1. European Charter (ETS 148) Language Learning and Multilingual Education Alex Riemersma www.mercator-research.eu Moscow, 25 January 2010 www.mercator-research.eu

2. 2 Introduction  Personal introduction  Charter / art. 8 Education  Bilingual and multilingual education:  Theoretical backgrounds  Models, results & developments in Pre-primary, primary, secondary education and teacher training

3. 3 European Charter on RMLs  Charter of the Council of Europe (1998)  Autochthonous Regional and Minority Languages  No dialects; no immigrant languages  Part II: principles and objectives (non-discrimination; state obligations and education rights)

4. 4 European Charter on RMLs  Part III: undertakings in domains art. 8: Education art. 9: Judicial authorities art. 10: Administration & public services art. 11: Media art. 12: Cultural affairs art. 13: Economic & social life art. 14: Transfrontier exchanges

5. 5 Charter for language planning  Charter key words: “to protect & to promote” / “to safeguard & to encourage”  Language planning key words: State:Citizen: CapacityCommand OpportunitiesUse Desire / PlanWill

6. 6 Charter characteristics  Inclusive approach (all domains)  Common responsibility of state and language community  Template or menu-system > tailor made approach  Monitoring system  International comparison & cooperation

7. 7 Monitoring system  Consulting body according art. 7.4  Periodical reports by treaty parties  ComEx / on-the-spot visits  Bi-annual report Secr.-General to Assembly of Council of Europe  > Recommendations to treaty parties

8. 8 Theoretical Aspects of Bilingual Education  Definitions Mother-tongue & L 2  Why bilingual / trilingual education?  Models of bilingual / trilingual education  Didactic approaches

9. 9 “Mother tongue”  “Mother tongue” = state language = language of education  L 2 = second language > bilingualism  Foreign languages > multilingualism  Mother tongue & father tongue

10. 10 Old theory

11. 11 New Theory

12. 12 BIC & CALP  Language learning through “contextualized language” input or: Basic Interpersonal Communication  Students need also decontextualised language in classroom discourse: Cognitive Academic Language Proficiency

13. 13 Definitions  Bilingual / Trilingual Eduction: two or more languages taught as a subject and used as medium of instruction  Immersion: use of minority (or: lesser used language) as only medium of instruction – the dominant language taught as a subject  Monolingual education: dominant language only > submersion

14. 14 Benefits of bilingual education for the child / student  Right on education in mother-tongue  Pedagogical approach  Cognitive development  Social integration  Cultural participation

15. 15 Various aims & student profiles of bilingual education  Transition (shift) to dominant language > passive knowledge of home language (understanding, reading)  Cultural heritage maintenance > limited command of home language  Language maintenance > full bilingual / biliterate command of state language & home language

16. 16 Various aims & models of bilingual education  Transition (shift) to dominant language > “stepping stone” only in early years  Cultural heritage maintenance > minority language as subject only  Language maintenance / revitalisation > “corner stone” - continuous subject teaching & medium of instruction

17. 17 Teacher competencies for multilingual education  Transitional (shift) model > some language command required  Cultural heritage maintenance > knowledge of home culture desirable  Language maintenance model > full language command (C 2) in target languages required

18. 18 Teacher Training for Language Maintenance  Competences: Language Command at level C2 (Common European Framework of Reference) in target languages  Theory and school practice of multilingual didactics  Teaching OF and teaching IN  Pre-service and inservice training

19. 19 Basic conditions of bilingual education  Systematic split of time  Systematic split of subjects  One person / one language  NOT: split of classes

20. 20 Well developed examples  Strong Bilingual education: Finland: Swedish immersion Wales: Welsh immersion  Trilingual education (home language, state language & English) Basque country (Spain) Catalonia (Spain) Friesland (Netherlands)

21. 21 Frisian as minority language  Regional cultural language: 350.000 mother tongue speakers = 55% of population of province  Recognition in the Charter part III: 48 undertakings  Obligatory school subject in primary and lower grades secondary education

22. 22 Model of Trilingual Education  Time used:  grade 1-6 (age 4-10): 50% Frisian, 50% Dutch  grade 7-8 (age 10-12): 40% Frisian, 40% Dutch, & 20% English  Systematic use of Frisian, Dutch and English as medium of instruction  Interactive language education

23. 23 Results of Trilingual Education  Good quality of Frisian  Results of Dutch at the same level at the end of grade 8 as all other pupils in the Nederlands  Results for English slightly better & self conciousness in English better

24. 24 Developments of Trilingual Education  Growth of bilingual provisions for pre-primary children (age 2-4)  Growth from 30 to 50 schools in 2012  Trilingual stream in secondary education (medium for other subjects)  Trilingual stream at teacher training (theory & practice)

25. 25 Common European Standards  Core goals in language command  Time investment  Teaching OF and teaching IN  Continuity of teaching & learning  Teaching materials  Teacher training and qualification  Independant inspectorate

26. 26 CEFR  Common European Framework of Reference (CEFR): 5 fields of language command: listening, reading, speaking, conversation, writing 6 levels of language command: (A1 – A2 – B1 - B2 – C1 – C2)  Developed for foreign language learning  Applicable for second language learning

27. 27 European Language Portfolio  Document portfolio for the individual student: - assessments - certificates - own experiences

28. 28 Kaart fan NOS

29. 29 Mercator Research Centre  Research on: * Added Value of Multilingualism * Language Command * Application of CEFR  Network of bi- / tri-lingual Schools  Network of Teacher Training Institutes

30. 30 Regional Dossiers Series > 40 Update every 5 year Online available

31. 31 Bibliography  Colin BAKER, Foundations of Bilingual Education and Bilingualism (2006)  Jasone CENOZ & Fred GENESEE, Beyond Bilingualism (1998)  Jim CUMMINS+M.SWAIN, Bilingualism in Education: Aspects of Theory, Research and Practice (1986)  François GRIN, Language Policy Evaluation and the Charter for Reg+Min Languages (2003)  Ofelia GARCIA, Bilingual education in the 21st century (2009)

32. 32 Eskerrik asko Mange Takk Diolch Spasibo Trugarez Grazia Graciis Dankscheen Mercé plan Kiitos Köszönöm Tige tank Thank you Hvala Bedankt