seminars
  • Projects
  • Q&A service
slide8

Fields of research

  • Added value of multilingualism and multilingual education.
  • New technologies; distant language (and culture) learning.
  • Application of the CEFR and the ELP in Europe.
  • Informal learning and promotion of reading in families & households.
slide9

Publications

  • Research reports
  • Articles
  • Newsletters
  • Regional dossiers series
  • - > 40 language descriptions
  • - Update every 5-8 years
  • - Online available
projects
Projects
  • Mercator Network of Language Diversity Centres
  • MELT: Multilingual Early Language Transmission
  • EUNoM: The European Universities’ Network on Multilingualism
  • More Languages, More Opportunities
  • Added Value of Multilingualism
  • Language Rich Europe
  • Poliglotti4.eu
european values
European Values
  • Non discrimination
  • Mutual respect & understanding
  • Right on Education in mother tongue
slide14

European Perspective

  • European Union
  • - Lisbon treaty: EU shall respect diversity in religion, culture & language
  • - Communication on Multilingualism (M+2)
  • Council of Europe
  • - CRMLS
  • - FCNM
context
Context
  • Multilingualism is a declared goal of the European Commission
  • Barcelona goal: mother tongue + 2 foreign languages
  • There are many activities in the field of multilingualism
  • Strategic framework for European co-operation in Education and Training (ET 2020)
reference document of the european commission
Reference document of the European Commission
  • The Council conclusions for European co-operation in Education and Training ("ET 2020")
  • New skills for new jobs
  • New technologies, innovation and creativity
  • Key skills – computers, reading, maths, natural sciences
  • Early leavers from education and training, immigrants, learners with special needs
et 2020 4 strategic goals
ET 2020 – 4 STRATEGIC GOALS
  • Realise lifelong learning and mobility
  • Improve quality and efficiency of education and training
  • Promote equality, social cohesion and active citizenship
  • Promote innovation and creativity – including entrepreneurial spirit – at all levels of education and training
indicators and benchmarks until 2020
INDICATORS AND BENCHMARKS UNTIL 2020
  • Part of early leavers from education and training should be <10%
  • At least 95% of children aged between 4 and the legal school entrance age should get a preschool education
  • Pay special attention to: mobility, employability, foreign language acquisition (mother tongue + 2)
slide19

Why bilingual education?

  • Right on education in mother tongue
  • Pedagogical development
  • Social integration
  • Cultural participation
  • Language maintenance
european languages
European languages

State languages: English, Spanish, French, Dutch

Immigrant minority languages: Turkish, Arabic

Sign languages

Regional or minority languages

Unique Minority Languages

Minority Languages with a kin-state

slide21

Education in Fryslân

Visit Kazakh delegation February 2010

slide22

Trilingual education in Fryslân (1)

  • Model used:
  • - Group 1-6: 50 % Frisian, 50 % Dutch
  • - Group 7-8: 40 % Frisian, 40 % Dutch, 20% English
  • Systematic use of Frisian, Dutch and English as a medium of instruction.
  • Interactive language education
slide23

Trilingual education in Fryslân (2)

  • Results:
  • - Good quality of Frisian
  • - Results of Dutch at the same level at the end of grade 8 as all other pupils in the Netherlands
  • - Results for English slightly better, but not significantly
education in the basque country
Education in the Basque Country

Percentage of pupils in the three language school models

(Gorter & Cenoz, 2011)

frisian and basque compared
Frisian and Basque compared
  • Both receive legal support
  • Both have problems in the production of educational materials
  • Limited availability of qualified teachers
  • Effects of Globalisation: immigration, tourism, new technologies of communication (social media)
  • Strong demand for English from parents
unique and cross border languages
Unique and Cross-border languages
  • Differences:

Orientation and possibly in tensions

  • Similarities in ambitions:

Peaceful, mutual respect

  • Every child: two mother tongues +2
cross border languages
Cross border languages
  • German in Italy
    • Teacher training
    • Teaching materials,
      • Only partly shared with
      • kin states
good practice
Good Practice
  • Swedish in Finland
    • Teacher Training
    • Teaching material
    • Good co-operation
recommendations
Recommendations
  • Two mother tongue education
  • Two-way language learning
  • Common minimum European standards
  • Receptive bi-lingualism
  • A-symmetry in conversation
  • Devolvement of power
  • Explore new ICT technologies
conclusions
Conclusions
  • Same problem area’s everywhere
  • There is no overall solution
  • There are good practices available
  • New opportunities with ICT
  • If you need more information, please visit our website www.mercator-research.eu
slide31

www.mercator-research.eu

mercator@fryske-akademy.nl

Mersi dit

Tak

Danke

Thank you

Dzãczi

Haristo

Tige tank

Hvala

Teşekkür ederim

Köszönöm

Ful toank

ad