European Language Policies
EU & Council of Europe
Language Planning Instruments:
ECRML & FCNM
Donostia, October 26, 2012
Alex RIEMERSMA
Mercator European Research Centre on Multilingualism and Language Learning
www.mercator-research.eu
European Policies: EU
European Union (1957)Seat: Brussels / EU Parliament also Strasbourg
Structure:
Council of (national) Prime Ministers
Councils of national subject Ministers
European Commission (= Executive)
European Parliament (> 700 seats)
EU Languages
27 member states /
23 official working languages(Letzeburgish treaty language only)
But in practice 3, 2 or 1 working language(s)
and some co-official languages (in the EP)Basque, Catalan, Galician, Welsh.
> 60 Regional and Minority Languages
> 175 Immigrant Languages
EU Language Policies
Mother tongue + 2 other languages
Multilingualism as an asset
Lifelong Learning Program > Erasmus for All
European Policies: EU
European Treaty:“EU respects the religious, cultural and linguistic diversity.”
Definition “Mother tongue” = state language
Principle of “subsidiarity” is in favour of national languages
“All languages are equal” > “mainstreaming” is in fact in favour of English (only) !
EU Parliament Resolutions
• 1981 Arfé > EBLUL 1982 – 2006;
• 1983 Vandenmeulenbroecke > earmarked budget € 1,2 million (> 2006)
• 1987 Kuijpers > Mercator project (1987-2006) 3 partners: Aberysthwyth (media), Barcelona (legislation), Ljouwert / Leeuwarden (education)
Follow up
• EBLUL extinct, followed up by Network to Promote Linguistic Diversity (NPLD): 11 regional authorities & 19 NGOs
• Mercator Network continued,re-gained EU funding from 2009, new Mercator partners:BudapestStockholm
EU Parliament Resolutions
• 2004 Michael EBNER> EU Agency for Linguistic Diversity, but not accepted by EU Commission
2005: Feasibility Study > Networks
2012 François ALFONSI> ?
EU Commission Actions
2007: High Level Group Multilingualism+ on line consultation
2008: EU Communication 2008: Amin Maalouf Report
A Rewarding Challenge (proposal: “adoptive language”)
2011: Civil Society Platform on Multilingualism
EU funded projects & networks
• Euromosaic• Smile• DYLAN• SUS-DIV• Linee• EUNoM• RML2future• MELT• NPLD
EU Agenda 2020
European Policies: CoE
Council of Europe (1949, Strasbourg)(47 member states; 800 million people)
Parliamentary Assemblee
Congress of Local and Regional Authorities (CLRAE)
CoE relevant institutions
Language Policy Division (Strasbourg): a.o.: Common European Framework of Reference for Languages (CEFR)
Centre for Modern Languages (Graz): projects for the access to and quality of language teaching
CoE relevant instruments
Charter for Regional or Minority Languages (to protect & to promote)(ETS 148)
Framework Convention on the Protection of national Minorities (FCNM)(ETS 157)
Charter for language planning
• Charter key words:“to protect & to promote” /“to safeguard & to encourage”
• Language planning key words:
State: Citizen:
Capacity Command
Opportunities Use
Desire / Plan Will
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European Charter on RMLs
Charter of the Council of Europe (1998)25 ratifications (< 47 CoE member states)13 ratifications (< 27 EU member states)
Autochthonous Regional and Minority Languages
No dialects; no immigrant languages
Part II: principles and objectives(non-discrimination; state obligations and education rights)
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European Charter on RMLs
Part III: undertakings in domains art. 8: Educationart. 9: Judicial authoritiesart. 10: Administration & public servicesart. 11: Mediaart. 12: Cultural affairsart. 13: Economic & social lifeart. 14: Transfrontier exchanges
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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
Charter menu system
Article 8: Education
Pre-school provisions
Primary Education
Secondary Education
Vocational Training
Higher Education
Adult Education19
Charter menu system
Article 8: Education
Level i: obligatory
Level ii: partly obligatory
Level iii: optional
Level iv: on request of parents
Always: “where appropriate” = sufficient demand / proportionality
20
21
Monitoring system
Consulting body according art. 7.4: “needs and wishes” of the people
Periodical reports by treaty parties
Committee of Experts (each treaty party one member) / on-the-spot visits
Bi-annual report Secr.-General to Assembly of Council of Europe
> Recommendations to treaty parties
22
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
Valuable tests on language command
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Literature References
François GRIN, Language Policy Evaluation and the Charter for Regional + Minority Languages (2003)
The European Charter for Regional or Minority Languages: Legal Challenges and Opportunities (2008)
Framework Convention National Minorities (FCNM)
Individual Human Rights
More general descriptions > interpretations (+ discussions) in the monitoring process
18 members in the Advisory Committee
State reports
Thematic Reports
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FCNM articles re Education
Art. 4: non-discrimination / integration
Art. 6: education for tolerance
Art. 8: religious diversity and tolerance
Art. 9: awareness raising for journalists
Art. 12: intercultural perspectives
Art. 13: private educational provisions
Art. 14: right to learn minority language25
FCNM thematic report Education
Protection of minority cultures and languages, effective equality and access to education
Actors at central and local level: school heads, teachers, parents and students
Tools: bi- and plurilingual curricula and qualified teachers, multicultural environments
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Project “From Act to Action” Example: Implementing language acts in Finland, Ireland and Wales
Brussels, December 8th 2005Siv Sandberg, Åbo Akademi University
Finland
Making language legislation work in Finland, Ireland and Wales
1. Comparing different systems (national level): legal and institutional framework
2. Comparing different mechanisms supporting the enactment of language legislation
3. Comparing individual public authorities
Combining two views
The practitioner’s point of viewProviding information on what works Identifying good practices Producing tools for diagnoses and
performance measurementThe academic point of view Comparing the effects of different
institutional arrangements
Three crucial levels of analysis
1. Relationship between the national authority in charge of language act and the individual public authorities
2. The individual organization
3. The interface between the organization and the citizens/customers
The importance of covering all three levels
Because: …does not necessarily mean that…
Good interplay between central monitoring agency and language officers in individual authorities…
…the level of commitment to bilingualism in organization as a whole is sufficient.
Good implementation of specific language policy within the organization…
…the citizens are satisfied with the level of services provided.
Factors affecting performance
1. The national context2. The local context
(number of minority language speakers, tradition, supply/demand)
3. The institutional context (type of authority)
4. “Universal factors” (staff, organization, leadership)
Constructing the ideal system?:Four aspects to be elaborated further
…versus
National initiative Local initiative
Specific language focus Language as part of broader quality focus
Systematic approach to language issues
Person based approach to language issues
Complaint-driven systems (Ombusman / Observatory)
Pro-active, leadership based systems
Coherent EU Language Policy
EU Legal base and / or Treaty partner to European Charter for RML, FCNM
Vitality & empowerment of all languages Co-responsibility in stead of “subsidiarity” Incentive to inclusiveness of RML / IML Partnership to permanent networks of
stakeholders for regular strategic review
EU Agenda 2020
Linguistic Diversity as a priority
Co-operation between EU and the Council of Europe & ECML (= European Centre for Modern Languages in Graz)
National EU Agencies to raise awareness and assist endangered language communities to apply
EU Research Agenda 2020
Eurobarometer on Languages to include:Mother tongue + father tongue
Multilingual education: continuity & common standards
Media >>> Social media
Plurilingual Literacy
Application of CoE instruments
Common European Framework of Reference (CEFR): - can do – statements for L1, L2, Lf - parallel assessments of L1, L2, Lf
European Language Portfolio:- electronic - plurilingual approach
• Eskerrik asko
• Mange Takk
• Diolch
Tankewol
• Trugarez
• Grazia
• Graciis
• Dankscheen • Mercé plan
• Kiitos
• Dz'akuju so
• Köszönöm
• Hvala
• Multumesc
• Merci