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

• Fryslân and the Mercator European Research Centre on Multilingualism and Language Learning

• Multilingualism in Europe

• Some case studies

Visit Chinese delegation, November 2010

Well-known outside Fryslân

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.

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.

Mercator’s activities

• Research

• Publications & databases

• Network of Schools

• Conferences & seminars

• Projects

• Q&A service

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.

• Research reports

• Articles

• Newsletters

• Regional dossiers series

- > 40 language descriptions

- Update every 5-8 years

- Online available

Publications

www.networkofschools.eu

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

Study Visits

European Values

• Non discrimination

• Mutual respect & understanding

• Right on Education in mother tongue

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

• 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)

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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

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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

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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)

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Why bilingual education?

• Right on education in mother tongue

• Pedagogical development

• Social integration

• Cultural participation

• Language maintenance

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

Visit Kazakh delegation February 2010

Education in Fryslân

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

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

A – Spanish B – Basque & Spanish D – Basque

Primary 10 % 28 % 62 %

Secondary 20 % 28 % 52 %

(Gorter & Cenoz, 2011)

Percentage of pupils in the three language school models

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

• Differences: Orientation and possibly in tensions

• Similarities in ambitions: Peaceful, mutual respect

• Every child: two mother tongues +2

Cross border languages

• German in Italy– Teacher training– Teaching materials,

• Only partly shared with • kin states

Good Practice

• Swedish in Finland

– Teacher Training– Teaching material– Good co-operation

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

• 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

www.mercator-research.euwww.mercator-research.eumercator@fryske-akademy.nl

Köszönöm

Haristo

Mersi ditTak

Danke

HvalaTeşekkür ederim

Dzãczi

Thank you

Tige tank

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