LANGUAGES OF SCHOOLING AND THE RIGHT TO PLURILINGUAL

AND INTERCULTURAL EDUCATION

Prof. Dr. Helmut Johannes VollmerUniversity of Osnabrück/Council of Europe

MERCATOR Network ConferenceFryske Akademy, 17-18 September 2009

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Structure of my presentation

1. Need for communication in Europe about language education: multi-/plurilingualism, intercultural learn.

2. Need for comprehensive/inclusive lang. educ. policy, based on CoE conventions/values

3. Framework: Languages in and for Education

4. Languages of Schooling: Language as Subject (LS), Language in Other Subjects (LOS)

5. Identifying Comeptences, Descriptors, Standards

6. Platform of resources and references for pl+ic educ.

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1. Need for a common discourse…

• The Common European Framework (for modern languages) provides a common basis for the elaboration of language syllabuses, curriculum guidelines, examinations, textbooks, etc. across Europe. (….) The Common European Framework is intended to overcome the barriers to communication among professionals working in the field of modern languages arising from the different educational systems in Europe. (….)

• Similarly the new initiative, “framework”, project

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A ‘common language’ in Europe?

CoE: Multilingual v. plurilingual• Multilingualism (…) is the knowledge of a number of languages, or

the co-existence of different languages in a given society.• Plurilingualism …

– does not keep these languages and cultures in strictly separated mental compartments, but rather builds up a communicative competence to which all knowledge and experience of language contributes and in which languages interrelate and interact. In different situations

• Plurilingual Competence: capacity to successively acquire and use different competences in diff. languages, at diff. levels of pro-ficiency and for different functions. The central purpose of pluriling. education is to develop this competence.a person can call flexibly upon different parts of this competence to

achieve effective communication with a particular interlocutor. (CEFR p.4)

• EU: uses only ‘multilingual’

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Multilingual vs. plurilingual – Implications for education

• Multilingual education = one or more languages learnt and ‘kept’ +/- separately

• Plurilingual education = one or more languages contributing to ‘communicative competence’ of ind. as an indivisible whole

• Individual Rights/entitlement persepctive vs. that societal demands/expectations(of achievement)

• Performance standards vs. Opportunity-to-learn standards

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2. Comprehensive/inclusive language education policy, based on

CoE conventions/valuesCouncil of Europe language education policies aim to promote:

- PLURILINGUALISM …

- LINGUISTIC DIVERSITY …

- MUTUAL UNDERSTANDING …

- DEMOCRATIC CITIZENSHIP …

- SOCIAL COHESION: equality of opportunity for personal development, education, employment, mobility, access to information and cultural enrichment

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Political context and and general aims

7. We are determined to build cohesive societies by ensuring fair access to social rights, fighting exclusion and protecting vulnerable social groups. We acknowledge the importance of the European Social Charter in this area and support current efforts to increase its impact on the framing of our social policies. We are resolved to strengthen the cohesion of our societies in its social, educational, health and cultural dimensions.

Warsaw Declaration - Council of Europe Heads of State and Government Summit 2005

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Council of Europe language education policies aim to promote:

• DEMOCRATIC CITIZENSHIP: participation in democratic and social processes in multilingual societies is facilitated by the plurilingual competence of individuals

• SOCIAL COHESION: equality of opportunity for personal development, education, employment, mobility, access to information and cultural enrichment depends on access to language learning throughout life

• INTERCULTURAL COMPETENCE: combination of knowledge, skills, attitudes+behaviours which allow a speaker, to varying degrees, to recognise, understand, interpret and accept other ways of living and thinking beyond his or her home culture. This competence is the basis of understanding among people, and it in not limited to language ability.(Self-reflection: Autobiography of intercultural encounters)

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European Union [ECONOMIC / INSTRUMENTAL FUNCTION]• Proficiency in several Community languages has become a

precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market. (…..)

[IDENTITY FUNCTION]• Languages are also the key to knowing other people. Proficiency in

languages helps to build up the feeling of being European with all its cultural wealth and diversity and of understanding between the citizens of Europe.(European Commission White Paper: Teaching and Learning – Towards the learning society, 1995: 67)

the knowledge of languages is one of the basic skills which each citizen needs to acquire in order to take part effectively in the European knowledge society and therefore facilitates both integration into society and social cohesion (2002)

Mother-tongue and L2 are acknolwedged as (2 out of 8) KEY Competences

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3. Languages in Education Languages for Education

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Languages in and for education

• Not all languages (present) in school are languages of schooling/instruction

• Languages in school: different categories, different status, but change is possible

• Language(s) of schooling/instruction: keystone of all language education: achieving school’s objectives and pupils’ successes; major element.

• Concern: The relationship between main language(s) of school/instruction and languages of pupils

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European reference documents/website instead of another framewwork: Why?

• Learner perspective: ALL languages are part of a ‘language capacity’ for learning (and other kinds of living) – need for a holistic approach, but WE KNOW LESS

• Teacher perspective: All teachers are “language teachers”, at least: they have to become language-sensitive; this provides a common basis to overcome the barriers to communication among professionals

• National or member state perspectives: – permit transparency in the development of didactics of Language

as Subject (LS) (e.g. English in England; Portuguese in Portugal);

– articulate the didactics of LS and foreign language(s);– create transparency (for all teachers – e.g. of science, history

etc) concerning language across the curriculum (LAC, LOS);– define intervention measures for ‘vulnerable students’/special

groups

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4. Languages of Schooling

the (national) languages as subjects taught in schools (e.g. German taught in German schools, Frech taught in French schools); term to be used: language as subject (= LS)

the languages used as media of teaching and learning of other subjects ; term to be used: language(s) in other subjects (= LOS)

the institutionalised forms of discourse and social interaction (hidden)

all languages which are part of the overall language curriculum which embraces all the languages a learner meets in school (in Germany a learner meets German as the official school language taught as a subject, English, French, Italian etc. taught as foreign languages (FL), Turkish taught in language maintenance courses etc.);

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School Language as a largely „hidden curriculum“

… teachers´expectations for language use are seldom made explicit, and much of what is expected regarding language use in school tasks remains couched in teachers´ vague admonitions to „use your own words“ or „to be clear“… For these reasons Christie (1985) has called language the „hidden curriculum“.… judgements about students´ abilities are often based on how they express their knowledge in language.… teachers need greater knowledge about the linguistic basis of what they are teaching and tools for helping students achieve greater facility with the ways language is used in creating the kinds of texts that construe specialized knowledge at school.

Mary J. Schleppegrell. The Language of Schooling. A Functional Linguistics Perspective. Mahwah/London 2004

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4.1 Language as Subject (LS): Possible themes

• Teaching ‘a canon’ of literature?• Teaching language (grammatical system,

generative principles, genres, pragmatics …?)• Teaching literacy and identity-building• Bildung - to develop and bring out the full potential

of a human being, based on his/her nature, but stimulated and structured by education (nurture) (.....) the process of becoming educated/becoming one’s own self AND the state reached by a human being

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4.2 Elements for Language in Other Subjects LOS)

• Acquiring + using subject-specific concepts and terminology

• Understanding + using a rational, formal, explicit academic or pre-scientific style of expression (initiation into academic lang. use)

• Comprehending and constructing cohesive and coherent pieces of information (subject-specific texts, including WRITING)

• Understanding, thinking+talking subject/science

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A Simplified Model of Subject-Specific Competence

Knowledge/Meaning Cognition/Proc.Comp.

Discourse CompetenceLanguage/Communic.Competence

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Example from Chemistry: Developing the notion of Reaction

• Starting with everyday concepts/ understandings

• Setting up experimental conditions for own observations and recordings

• Summarising + interpreting the data, • Formulating possible rules or regularities• Developing and testing own hypotheses• Defining REACTION in subject-specific

terms

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LOS - Possible themes

- Language as an activity, as conceptualisation, as cognition, as an instrument for learning + interaction – in school and beyond

- Defining competences in language as activity, and the pedagogical areas/domains of use

- Describing rights to and expectations of levels of language competence at specific points in schooling

- Discussing assessment procedures and criteria for good assessment

- Discussing possible methodologies of language-sensitive subject-matter teaching and learning

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Preliminary Model of a German Subgroup

Can participate in classroom interaction and communication

Can obtain and process relevant information

Can (re-) struct-ure and extend knowledge concepts

Can communicate and present learning results

Can evaluate ways, means, and methods of learning

Descriptors are used to describe and scale competences

Media, learning

materials, text types, genres

Descriptors refer to …

Thinking skills /

Discourse functions

Repertoire: Lexis Morpho-Syntax Pronunciation Spelling

Texture: Strategies Structures Reference Coherence

Communicative activities:

Listening Reading Speaking Writing

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5. Competences, Descriptions or Descriptors, Levels (Standards)

Developing procedures and a practical instrument serving to

(a) describe necessary LANGAUGE COMPETENCES and stages of development in the acquisition/handling of the language varity used in formal education for the support of cognitive processes as well as activities targeted at the acquisition of knowledge and skills,

(b) to identify the specific rights and needs of individual learners so that remedial work can be organised and no child will be left behind for not being able to cope with the specifics of school language („BILDUNGSSPRACHE“).

(c) analyse empirically and construct curricula with explicit reference to the language competences involved in LS and LOS

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Examples for comprehensive descriptions of outcomes/competencesLS: • Show understanding of both surface and deep meanings

in response to a range of texts (including fiction, non-fiction, linear and non-linear texts, media texts) and make appropriate inferences

• Can use appropriate reading strategies LOS: • Can express himself/herself in speaking and writing • Is able to read for information, can restructure a text• Understands how science works• Perceive one‘s own beliefs and life faith, express it and

defend it against others as legitimate and reasonable• Develop intercultural understanding of people from

different linguistic and cultural backgrounds/contexts

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Examples for more specific linguistic/communicative competences

LS: • Check spelling and use a dictionary• Mark key terms in a text to prepare for a summary• Identify symbols and metaphors in a textLOS • Extract key points from a history text to produce

notes (for later use)• Know and develop subject-specific vocabulary

• Formulate, test and prove hypotheses about ...

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Format of curricular descriptors /standards /competence strings

Pupils select data and information from different sources (e.g. print-, electronic media), assessing plausibility and relevance and process the information in a way adequate for a specific purpose, target group and situation. (Biology, Grade 9)

1. Verbal elements (operators) – marked black –define a capability to do sth.2. Nominal elements –marked green– specify a subject-specific content3. Nominal extensions – marked violet – further specify the content (optional)4. Modal elements of the competence format – marked red – specify conditions,

circumstances and degrees of mastery.

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Typical operators in LS descriptorsread for…(a range of purposes) - select (key points) - identify (key themes/ different passages or genres), comment on (key passages) - use (previous knowledge) - write (different types of text) - plan and structure - communicate (clearly and suitably for the context) - choose (the appropriate vocabulary, grammar, spelling, punctuation)- express (ideas and opinions) (in response to …) – take part in – reflect on – recognise that – show understanding – use (different strategies) – assess (critically)…

Typical operators in LOS descriptors (across subjects) describe (125) - explain (67) – compare (44) – present (43) - assess(33) - distinguish (32) – explicate/illustrate (31) – give reasons for (29) – derive (29) – determine (19) – name/label (18) - appraise (17) – record/document (16) – construe(15) – interpret (15) – discuss (12) – evaluate (10)

Typical operators in LS descriptorsread for…(a range of purposes) - select (key points) - identify (key themes/ different passages or genres), comment on (key passages) - use (previous knowledge) - write (different types of text) - plan and structure - communicate (clearly and suitably for the context) - choose (the appropriate vocabulary, grammar, spelling, punctuation)- express (ideas and opinions) (in response to …) – take part in – reflect on – recognise that – show understanding – use (different strategies) – assess (critically)…

Typical operators in LOS descriptors (across subjects) describe (125) - explain (67) – compare (44) – present (43) - assess(33) - distinguish (32) – explicate/illustrate (31) – give reasons for (29) – derive (29) – determine (19) – name/label (18) - appraise (17) – record/document (16) – construe(15) – interpret (15) – discuss (12) – evaluate (10)

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Cognition and discourse functionsDiscourse functions describe and specify fundamental cognitive actions/

activities and their linguistic realisation/expression• NAMING• DESCRIBING• NARRATING• EXPLAINING• ARGUING• EVALUATING• NEGOTIATINGPlus(?): EXPLORING/DISCOVERING, COMPREHENDING, REFLECTING

(Problem: these are partly or largely not observable in verbal behaviour)

Texts/Types of discourse use those macro functions and the many micro functions (e.g. contrast, define, hypothesise, infer) selectively

Can be combined in a number of different ways in texutal reception and production

Some discourse/text types rely dominantly on one DF, never exclusivelyActivities/descriptors in LS relate to language demands/descriptors in other

subjects largely via text types and discourse functions: TRANSFER?

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Discourse Functions in Relation to Text types and Linguistic Features

(German Subgroup)DISCOURSE FUNCTIONS (Macro level)

Naming/Pointing – Narrating- Describing – Explaining – Arguing – Evaluating – Negotiating …

Meso/Micro levelname – label – define – point out - specify (details) – summarise – compare – contrast – relate – judge –

appreciate – position …

literary texts and genres – factual prose and genres – discontinuous texts –

multi-media texts …

BICS/CALP: lexis – morpho-syntax – style –

register - means to establish coherence and

cohesion …

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Questions involved• Can the most important goals/outcomes be adequately be described

and “operationalised”?• What levels of proficiency are explicitly previewed for the languages

of education? • How can students’ level of proficiency validly (and rigorously) be

determined?• Can students be assessed with a Common European Instrument for

the Language(s) of Schooling or only locally?• LINKS between competences in LS and in LOS???

Describing ‘RIGHTS’ and ‘EXPECTATIONS’ of levels of proficiency in language at specific points in schooling

CAN ONLY BE DONE BY – those responsible in each Member state

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… is able to show comprehension with body language and very basic verbal means when subject-specific facts,persons, procedures are delt with. Has sufficient BICS to talk about these in class and understands basic recurrent subject-specific terminology.

… understands basic subject-specific terminology (e.g. „adjective“, „terrestrial globe“)… can understand derivatives of basic subject-specific terminology (e.g. division, divisor, divide…)… can understand terms for frequent classroom activities …

… can follow subject-specific texts / presentations without being irritated by specific terminology, knows which terms are relevant for solving a specific task and how to clarify their meaning, is acquainted with canonical definitions and knows when it is necessary to use them ….

… can read factual subject-specific prose without being irritated by terminology… can identify passages in a written text which clarify meaning of elevant terms… can explain elements and their function of definitions by giving sbject-specific examples….

CHALLENGE: Scaling Approaches (German Subgroup)

10/11

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pointing function

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READINGLS: Show understanding of both surface and deep meanings in response to a

range of texts (including fiction, non-fiction, linear and non-linear texts, media texts) and make appropriate inferences

LOS: 1. Recall, analyse, interpret, apply and question scientific information or ideas

2. restructure text for a particular purpose, e.g. extract key points from a science text to produce notes; convert information found on the web into an information leaflet (for use in a doctor’s surgery or in his/her office for patients)

Possible operations:to present DISCOURSE FUNCTION: Describing, Evaluatingto summarise DISCOURSE FUNCTION: Describingto relate, to interpret DISCOURSE FUNCTION: Explainingto review DISCOURSE FUNCTION: Evaluating?… (either orally or in writing)Themes? Domain specific knowledge?TASKS: Interpret a diagram on the demographical development of.. OR Identify

topic-related and relevant pieces of information (from one or two different sources ↔ Read one of the children‘s book and present it to the class

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6. PLATFORM – REFERENCE DOCUMENTS

Platform of resources and references for plurilingual + intercult. educationthat is flexible and dynamic, allowing for growth – a web-based approach

Develop documents in stages so that they can be launched without having been developed in full

Use feedback from users to shape further developmentKey texts to form the basis for the first stage of the Platform:

# General introduction/Overview# Plurilingual and intercultural education# Entitlement/Rights of the Learner# Regional, Minority and Migrant Languages# Foreign Languages – Modern/Classical# Language as subject (LS)# Language in other subjects (LOS)/Language across the curriculum (LAC)# The Use of Descriptions and Descriptors - Assessment and evaluation

Drafts of the documents to be presented 3/09Feedback from member countries prior to third European conference in

June 2009, Final Intergov’mental Conference in Nov. 2009 (Geneva)

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6.1 Implications:Whole School Language Policy

• Relating language education in LS to subject-specific language learning (LAC) and competences across all subjects

• Integrating content and language learning (CLIL) by using foreign language(s) for subject-matter teaching

• Relating education in LS to foreign or second language learning

• Relating foreign language education to heritage language education.

With the help of the following documents of the CoE:Guide for the Development of Language Education Policies in Europe Common European Framework of Reference for Languages/ websiteGuide for Planning and Implementing Plurilingual Curricula

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6.2 The needs of ‘vulnerable learners’(disadvantaged L1 learners + migrant children)

Cognitive-Academic Language Proficiency (CALP)Basic interpersonal Communicative Skills (BICS)

• The language of school and of science (CALP) demands the performance of other speech acts and discourse functions than in communicating about common topics (BICS). Transition from everyday language use to academic language use requires precision, explicitness, rationality and argumentative structures

• (For immigrant children) Conversational fluency is often acquired to a functional level within about two years of initial exposure to the second language whereas at least five years is usually required to catch up to native speakers in academic aspects of the second language (Cummins)

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Questions

• What measures are previewed by the Council of Europe to reduce the disadvantages of immigrant, second-generation immigrants and children with a low socioeconomic level in achieving a proficiency level which allows them to successfully learn and integrate in society?

• What measures should be taken in order to assure that vulnerable groups achieve a minimum proficiency level?

REF DOC – make the stake-holders aware of …REF DOC – make suggestions ‘only’ …

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LINKS

http://www.coe.int/lang

http://www.coe.int/t/dg4/linguistic/Publications_EN.asp#P205_11993

http://www.coe.int/t/dg4/linguistic/LangEduc/ConfLE09-ProgrammePresent_bil.asp#TopOfPage

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Thank you very much for your attention