A.2 Coping with linguistic and social diversity Whole School Language Profiles and Policies ENSEMBLE 14-17 December 2005 E...
Antoinette Camilleri Grima Andrea Young Elisabeth Fleischmann Madlena Norberg
Why “ensemble”? <ul><li>A school is a community of students, teachers, parents, administrators … others </li></ul>
A community… <ul><li>requires the development of respect towards common values, conceptions, ideas… </li></ul>
Context <ul><li>Council of Europe language education policies aim to promote: </li></ul>
Plurilingualism <ul><li>All are entitled to  </li></ul><ul><li>develop a degree of communicative ability  </li></ul><ul><l...
Linguistic diversity <ul><li>Europe is multilingual and all its languages are equally valuable modes of communication and ...
Mutual understanding <ul><li>The opportunity to learn other languages is an essential condition for intercultural communic...
Democratic citizenship <ul><li>Participation in democratic and social processes in multilingual societies is facilitated b...
Social cohesion <ul><li>Equality of opportunity for personal development, education, employment, mobility, access to infor...
The  Guide <ul><li>Looks at the larger context </li></ul><ul><li>Addresses States and national policy making level </li></ul>
What is the message for the school?
Our Project <ul><li>Head   teachers and  l anguage policy co-ordinators at school </li></ul><ul><li>to  e stablish goals a...
Points of departure
Plurilingualism <ul><li>Is a democratic value to be promoted </li></ul><ul><li>Is a competence to be developed </li></ul>
Principle <ul><li>Native-like competence is NOT the only acceptable goal when learning a language </li></ul>
A plurilingual person has: <ul><li>A repertoire of languages and language varieties </li></ul><ul><li>Competences of diffe...
Plurilingual education promotes: <ul><li>An awareness of why and how one learns languages </li></ul><ul><li>An ability to ...
<ul><li>Respect for all language varieties </li></ul><ul><li>A respect for all cultures </li></ul><ul><li>A global, integr...
Project Aims <ul><li>To understand existing school profiles fostering plurilingualism </li></ul><ul><li>To formulate and i...
Pre-Workshop <ul><li>Identify a number of relevant issues to plurilingualism at school </li></ul><ul><li>Illustrate them v...
Workshop <ul><li>Raise awareness about language issues in education </li></ul><ul><li>Stimulate reflection about own attit...
<ul><li>Initiate the development of tools  </li></ul><ul><li>Focus on practical approaches </li></ul><ul><li>Aim for tangi...
Post-Workshop <ul><li>Case studies provided by participants – school profiles </li></ul><ul><li>Fine-tuning of tools inten...
Case Studies <ul><li>Ascertaining continuity between home and school </li></ul><ul><li>Valuing all languages </li></ul><ul...
<ul><li>Establishing a climate of collaboration </li></ul><ul><li>Implementing change in favour of linguistic diversity </...
Dissemination <ul><li>School profiles – to encourage others </li></ul><ul><li>Tools – to support the implementation of pol...
<ul><li>To stimulate action by  h ead   teachers – sensitize  h ead   teachers toward their responsibility in this area </...
Quoting… Education Bradford <ul><li>There is a need for governors and senior managers in school to be committed to valuing...
<ul><li>School leaders are in a strong position to take a lead on plurilingualism and linguistic diversity through relevan...
<ul><li>They can also ensure that staff who wish to develop their skills in  community languages,  have access to appropri...
<ul><li>Schools should ensure they give appropriate value to the languages of the community…and that these are celebrated ...
The most important single factor in the success of the school is the quality of leadership of the head (Harris, Day, Hadfi...
One person with courage makes a majority Andrew Jackson
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Ensemble Content Based Instruction

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Content Based Instruction

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Ensemble Content Based Instruction

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

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