The Council of Europe and Language Learning for European Citizenship

1996 ◽  
Vol 10 (2) ◽  
pp. 88-103 ◽  
Author(s):  
Joseph Sheils
Keyword(s):  
Language Learning ◽  
Council Of Europe ◽  
European Citizenship

Talen Leren in Europa

2001 ◽  
Vol 65 ◽  
pp. 97-109
Author(s):  
Peter Broeder
Keyword(s):  
The Netherlands ◽  
Primary School ◽  
Language Learning ◽  
Pilot Project ◽  
European Language ◽  
Council Of Europe ◽  
European Citizenship ◽  
Multilingual Classroom

From 1989 until 1997 the project Language Learning/or European Citizenship was carried out under the auspices of the Council of Europe in Strasbourg. In this project two instruments were developed. The first instrument is the European Framework of Reference. This is a kind of language scale through which knowledge and qualifications in different languages can be compared. The second instrument is the European Language Portfolio. This is a kind of language passport through which languages users can report and document their proficiency in, and use of different languages. This contribution gives a description of these instruments. In addition, there is a summary of the results of a pilot project in the Netherlands which focused on the multilingual classroom at the end of primary school.

scholarly journals Тестування та оцінювання мовленнєвої компетенції: німецький досвід

2019 ◽  
Vol 6 (1) ◽  
pp. 76-81
Author(s):  
Інна Тарасюк
Keyword(s):  
Language Learning ◽  
Council Of Europe ◽  
Critical Perspective ◽  
Individualized Learning ◽  
Learning And Teaching ◽  
Power Of Tests ◽  
Individuelle Förderung ◽  
Language Tests ◽  
Adult Immigrants ◽  
Theorie Und Praxis

Оскільки навчання іноземної мови на сьогодні має абсолютно новий, сучасний підхід, оцінювання мовленнєвої компетенції повинно відповідати чітким міжнародним стандартизованим вимогам. Позаяк стаття має стислий інформативний характер, в її межах уточнено поняття оцінювання, як спонукання до відповідної мовленнєвої реакції або дії через чітко поставлені комунікативні завдання. У статті також відображено типи оцінювання, а саме формальне та неформальне, зовнішнє оцінювання та самоконтроль. Через те, що завжди важливо розуміти, з якою метою здійснюється оцінювання мовленнєвої компетенції, у статті виокремлено його функції, а саме: діагностування, сприяння, розпізнання прогресу, констатування досягнення цілей, встановлення рейтингу, виставлення оцінок, порівняння, мотивація та ін. Там, де дві особи, існують дві суб’єктивні картини об’єктивного світу: бачення ситуації тим, хто оцінює, і тим, кого оцінюють, то до уваги також взято психоемоційний аспект досліджуваного питання. Література References Ballweg, S. Drumm, S. Hufeisen, B. Klippel, J., Pilypaityte, L. (2013). Wie lernt man die Fremdsprache Deutsch? Deutsch Lehren Lernen. Band 2. München: Klett-Langenscheidt. Beurteilen im DaF-/DaZ-Unterricht Testen – Evaluieren – Prüfen Akten der Vierten Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer 29. und 30. Juni 2012 – Universität Bern. M. Clalüna, B. Tscharner (Eds.). Impressum Käser Druck. Bolton, S., Glaboniat, M., Lorenz, H., Perlmann-Balme, M., Steiner, S. (2008). Mündlich: Mündliche Produktion und Interaktion Deutsch: Illustration der Niveaustufen des Gemeinsamen europäischen Referenzrahmens. München: Langenscheidt. Garme, B. (2005). Auf den Flügeln der Sprache: Ein diagnostisches Verfahren. In: Anforderungen an Verfahren der regelmäßigen Sprachstandsfeststellung als Grundlage für die frühe und individuelle Förderung von Kindern mit und ohne Migrationshintergrund. (pp. 241-260), K. Ehlich u.a. (Eds.). Bonn: BMBF. Grotjahn, R. (2010). Sprachtests: Formen und Funktionen. In: Handbuch Fremdsprachendidaktik. (pp. 211–215). W. Hallet, F. Königs (Eds.). Seelze-Velber: Kallmeyer. Grotjahn, R., Kleppin, K. (2015) Prüfen, Testen, Evaluieren Klett-Langenscheidt München. Kleppin, K. (2010): Fehleranalyse und Fehlerkorrektur. In: Deutsch als Fremd- und Zweitsprache: ein Internationales Handbuch (1.Halbband). (pp. 1060-1072). H.-J. Krumm (Ed.). Berlin: Mouton de Gruyter. Krumm, H.-J. (2001): Bildungsstandards und Kompetenzorientierung – Herausfor­derungen für das Fach Deutsch als Fremdsprache. In: Theorie und Praxis. Österreichische Beiträge zu Deutsch als Fremdsprache. Bd. 14/2010. (pp. 171–185). H.-J. Krumm, P. R. PortmannTselikas, (Eds.). Innsbruck: Studienverlag. Lengyel, D. (2010). Language Diagnostics in multilingual settings with respect to continuous procedures as accompaniment of individualized learning and teaching. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/Source/Source2010_Forum Geneva/1_Diagnostic Lengyel_EN.pdf Roche, J. (2010) Fremdevaluation und Selbstevaluation. In: Handbuch Fremdsprachendidaktik. (pp. 228–231). W. Hallet, F. G. Königs. (Eds.). Seelze-Velber: Kallmeyer. Rumpf, H. (1996). Wirklichkeiten berühren. Umrisse einer neuen Lernkultur. Fragen und Versuche, 77, 8–22. Shohamy, E. (2001). The Power of Tests: A Critical Perspective on the Uses of Language Tests. Harlow: Pearson Education. Smit, R. (2008). Formative Beurteilung im kompetenz- und standardorientierten Unterricht. Beiträge zur Lehrerbildung, 26(3), 383–392. Studer, T. (2010). Kompetenzmodelle und Bildungsstandards für Deutsch als Fremd- und Deutsch als Zweitsprache. In: Deutsch als Fremd- und Zweitsprache. Ein internationales Handbuch. (pp. 1264–1271). H-J. Krumm, C. Fandrych, B. Hufeisen, C. Riemer (Eds.). Berlin: De Gruyter. Bd. 2, Art. 142. Van Avermaet, P., Gysen, S. (2008): Language Learning, Teaching and Assessment and the Integration of Adult Immigrants. The Importance of Needs Analysis. Strasbourg: Council of Europe. Retrieved from: http://www.coe.int/t/dg4/linguistic/MigrantsSemin08_MainDocs_ EN.asp.

Curriculum Development in Europe

1982 ◽  
Vol 14 ◽  
pp. 7-21
Author(s):  
John L.M. Trim
Keyword(s):  
Teacher Training ◽  
Curriculum Development ◽  
Language Learning ◽  
Recent Work ◽  
Interpersonal Communication ◽  
Council Of Europe ◽  
Knowledge And Skills ◽  
Educational Situation ◽  
Educational Structures ◽  
Learner Needs

Throughout the 20 years of its existence the Council for Cultural Co-operation of the Council of Europe has promoted language learning as a means to the freer movement of people and ideas. Stress has been laid on interpersonal communication and learner-centred educational structures and processes. Planning involves specification of objectives appropriate to learner needs and the realities of the educational situation. An account is given of the recent work of Modern Languages Project no. 4 and the prospects for the forthcoming Project no. 12, which will focus on teacher training in respect of attitudes, knowledge and skills, both linguistic and educational.

scholarly journals Interactions between European Citizenship and Language Learning among Adolescent Europeans

2011 ◽  
Vol 10 (4) ◽  
pp. 623-641 ◽  
Author(s):  
Mairin Hennebry
Keyword(s):  
European Union ◽  
Young People ◽  
Foreign Language ◽  
Member State ◽  
Language Learning ◽  
Learning Experience ◽  
Questionnaire Data ◽  
The European Union ◽  
European Citizenship ◽  
The Subject

Recent enlargement of the European Union (EU) has created debate as to the suitability of current structures and policies for effectively engaging citizens and developing social cohesion. Education and specifically modern foreign language (MFL) teaching are argued by the literature to play a key role in equipping young people to interact and communicate effectively in the ever-changing European context and to exercise their rights as European citizens. However, much of the empirical research to date has focused on adult understandings of European citizenship. Furthermore, very few studies consider whether current MFL teaching is addressing issues of European citizenship or offer a comparison of provision between one member state and another. This study presents questionnaire data from four European countries to investigate young people's current understanding and awareness of European citizenship and the perceived contribution of their language learning experience to this awareness. Findings suggest that knowledge about European citizenship is patchy across the four countries. Reports on learning in MFL lessons indicate a mismatch between the role identified for the subject in the development of European citizenship and the situation in the classroom. Data gathered from English pupils suggest that these issues are more acute in England than they are in France, Spain or Ireland.

scholarly journals CHALLENGES IN ASSESSING PROCESS – MORAL AND PROFESSIONAL VALUES FROM ACQUISITION TO APPLICATION

10.26458/1723 ◽  
2017 ◽  
Vol 17 (2) ◽  
pp. 29-37
Author(s):  
Daliana Tascovici ◽  
Robert Gabriel DRAGOMIR
Keyword(s):  
European Commission ◽  
The Other ◽  
Common Language ◽  
Council Of Europe ◽  
University Courses ◽  
European Dimension ◽  
Other Hand ◽  
European Citizenship ◽  
The Common ◽  
Educational Contents

The present paper aims at presenting the actual situation as concern the values the students are taught about during their university courses on one hand and the necessity of the labour market on the other hand. At first, we referred to the values within the European dimension of education, as they were established by the European Commission for every state. Here we made special reference to the plan of the educational contents, as it has to contain elements of proximity and coincidence. Secondly, we talked about the new paradigms met with the educational policies. Here we stress the importance not only of knowledge, but also of competences and values the students will achieve. In order to fulfil this task, the usage of the TIC and of the educational resources opened for every type of educational contexts should be intensified. Here we also mentioned the series of activities which help the learning of the common language for a European citizenship and the defining of the new educations, adapted to the dimension of education, the European Commission and the Council of Europe propose. The next treated aspect was to establish the defining of the problem mentioned at the beginning. Here we reach the following objectives: to describe the nature of the problem, to establish the scale of the problem, to identify the affected categories, to establish the causes of the problem, to argue the need for intervention, to estimate the risks and the uncertainty of the problem discussed and also to present the healing activities. In order to get real information, we used the following methods: questionnaires (were disseminated to two different categories of respondents: students who want to get a job on one hand and employers on the other hand) and observations. The activities supposed data collecting, processing, analyzing and interpretation. In the end we draw the conclusions.

Improving and protecting human rights: A reflection of the quality of education for migrant and marginalized Roma children in Europe

2016 ◽  
Vol 6 (3) ◽  
pp. 52-76
Author(s):  
Silvia-Maria Chireac ◽  
Anna Devis Arbona
Keyword(s):  
Human Rights ◽  
Minority Groups ◽  
Educational Systems ◽  
The European Union ◽  
Council Of Europe ◽  
Member States ◽  
Roma Population ◽  
Eu Member States ◽  
European Citizenship ◽  
Current Economic Crisis

[Full article is in English]English: Estimated at 12 million, the Roma population constitutes one of the largest and most disadvantaged ethnic minority groups in Europe and the most socially marginalized and stigmatized group in the European Union (Council of Europe, 2009, 2010). In recent years, following the two waves of EU expansion in 2004 and 2007, the problem of Roma integration into educational systems generated great attention among EU member states. The European Commission’s policy of promoting multilingualism and cultural diversity to foster European citizenship has led to promising results. However, the current economic crisis and lack of effective political integration within EU member states have promoted policies of protectionism. This article provides an analysis of the current situation of Roma children from Eastern Europe, highlighting the opportunities for improving instruction and protecting human rights for this highly vulnerable school-age population. We propose specific measures based on a bilingual and cross-culturally inclusive educational model.Spanish: Estimada en doce millones, la población romaní es uno de los grupos étnicos minoritarios más numeroso, desfavorecido, marginalizado y socialmente estigmatizado de la Unión Europea (Consejo de Europa, 2009, 2010). Después de las dos olas de ampliación de la UE en 2004 y 2007, el problema de la integración de los romaníes en los sistemas de educación generó gran atención entre los estados miembros. La política de la CE para promover el multilingüismo y la diversidad cultural a fin de fortalecer la ciudadanía europea ha llevado a resultados prometedores. Sin embargo, ante la crisis económica actual y la falta de una política efectiva de integración en la UE, predominan políticas de proteccionismo. Este artículo analiza la situación actual de los niños romaní en Europa del Este, subrayando las oportunidades para mejorar la instrucción y protección de los derechos humanos de esta sumamente vulnerable población en edad escolar. Proponemos medidas específi cas basadas en un modelo escolar bilingüe y transculturalmente inclusivo.French Estimée en 12 millions, la population rom constitue un des plus grands groupes ethniques défavorisés minoritaires en Europe et le groupe le plus marginalisé socialement et stigmatisé de l’Union Européenne (Council of Europe, 2009, 2010). Au cours des années récentes, suite à deux vagues d’expansion de l’EU en 2004 et 2007, le problème de l’intégration des Roms dans les systèmes éducatifs a provoqué une att ention soutenue dans les États membres de l’UE. La politique de la Commission Européenne en matière de promotion du multilinguisme et de la diversité culturelle destinée á favoriser la citoyenneté européenne a abouti à des résultats promett eurs. Cependant, la crise économique actuelle et l’absence d’une intégration politique réelle entre les États membres de l’UE ont favorisé des politiques protectionnistes. Cet article présente une analyse de la situation actuelle des enfants roms d’Europe de l’Est et met en lumière les opportunités d’améliorer l’instruction et de protéger les droits humains pour cett e population scolaire très vulnérable. Nous proposons des mesures spécifi ques fondées sur un modèle éducatif bilingue et ouvert à l’interculturel.

Learner-Centered Communicative Language Teaching: Needs Analysis Revisited

1980 ◽  
Vol 3 (1) ◽  
pp. 26-33 ◽  
Author(s):  
Henri Holec
Keyword(s):  
Language Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Pedagogical Issues ◽  
Council Of Europe ◽  
New Approach ◽  
Learner Centered ◽  
Exploratory Stage ◽  
Pilot Work ◽  
Work Done

The development of the communicative approach to language teaching and language learning, started only a few years back with the pilot work done in several centers for research in applied linguistics and by the language project group of the Council of Europe, has now reached a stage where it can safely be said that the pace has been set, and that a return to a strict linguistic or structural approach is not likely to occur. This does not mean, though, that all is for the best in the best of all possible language teaching worlds: all the pedagogical issues raised by the new approach have not been solved, nor thoroughly thought out yet, and our current practice, still in its exploratory stage, is largely based on intuitions and rules of thumb.

scholarly journals European Union and Council of Europe’s language trends

2019 ◽  
pp. 13-23
Author(s):  
O. P. Tokmenko
Keyword(s):  
European Union ◽  
Language Learning ◽  
Language Policy ◽  
English Language ◽  
Linguistic Diversity ◽  
World Population ◽  
The European Union ◽  
Council Of Europe ◽  
Third Language ◽  
The Media

It is estimated that in a few years, 1.5 billion people – a quarter of the total world population – will speak English. And majority will speak a second or third language (only for 400000000 English becomes in their native language). Three quarters of world correspondence and 80 % of e-mail on the Internet are now in English. However, the study of one language does not take place at the expense of another national, regional or minority language, which are equally important in the conditions of development and enrichment. The article highlights the peculiarities of introducing language policy trends of the European Union and the Council of Europe in globalization context at maintaining and protecting European linguistic diversity, not only acquiring the English language as linguafranca in international communication. The Council of Europe and the European Union emphasize the importance of linguistic diversity and plurilingual skills at all levels of education, and the mass media should be the source of informal language learning via entertaining and educational programs and movies with subtitles. The media are important for shaping people's attitudes towards other languages and cultures. The documents of the European Union and the Council of Europe determine that the media should provide people who do not speak many languages with newtechnologies and translation. In a globalized world, cultural diversity will become even more important as means of preserving human values. Learning a language means learning how to get closer to others. Learning a foreign language means equipping oneself with intellectual means to meet the real and the unknown, personal enrichment for knowing other cultures and their worldview. Therefore, the fundamental principles of the European Union and the Council of Europe in the field of language policy are the preservation and protection of European diversity, which should lead not only to the acquisition of English, but also to other European and world languages by all the inhabitants of Europe, simultaneously studying different regional languages.

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