From subject to object of transdisciplinary study –

reflections on the contribution of language(s) in

higher education to the development and the implementation of European language policy

initiatives

Jeroen Darquennes (Namur)

1. Introduction

broad topic

European language policy Research Role of institutions of higher education Funding within the ERA

2. The EC’s language policy

Labrie 1992: La construction linguistique de la Communauté européenne

Multilingualism as part and parcel of the EEC’s policy focus on institutional multilingualism

From EEC EU

Increased focus on language learning and safeguarding linguistic diversity

After the 2004 enlargement process

Search for a more coherent language policy Multilingualism

Part of Commission Figl’s portfolio (2004) Policy area in 2007 (Commissioner Orban) Part of Commissioner Vassiliou (2010)

Broad definition of language policy (Ricento 2000) :

a body of ideas, laws, regulations, rules and practices intended to bring about language change in a society, a group or a system.

may be realized at a number of levels, ranging from very formal documents and pronouncements (laws, decrees, ministerial directives, circular letters of school authorities, etc.) to more informal statements of intent (i.e. the discourse of language, politics and society).

Number of “policy documents” on multilingualism

“A New Framework Strategy for Multilingualism” (2005)

“Multilingualism: An Asset for Europe and a Shared Commitment” (2008)

Allow for a (preliminary) sketch of the EC’s language policy (intentions)

Structure of policy analysis based on theoretical distinction

Individual multilingualism

the use of two or more languages by an individual

Societal multilingualism

the presence of two or more languages at societal level

Sketch of ...

Current ideas - at EC level – about individual multilingualism Dimensions Challenges and opportunities

Discussion of societal multilingualism Dimensions Challenges and opportunities

2.1. Individual Multilingualism Distinction is made between ...

Multilingual competence ( ability to use two or more languages)

Multilingual behavior ( the actual use of two or more languages)

In the consulted EC documents

Strong focus on multilingual competence Information on ...

Which and how many languages Language acquisition (where, when, in what

order) Motivation(s) for becoming multilingual Degree of multilingualism

Which and how many languages?

Ultimate goal: Mother Tongue + 2 (MT2)

2 = ?

Official languages Regional or minority languages Immigrant languages Sign languages

Acquisition: when, where, in what order?

When?

Lifelong learning

Where?

Formal educational settings Working environment Leisure time (role of edutainment is stressed)

What order?

Not explicitly addressed Issue down for consideration

Motivation for becoming multilingual?

Facilitates communication between cultures Contributes to social cohesion Helps to advance the economy by

removing linguistic barriers that slow down the free movement of persons, goods, capital and services

Integrative + instrumental motivation

Degree of multilingualism?

Acquisition of practical skills Basic (passive and/or active) skills

Related to question of multilingual behavior

Aim: a society of “plurilinguals”

Plurilingualism / Dynamic multilingualism

Cf. CoE documents (Beacco et al.) Cf. Garcia/Baetens Beardsmore (2009)

Plurilingualism: Persons ...

use their languages ...

in different contexts for different purposes with different interlocutors

do not need the same level of competence in all situations, let alone all the skills

No need for symmetrical skills in all the languages belonging to one’s repertoire

Multilingual communication cannot only take place between people with identical repertoire but also between people with semi-identical or totally different repertoire

Rely on “linguistic nodes”

translators / interpreters professionals / amateurs

2.2. Challenges

Partially based on: High Level Group on Multilingualism – Final

Report (2007)

Language learning outside formal educational settings Organization? Potential contribution of ICT, media (edutainment?)

Language learning in formal educational settings How to prepare pupils for plurilingualism? What kind of models? Development of “metalinguistic skills”?

Language mediation / mediators Needs? Potential contribution of ICT, media?

Language biographies Types of individual multilingualism? Types of plurilinguals?

Relevance of multilingual competence to the employability and mobility of European workers

Relationship between language skills and career development?

Role of English as a lingua franca?

Role for institutions of higher education:

Contribution to the development of language skills of an important part of the European population

Not just by offering language courses Also by reflecting on new forms of teacher training,

new learning methods, development of metalinguistic skills, etc. research + curriculum

Preparing students for the newly emerging language industries

Language as a product (how to sell language, in which form?)

Focus on economic applications of languages

Giving enterprises scientific advice on how to react in a proper way to the linguistic needs of the market

Link between language and economy Supply and demand

Moving away from seeing language too much as “subject matter” things seem to be moving

However: What further needs to be stressed in research as well as in university programmes is the transversal nature of language in society

societal multilingualism

2.3. Societal Multilingualism

Covers ...

Presence of two or more languages at societal level

Private sphere Public sphere Semi-public sphere

Looks at issues of ...

Legitimization Institutionalisation Status Prestige Image Identity

Covers the “management” of languages in society

Management of language contact (which gives way to asymmetrical societal multilingualism)

Management / prevention of language conflict

Reflection on societal multilingualism in the EC policy documents?

Some reflections in very vague terms Need to maintain and promote linguistic diversity Minority languages as valuable part of linguistic

and cultural heritage Immigrant languages as languages enriching the

historical language mosaic Exemplary multilingual way of life in multilingual

cities, cross-border regions, tourist areas

What fails ...

Reflection (or: an invitation to reflect on) the organisation of a European society of plurilinguals that is confronted with ...

globalisation (europeanization) – nationalism – regionalism – localism

the need for multilevel governance (~ devolution) the emergence of multiple (linguistic) identities

challenging group membership different forms of migration ...

2.4. Challenges

Or: food for thought

Transnational society of plurilinguals

Place and legal status of ‘national’, ‘official’, ‘regional’, ‘minority’, ‘immigrant’, ... languages?

Relevance of principles of territoriality / personality in relation to ‘plurilingualism’?

Strive for pluricentric plurilingualism? How to react to the market-driven dynamic

nature of plurilingualism?

What is the role of a lingua franca in a society of plurilinguals?

What part of the population is to act as a “linguistic node”?

Relationship between diversity management and language management?

How to identify conflict potential? What types of (potential) language conflict do

exist? What is their visibility in society? What are the outcomes of language conflict? How can it be prevented?

Opportunities for institutions of higher education in Europe

Research potential Increase transdisciplinary focus on

language in general and societal aspects of language / multilingualism in particular

UOC, UCF (University Campus Fryslân)

3. Funding opportunities

FP7 (and upcoming FP8) help to structure the ERA

Measures aiming at

individual researchers: Ideas (ERC), People (Marie Curie)

research collaborations / consortia: Cooperation, Capacities

nuclear research

Key areas

Health Food, agriculture, fisheries, biotechnology ICT Nanosciences, materials, new production technologies Energy Environment Transport Socio-economic sciences and humanities Space Security

Social Sciences and Humanities

SH 1: Individuals, institutions, markets SH 2: Institutions, values, beliefs, behavior SH 3: Environment and society SH 4: The human mind and its complexity SH 5: Culture and cultural production SH 6: The study of the human past

What about language?

Language features under SH 4

SH 4 ~ cognition, psychology, linguistics, philosophy and education

Identification of sub-areas of linguistics SH4_5 Formal, cognitive, functional and computational linguistics SH4_6 Typological, historical and comparative linguistics SH4_7 Acquisition and knowledge of language: psycholinguistics,

neurolinguistics SH4_8 Use of language: pragmatics, sociolinguistics, discourse analysis SH4_9 second language teaching and learning, language pathologies,

lexicography, terminology

No explicit mentioning of language in other panel areas, however:

not excluded possibility to apply for interdisciplinary

project

no ‘structure’ available up to research community to write proposals

During consultation phase for FP8

Consider possibility to turn multilingualsm / plurilingualism into a key thematic area in an overt or a covert way

Guarantee stronger link between research and curriculum development in SH

... to be continued