scholarly journals LIFELONG LANGUAGE LEARNING IN EUROPE: POSSIBILITIES AND CHALLENGES

2015 ◽  
Vol 2 ◽  
pp. 503
Author(s):  
Ingrida Žindžiuvienė ◽  
Austė Sruogaitė- Kuliešienė
Keyword(s):  
Adult Education ◽  
Language Learning ◽  
Social Life ◽  
Senior Citizens ◽  
Language Education ◽  
Cross Cultural ◽  
European Union Policy ◽  
Union Policy ◽  
Senior Adult ◽  
The Eu

Recent demographic changes in Europe (ageing, migration and others) demonstrate the importance of senior adult education – an urgent issue at both national and European Union policy levels. The problem of the research is grounded in the challenges that many European societies currently face: the retirement age being extended, employees need to adapt to the changed working conditions and satisfy urgent demands of the market. The aim of this research is to examine the current situation of senior adult language education in the EU. The research objectives question one of the basic needs faced by senior citizens - to acquire or maintain multilingual skills, without which their status in the competitive market would become complicated. In many European countries, senior adult education is viewed as an integral part of the whole education system that is directed towards engagement of senior citizens into active social life, job maintenance, development of cross-cultural communicative and language skills and more diverse opportunities for self-realization.

scholarly journals Simulating language knowledge across the EU: language regimes, language learning and consequences for linguistic disenfranchisement

2021 ◽  
Author(s):  
Marco Civico
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Skills ◽  
Language Education ◽  
Skills Acquisition ◽  
Linguistic Distance ◽  
Education Policies ◽  
Policy Makers ◽  
The Impact ◽  
The Eu

AbstractThe objective of this paper is to develop an simulation model able to test different language education orientations and their consequences for the EU population in terms of linguistic disenfranchisement, that is, the inability of citizens to understand EU documents and parliamentary discussions should their native language(s) no longer be official. I will focus on the impact of linguistic distance and language learning. Ideally, this model would be a tool to help EU policy makers make informed decisions about language practices and education policies, taking into account their consequences in terms of diversity and linguistic disenfranchisement. The model can be used to force agents to make certain choices in terms of language skills acquisition. The user can then go on to compare different scenarios in which language skills are acquired according to different rationales. The idea is that, by forcing agents to adopt certain language learning strategies, the model user can simulate policies promoting the acquisition of language skills and get an idea of their impact. In this way, the model allows not only to sketch various scenarios of the evolution of language skills among EU citizens, but also to estimate the level of disenfranchisement in each of these scenarios.

scholarly journals Expenditure-Based Indicators of Energy Poverty—An Analysis of Income and Expenditure Elasticities

Energies ◽  
2020 ◽  
Vol 14 (1) ◽  
pp. 8
Author(s):  
Johannes Thema ◽  
Florin Vondung
Keyword(s):  
Energy Expenditure ◽  
Micro Data ◽  
European Union Policy ◽  
Energy Poverty ◽  
Union Policy ◽  
Depth Sensitivity ◽  
Policy Agendas ◽  
Poverty Indicators ◽  
Specific Country ◽  
The Eu

Energy poverty is high up on national and European Union policy agendas. A number of possible indicators to measure the issue have been identified in the literature, but comparable data with European coverage is scarce. The EU Commission thus proposes four independent indicators on the “EU Energy Poverty Observatory” based on self-reported items from the pan-European surveys on income and living conditions (SILC) and household budgets (HBS). It is of increasing public interest to analyse social impacts of energy policies, and quantify energy poverty indicators also from modelling. This paper first shortly outlines how the expenditure-based indicators using HBS micro data may be directly linked to existing macroeconomic models through their defining variables (energy expenditure and income). As endogenous modelling based on micro data is difficult, the link may be country-specific elasticities. The main contribution of the paper is a systematic in-depth sensitivity analysis of the two indicators to changes in income and energy expenditure following varying patterns in the underlying distributions of the micro data. The results may be used by future soft links to models. The results display sometimes counterintuitive effects. We find that whether these indicators increase/decrease after a change of income or energy expenditure largely depends on the specific country-wise income and energy expenditure distribution between households on a micro-level. Due to their definition, the examined indicators are especially sensitive, when income changes alter the indicator threshold values, which in these cases are the median values in underlying distributions. We discuss these findings and relate them to several indicator shortcomings and potential remedies through changes in indicator definition.

Where is the justice in EU anti-trafficking policy? Feminist reflections on European Union policy-making processes

2021 ◽  
pp. 135050682110293
Author(s):  
Sharron FitzGerald ◽  
Jane Freedman
Keyword(s):  
European Union ◽  
Sex Trafficking ◽  
Personal Experience ◽  
Security Policy ◽  
Organised Crime ◽  
Law And Order ◽  
European Union Policy ◽  
Union Policy ◽  
Policy Forum ◽  
The Eu

In this article, we reflect on our personal experience of acting as ‘independent academic experts’ in an European Union (EU) policy forum, to reflect on how the EU utilises gender to legitimise certain policy discourses in combating sex trafficking. Starting from our personal experience, we draw on wider feminist research on gender expertise and on Fraser’s new reflexive theory of political injustice, to consider how the EU structures debates in this area to determine ‘who’ is entitled to speak and be heard on this issue. In a context in which sex trafficking policy intersects with a variety of competing agendas on – among other things – law and order, organised crime, immigration, asylum and border security policy, our argument will suggest that the exclusion of critical feminist voices and lack of alternative perspectives permits much scope for continuing inequality and injustice.

2. Theorizing EU Policy-Making

2020 ◽  
pp. 12-42
Author(s):  
Mark A. Pollack
Keyword(s):  
Comparative Politics ◽  
Policy Making ◽  
Separation Of Powers ◽  
Judicial Politics ◽  
European Union Policy ◽  
Eu Policy ◽  
Liberal Intergovernmentalism ◽  
Union Policy ◽  
Multi Level ◽  
The Eu

This chapter surveys seven decades of theorizing about European Union policy-making and policy processes. It begins with a discussion of theories of European integration, including neo-functionalism, intergovernmentalism, liberal intergovernmentalism, institutionalism, constructivism, and postfunctionalism. It then considers the increasing number of studies that approach the EU through the lenses of comparative politics and comparative public policy, focusing on the federal or quasi-federal aspects of the EU and its legislative, executive, and judicial politics. It finally explores the vertical and horizontal separation of powers in the EU and concludes by looking at the ‘governance approach’ to the EU, with emphasis on multi-level governance and EU policy networks, Europeanization, and the question of the EU’s democratic deficit.

19. Policy-Making in a Time of Crisis Trends and Challenges

2017 ◽  
Author(s):  
Mark A. Pollack ◽  
Helen Wallace ◽  
Alasdair R. Young
Keyword(s):  
Policy Making ◽  
Global Financial Crisis ◽  
Domestic Institutions ◽  
European Union Policy ◽  
Member States ◽  
Eu Policy ◽  
Union Policy ◽  
The Global Financial Crisis ◽  
The Eu

This chapter examines trends and challenges in European Union policy-making during times of crisis. It first considers the main trends in EU policy-making that emerge from policy case studies, including experimentation with new modes of policy-making, often in conjunction with more established modes, leading to hybridization; renegotiation of the role of the member states (and their domestic institutions) in the EU policy process; and erosion of traditional boundaries between internal and external policies. The chapter proceeds by discussing the issue of national governance as well as the interaction between European and global governance. Finally, it explores how the EU has responded to the challenges of coping with enlargement from fifteen to twenty-eight member states, digesting the reforms adopted following the implementation of the Treaty of Lisbon, and responding to the economic dislocation associated with the global financial crisis.

Learning Strategies Facilitating the Processes of Language Learning in Adult Education

2016 ◽  
Vol 3 (2) ◽  
pp. 24-32
Author(s):  
Denisa Gunišová
Keyword(s):  
Adult Education ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Concept Maps ◽  
Language Skills ◽  
Language Education ◽  
Comprehensive Knowledge ◽  
Search For Information ◽  
Career Direction

AbstractThe issue of learning must be based on the latest knowledge of various sciences and also respond to the needs of society. The meaning of life of adults lies in satisfying their needs as well as their self-realization in personal and career direction. In this paper, we focus on the issue of adult language education. Success in acquiring foreign language skills of adults depends on several factors, the level of cognitive functions is different from children, and therefore it is necessary to respect this fact when teaching adults. The way to succeed in this is to teach how to search for information, to sort and use them logically in practice. A precondition is to teach how to learn, how to use metacognitive strategies and learn how to plan the learning. The aim of this paper is to point to learning strategies, such as concept maps through which it comes to the development of metacognition and building a comprehensive knowledge structure in adult education.

The Balkan Migration Route

2022 ◽  
pp. 111-134
Author(s):  
Anatoliy Khudoliy
Keyword(s):  
European Union ◽  
Migration Route ◽  
The European Union ◽  
European Union Policy ◽  
European Union Enlargement ◽  
Balkan Countries ◽  
Accession Process ◽  
Union Policy ◽  
Migration Flows ◽  
The Eu

The purpose of the chapter is to assess and link the issues of migration flows with the accession process of the Balkan countries and the European Union enlargement policy. The chapter argues that despite the recent changes in the EU commission's policy towards the candidate countries there is more to be done to foster the process and encourage domestic reforms in the countries. The chapter examines the process of migration along the Balkan migration route from 2001 till 2021 and its influence on the European Union policy and the policy of Balkan countries. The author links the issue of migration flows with the accession process of the Balkan countries, traces the connection between the issue of migration flows with the European Union enlargement, and analyzes the legal steps taken by the EU and the countries of the region in order to control the process of migration.

Pilsētu teksti kā autentiski materiāli kontekstualizētai latviešu valodas apguvei ārvalstu universitātēs

2020 ◽  
pp. 25-54
Author(s):  
Solvita Pošeiko
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Life ◽  
Language Education ◽  
Practical Experience ◽  
Urban Life ◽  
Public Communication ◽  
Linguistic Landscape ◽  
Authentic Materials ◽  
Teaching Learning

Latvian as a foreign language has been taught in different parts of the world since the beginning of the 20th century. Currently, Latvian is taught in some 20 foreign universities in Europe, Asia and the US. Introducing photos of written texts seen in Latvian cities is one way of showing students the authentic use of Latvian in public communication and of drawing their attention to the principles of creating certain types of texts, including typical language tools and their functionality. The paper has two interrelated aims: 1) to theoretically discuss the usefulness of authentic materials in foreign language teaching by focusing on the involvement of Latvian city texts in the process of learning Latvian as a foreign language; 2) to provide practical advice on how to select city texts and which language topics (grammar, vocabulary, style) teachers may find useful and to illustrate these suggestions with examples of exercises. The article first analyses the term authentic texts and elaborates on the most common assumptions about authentic materials in language education. Then there is a brief description of existing research on the use of linguistic landscape approaches and data in language learning. Considering the theories discussed by the researchers on the one hand and the practical experience of educators on the other hand, it is shown further which types of texts can be useful in teaching/learning Latvian as a foreign language abroad and how to best utilize them in one’s teaching work. At the end there is a summary with conclusions. The article concludes that photos with written city texts from Latvia allow students abroad to: - get acquainted with Latvian cities (architecture, planning, history, social life of inhabitants). - see authentic Latvian written usage alongside information in other languages. - pay attention to the principles of text types and the typical linguistic tools notable within them. - to improve and strengthen vocabulary (especially that related to cities and urban life) and grammar (individual forms of nouns, verbs and adverbs, word combinations, simple syntactic constructions). The use of city texts in the teaching process is related to the study of Latvian culture and public life, promotes awareness of the language situation in Latvian public communication, and encourages development of linguistic, multilingual, and pragmatic competence and textual literacy.

scholarly journals Countering Radicalisation of Muslim Community Opinions on the EU Level

2015 ◽  
Vol 17 (1) ◽  
pp. 119-144 ◽  
Author(s):  
Aleksandra Zięba ◽  
Damian Szlachter
Keyword(s):  
European Union ◽  
Political Violence ◽  
The European Union ◽  
European Union Policy ◽  
Member States ◽  
Union Policy ◽  
Muslim Minorities ◽  
European Union Member States ◽  
The Eu

The paper explores selected factors influencing the process of radicalisation leading to the use of political violence and terror by the Muslim minorities living in the European Union member states. Internal and external catalysts conditioning this process and methods of their analysis have been presented. The second section examines various counter-radicalisation and de-radicalisation efforts of the EU. The authors analysed the multidimensional European Union policy in the area of counteracting radicalisation for empowering the population and member states in preventing the radicalisation and recruitment to terrorism and emphasising the role of social partners and local authorities. Also, the promotion of good practices for combating radicalisation, developed under the auspices of the multidisciplinary Radicalisation Awareness Network (RAN) is presented.

scholarly journals A Cross-Cultural Qualitative Study on Students’ Attitudes towards Computer-Assisted Language Learning

2020 ◽  
Author(s):  
Dara Tafazoli ◽  
María Elena Gómez Parra ◽  
Cristina A. Huertas-Abril
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Swot Analysis ◽  
Language Education ◽  
Cross Cultural ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Perceptions And Attitudes ◽  
Wide Range ◽  
Language Students

This cross-cultural qualitative study investigated the attitudes and perceptions of language students towards computer-assisted language learning (CALL). We examined the strengths, weaknesses, opportunities, and threats of CALL in language education according to Iranian and Spanish students’ perceptions and attitudes. In addition, we found out the differences between Iranian and Spanish language students’ perceptions and attitudes towards CALL. The participants were 237 language students, and the researchers applied an online 10 open-ended question instrument for data collection and a SWOT analysis for data analysis. The findings of the content analysis revealed that many language students in Iran and Spain approved that CALL provides a wide range of tools, resources and materials for language learning. Among many pedagogical implications, this study suggests more CALL programs in order to enhance students’ CALL literacy.

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