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The language policy of the European Commission: 

The language policy of the European Commission Luca Tomasi - European Commission European Languages Label Event 2005 Krakow, 14-15 October 2005

Languages: a basic skill for all Europeans: 

Languages: a basic skill for all Europeans communication: work, trade, study, travel understanding: tolerance, solidarity

Compulsory education - trends: 

Compulsory education - trends One or more foreign languages compulsory in primary schools (50% of pupils) All pupils can learn two or more languages in compulsory education Schools can offer more foreign languages as compulsory or optional subjects

Secondary education - trends: 

Secondary education - trends 10% to 15% of teaching time devoted to foreign languages as compulsory subject Content and language integrated learning exists, but only a minority of pupils benefit English, French, German, Spanish and Russian account for 95% of the languages taught

Choice of languages - trends: 

Choice of languages - trends Dominant role of English further increasing, especially in Central and Eastern Europe In 13 countries English is compulsory, but even where it is not the percentage of pupils learning it is close to 90% German and French vie for second place

Language teachers - trends: 

Language teachers - trends Generalist teachers at primary level, specialist teachers in secondary schools Only Luxembourg and Scotland explicitly recommend a stay in a country where the language studied by future teachers is spoken

New languages - trends: 

New languages - trends 8% of 15 year olds speak at home a language which is not the language of instruction used at school Almost all countries have adopted linguistic support measures for pupils from migrant families

Slide9: 

Promoting Language Learning and Linguistic Diversity: an Action Plan 2004 – 2006

Article 149: 

Article 149 … contribute to the development of quality education by encouraging cooperation between Member States … fully respecting the responsibility of the Member States for the content of teaching and the organisation of education systems and their cultural and linguistic diversity

Member States should:: 

Member States should: Extend the benefits of lifelong language learning to all Europeans Improve the quality of teaching Create a more language-friendly environment

Pre-primary and primary: 

Pre-primary and primary At least two foreign languages from a very early age

Pre-primary and primary: 

Pre-primary and primary BUT has to be effective: well-resourced well-trained teachers class-sizes time on curriculum materials wide range of languages

Secondary and vocational: 

Secondary and vocational A solid core of language skills: the foundation for a lifetime Mastery of at least two foreign languages Aim: effective communicative ability (not native speaker perfection)

Higher education : 

Higher education All students - of all subjects – should: study abroad in a foreign language … … gain a language qualification as part of degree

Higher education : 

Higher education Each university should: have a coherent language policy ... … take action to promote its national or regional language

Universities should also:: 

Universities should also: Promote and safeguard their language Ensure that courses taught through a foreign language also continue to be taught through the national language Open up their rich environment and resources to learners from the local community

Adults: 

Adults encouragement to carry on learning foreign languages, facilities readily available for language learning including at work

Learners with special needs: 

Learners with special needs Language learning is for everybody Need to further develop good practice in providing for people with special needs

Policy recommendations: 

Policy recommendations Emphasise importance of linguistic diversity Regional, minority, migrant and neighbouring languages included in mainstream education Clear objectives for each stage of education

Policy recommendations: 

Policy recommendations Encourage generalisation of CLIL: defining standards of teacher qualification supporting the preparation of materials Introduce or extend the schemes for dual or multiple recognition of qualifications

Language teacher training: 

Language teacher training European Profile for Language Teacher Education: a frame of reference

Erasmus: 

Erasmus

Indicator of language competence: 

Indicator of language competence measure skills at end of compulsory education reading, listening, speaking, writing calibrate to Common European Scales of Reference(6 levels) Timing:pilot tests in 2007

The Proposal: 

The Proposal

More info? http://europa.eu.int/comm/ education/lingua.html: 

More info? http://europa.eu.int/comm/ education/lingua.html

luca.tomasi@cec.eu.int: 

luca.tomasi@cec.eu.int Luca Tomasi - European Commission European Languages Label Event 2005 Krakow, 14-15 October 2005