A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE...
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A.2 Coping with linguistic and social diversity
Whole School Language Profiles and Policies
ENSEMBLE
14-17 December 2005European Centre for Modern Languages
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Antoinette Camilleri Grima
Andrea Young
Elisabeth Fleischmann
Madlena Norberg
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Why “ensemble”?
A school is a community of students, teachers, parents, administrators … others
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A community…
requires the development of respect towards common values, conceptions, ideas…
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Context
Council of Europe language education policies aim to promote:
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PlurilingualismAll are entitled to develop a degree of
communicative ability in a number of languages
over their lifetime in accordance with their
needs
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Linguistic diversity
Europe is multilingual and all its languages are equally valuable modes of communication and expressions of identity
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Mutual understanding
The opportunity to learn other languages is an essential condition for intercultural communication and acceptance of cultural differences
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Democratic citizenshipParticipation in
democratic and social processes in multilingual societies is facilitated by the plurilingual competence of individuals
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Social cohesionEquality of opportunity for
personal development, education, employment, mobility, access to information and cultural enrichment depends on access to language learning throughout life
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The Guide
• Looks at the larger context
• Addresses States and national policy making level
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What is the message for the
school?
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Our Project
Head teachers and language policy co-ordinators at school
to establish goals and identify some technical means of implementing them
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Points of departure
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Plurilingualism
• Is a democratic value to be promoted
• Is a competence to be developed
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Principle
Native-like competence is NOT the only acceptable goal when learning a language
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A plurilingual person has:
• A repertoire of languages and language varieties
• Competences of different kinds and levels within the repertoire
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Plurilingual educationpromotes:
• An awareness of why and how one learns languages
• An ability to use transferable skills
• A respect for the plurilingualism of others
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• Respect for all language varieties
• A respect for all cultures
• A global, integrated approach to language education in the curriculum
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Project Aims
• To understand existing school profiles fostering plurilingualism
• To formulate and implement policies that support plurilingualism
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Pre-Workshop
• Identify a number of relevant issues to plurilingualism at school
• Illustrate them via a small number of grounded case studies
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Workshop
• Raise awareness about language issues in education
• Stimulate reflection about own attitudes and role
• Provoke discussion about the decision-making processes
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• Initiate the development of tools
• Focus on practical approaches
• Aim for tangible results
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Post-Workshop
Case studies provided by participants – school profiles
• Fine-tuning of tools intended for school development
• Examples of ‘research and development’
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Case Studies
• Ascertaining continuity between home and school
• Valuing all languages• Taking stock of all the
assets
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• Establishing a climate of collaboration
• Implementing change in favour of linguistic diversity
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Dissemination• School profiles – to
encourage others• Tools – to support the
implementation of policies favouring plurilingualism
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To stimulate action by head teachers – sensitize head teachers toward their responsibility in this area
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Quoting…Education Bradford
There is a need for governors and senior managers in school to be committed to valuing the linguistic diversity of the school and its community
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School leaders are in a strong position to take a lead on plurilingualism and linguistic diversity through relevant policies
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They can also ensure that staff who wish to develop their skills in community languages, have access to appropriate professional development
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Schools should ensure they give appropriate value to the languages of the community…and that these are celebrated within school
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The most important single factor in the
success of the school is the
quality of leadership of the
head(Harris, Day, Hadfield, 2003)
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One person with courage makes a
majority
Andrew Jackson