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Prezentacja c.d(22.11.2006)

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PostWysłany: Śro 19:46, 22 Lis 2006    Temat postu: Prezentacja c.d(22.11.2006)

The language-friendly school

It is important that schools and training institutions adopt a holistic approach to the teaching of language, which makes appropriate connections between the teaching of 'mother tongue', 'foreign' languages, the language of instruction, and the languages of migrant communities. During 2005 and 2006, the Commission and National Agencies will work to increase take-up of school development projects (Socrates, Comenius action 1) whose objective is to develop and implement holistic school language policies in primary, secondary or vocational schools.

The languages classroom

During 2005 and 2006, the Commission and National Agencies will work to increase the use by teachers, trainers, and learners of the language products developed under the Socrates and Leonardo da Vinci programmes. The e-twinning action of the new E-learning programme will make it possible for all European schools to build pedagogical partnerships with a school elsewhere in Europe, fostering language learning and intercultural dialogue, and promoting awareness of the multilingual and multicultural European model of society.

Language teacher training

There is currently a significant disparity in modes of training, and not all teachers have lived or studied in the country whose language they teach. During 2005 and 2006, the Commission will undertake targeted campaigns to disseminate information about the Socrates and Leonardo da Vinci programmes' mobility schemes for language teachers and their trainers. The proportion of Socrates Comenius 2 funding allocated to such projects will be raised to 25% of the total Socrates Comenius 2 budget during 2004. The Commission intends to fund a study (invitation to tender scheduled for 2004) to identify the core pedagogical and linguistic skills necessary for today's language teachers, and propose a framework for their assessment.

Supply of language teachers

Some Member States face shortages of adequately-qualified language teachers. More can be done to exchange teachers between Member States; such teachers may work as teachers of their mother tongue, teachers of another language or as teachers of another subject through their mother tongue. Following its recent study on obstacles to teacher mobility in the Union (invitation to tender test of language skills 2004), the Commission will fund a more detailed analysis specifically of the obstacles to the mobility of language teachers, including a survey of their own perceptions and attitudes and recommendations for Member States. In 2006, a symposium on the supply of qualified language teachers in Europe will be organised.

Training teachers of other subjects

Most pupils and trainees could study at least some of their curriculum through the medium of a foreign language. Many more members of the teaching profession should in future be able to teach their subject(s) through at least one foreign language; to this end, trainee teachers should study language(s) alongside their area of specialisation and undertake a part of their teaching studies abroad.

Testing language skills

It is also important, however, to tackle the information requirements of language learners themselves, their employers, their teachers and education and training institutions. In this context, the action plan proposes:

designing a test of language skills (invitation to tender scheduled for 2003/4) in order to gather data for the new European indicator of language competence (scheduled for 2005 and 2006);
including this test, where appropriate, in the single framework for the transparency of competencies and qualifications ( Europass ), which should enter into force in 2005;
undertaking an inventory (invitation to tender scheduled for 2004) of language certification systems in Europe;
organising a working conference (scheduled for 2005) to devise mechanisms to support the effective and transparent use of the scales of the Common European Framework in language testing and certification.
An inclusive approach to linguistic diversity

Respect for the diversity of the Union's languages is a founding principle of the European Union. The mainstream European education, training and culture programmes are already accessible to speakers of all languages, whether 'official' languages or regional languages, minority languages , languages spoken by migrant communities, or sign languages. The action plan envisages:

organising a conference (scheduled for 2005) on issues affecting 'regional' and 'minority' languages in education systems;
a new publication (scheduled for 2004) of the Euromosaic report on regional and minority languages to take account of the enlargement of the European Union;
aid for mainstream programmes for the Member States which give special attention to measures to assist language communities whose number of native speakers is in decline from generation to generation.
In the longer term, all relevant Community programmes and the Structural Funds should include more support for linguistic diversity, inter alia for regional and minority languages, if specific action is appropriate.

Building language-friendly communities

Every community in Europe can become more language-friendly by making better use of opportunities to hear and see other languages and cultures, thereby helping to improve language awareness and learning. The 2004, 2005 and 2006 calls for proposals for town-twinning projects will be amended so that multilingualism in the European Union is an eligible topic for meetings of citizens and for thematic conferences. The Commission will also launch an open study to analyse the potential for greater use of sub-titles in film and television programmes to promote language learning and to examine ways and means of encouraging greater use of sub-titled audio-visual material for language learning purposes.

Improving supply and take-up of language learning

It is essential to improve the take-up of language learning opportunities by continuous activities to raise awareness of the benefits of language learning, and by bringing language resources closer to the people who need them. The Commission will propose that the general Socrates Call for Proposals in 2004 be amended so that the Grundtvig action attaches a higher priority to projects in the field of foreign language teaching and learning, and in particular the languages of migrant communities. During 2005 and 2006, the European Language Label will be re-focused by introducing in each country or region an annual prize, by using targeted annual European priorities and by organising annual publicity campaigns. In 2005, the Commission will publish a five-yearly monitoring report on the state of diversity in the supply of language teaching in the European Union.

A framework for progress

The promotion of language learning and linguistic diversity involves a real investment and commitment by public authorities at local, regional, and national as well as European level. The action plan also proposes the following actions:

the establishment, in 2004, of a permanent high-level group of representatives of Member States, social partners, and the world of education, training and culture. It will assist in the monitoring of this action plan by stimulating public debate with stakeholders about language learning and linguistic diversity;
the funding of a detailed study (invitation to tender scheduled for 2003) of the requirements for language skills in the European Union;
the funding of studies (invitation to tender scheduled for 2004) concerning the costs of non-multilingualism, and the effects on the European economy of business lost due to a lack of foreign language skills;
the funding of research (scheduled for 2006) into such issues as the links between multilingualism and the multicultural society, European identity, and the knowledge-based society, the basis of language learning, and implications for language teaching methodologies;
the European Eurydice network will publish a volume containing a detailed analytical overview on foreign language teaching in schools in Europe. This will appear at the end of 2004 and be updated every two years;
the publication by the Commission of information on the extent to which its programmes in the field of Education, Training, Youth, Media and Culture promote language learning and linguistic diversity (scheduled for 2005 onwards);
the establishment during 2004 and 2005 of a European network of inspectors of foreign language education and training (and similar policy-makers).
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PostWysłany: Śro 19:48, 22 Lis 2006    Temat postu:


The point has already been made that the major share of action to extend the benefits of life-long language learning to every citizen, to improve the quality of language teaching, and to create a more language-friendly environment will need to be borne by Member States.

Each Member State starts from a different position in terms, for example, of

- the spread of language skills amongst its population and their degree of openness to the idea of lifelong language learning;

- the quantity and quality of the physical and virtual structures available for language learning in formal and informal settings;

- the numbers and qualifications of specialist language teachers for primary, secondary, vocational, higher and adult education;

- the degree of autonomy of educational institutions;

- the flexibility of school curricula;

- the regulations governing the employment of teachers from abroad;

- the annual per capita investment in promoting and teaching foreign language learning and linguistic diversity, and in training teachers of a foreign language; and

- the structures available for the regular training and mentoring of teachers of a foreign language.

It is for each Member State to consider these and other relevant issues and establish its own programme of actions. This can include work to be undertaken in the context of the ‘Objectives of systems of education and training’ process.

Member States will be invited to report in 2007 on the actions they have undertaken.

This section therefore concentrates on proposals for actions at a European level that will complement Member States’ own initiatives.
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