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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Old theory

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New Theory

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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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Kaart fan NOS

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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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Regional Dossiers

• Series > 40

• Update every 5 year

• Online available

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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)

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• Eskerrik asko

• Mange Takk

• Diolch

Spasibo

• Trugarez

• Grazia

• Graciis

• Dankscheen

• Mercé plan

• Kiitos

•Köszönöm

• Tige tank • Thank you

•Hvala

•Bedankt