Note from the President

FIPLV News

Intercultural Education Using ICT

Congress Calendar

Forum on Controversial Issues

News and Views

Books and Journals

On September 11 2001, the globe changed irrevocably.

On behalf of FIPLV, I must repeat and share with you our concern and sorrow and, equally as important, our condolences and comfort to those who have lost loved ones, friends or colleagues. As partners sharing the same globe, we mourn those who have departed, sympathise with the suffering and enjoy with others the very few happy stories arising from tragedy. We have all lost something as a result of the recent disaster and decry the use of terrorism, irrespective of the target.

The act of September 11 was, most would agree, totally unnecessary.

Such acts much harden our resolve to pursue the objectives of FIPLV and the majority of the globe's people. Teaching languages, which is our profession, has as its ultimate goals the creation of mutual understanding and fostering of peaceful relations. Co-operation, collaboration and friendship in the pursuit of peace must remain our priority.

Irrespective of one's race, religion, country, cultural heritage - or whatever else makes us who we are, all different, all individuals, but all sharing similarities despite the superficial or deep-rooted diversity - such an act touched all those who "lived" through the initial aftermath and the "War against Terrorism" in the months that followed.

Those of us in the business of teaching, promoting and defending languages - all languages - across the globe have been aware of this fact for years. Our philosophical, political and personal position pushes for the antithetical result, as it should.

As the global population moves through 6 billion towards 7 billion - and is expected to increase more rapidly than in the past - the earth is becoming increasingly crowded, placing unprecedented demand on resources. In many poorer countries, population growth is the norm. In other countries, zero population growth is the target. Elsewhere, such as in China, population decrease is driven by state policy. As the global population increases - unless the world suffers some cataclysm - galaxial, geological, medical or man-made - there is an emphatic need for communication, equity, access and peace.

The special challenge to those of us who are agents of change, promoting linguistic diversity and intercultural harmony, is that many of our global co-inhabitants fail to recognise the role, potential and value of multilingualism in effecting peace in what is - or must be - a multiculturally interdependent globe. What is required initially is a marked philosophical shift in the attitudes of those who foster monolingualism and linguistic hegemony, of those who place the dollar before the person, of those who promote globalisation at the expense of the individual, of those who carry out economic rationalism in ignorance of humanitarian well-being, of those who would harbour a desire for war-mongering in the denial of peace, of those who underwrite economic conglomerates to the detriment of the environment - our home!

We cannot underestimate the enormity of the challenge, as it is indubitably immense.

Immediate action is required at the humanitarian level and this should have ramifications in education for all, for languages and the use of technology in a context of globalisation. Whatever reasonable steps, that could be taken, should be taken to arrest the anticipated deterioration of intercultural harmony and the linguistic wealth currently enjoyed across the globe. The solutions are many and must be put in place immediately. Global awareness-raising of the issue at all relevant levels - governmental, political, family, community, educational, cultural, NGO associations, electronic and digital media, to identify but a few - must be undertaken without delay to mobilise a global conscience to protect and retain the world's languages. We need to lobby politicians, reach decision-makers, impact on those responsible for developing policy.

Once more, I say to you that we did not need the recent disaster as a catalyst for the unheralded and unique unity we are witnessing now. We knew and know in our hearts that the small contributions that we are making are in the right direction for our global community.

Despite the background created by the act of September 11, let us look forward and enjoy the current festive seasons of Ramadan, Christmas and the New Year - Christian, Chinese and Vietnamese -and those of other religions. On behalf of FIPLV, I wish you, your families and your members every happiness and peace for the celebrations you are about to enjoy - and are to come in 2002.

There is still much work to be done.

Denis Cunningham
President, FIPLV
djc@netspace.net.au

Intercultural Education Using ICT in a FLT Classroom

by Tuula Penttilä

We live in a pluralistic world, in which nations are having close connections in economics and politics, while on the other hand conflicts have increased between nations, cultures and ethnic groups. Something that we have had to witness lately. To be able to live in this kind of world citizens have to develop a new level of cultural awareness and sensitivity, an ability to understand and to communicate with persons from other cultures and nations. (Tella, Yli-Renko, Mononen-Aaltonen, 1996) We foreign language teachers have the duty to assist learners to become citizens in a world that demands knowledge, problem solving skills, competence and caring. Being a politically and socially aware person in today's world means that we cannot exclude real life from our teaching, because we are preparing our pupils for the real life.

Intercultural Education

How are we teachers preparing our learners to live in this global world? Many countries have included in their curricula elements which are referred to as International Education, Education for International Understanding, Global Education, Multicultural Education or Multicultural Studies. They all have become to have their different meanings but they all have a common core of concern with increasing understanding and communication between culturally and ethnically diverse peoples. I am using the term Intercultural Education and this is how I understand and define it:

it comprises of peace, security, human rights, environmental, cultural, development, media and tolerance education.

The goals are:
1. to have a strong national identity,
2. to understand other cultures,
3. to celebrate differences.

In Finland the aim of intercultural education is to raise students who know different cultures, strive for peace and respect human rights. The basis of intercultural education is a clear sense of national identity and a healthy self-esteem. It is mainly education about values. It focuses on developing the whole personality of the pupil and therefore teachers' attitudes and values are the most important base for implementing intercultural education. (Killen, Tella, Yli-Renko 1997)
Intercultural education is a challenge: It means autonomous learning and it encourages a positive outlook on life. Its many-sided learning process emphasises active participation. A learner has to realise there are many realities and truths. It encourages communication with the world outside the classroom. It sees no limits to learning or making good use of one's knowledge. Learning can take place virtually. It emphasises critical thinking and the relativity of knowledge. And it gives the chance to face the challenges of today. (Allahwerdi 2001)

Information and Communication Technology

In this world where networking is the key word, fastness, problem solving, creativity and group working skills are more and more important. ICT is an excellent media in developing these skills. Computer-mediated human communication is an important part of media education, because it relates to the key issues of interculturalism and cross-cultural communication. We can speak about network-based learning, which is firmly rooted in the telematic applications of the Internet and WorldWideWeb. (Tella 1996) Media education provides FL learners with a rich variety of real-life communication tools and genuine communication contexts, which extend, enhance and amplify FL learners' human resources.

International Projects

I my school, Mankkaan Koulu (junior secondary school), project work is an important part of our activities. The school is well provided with the latest technology. Every pupils has his/her email address. They use Internet in searching, processing and transferring data. In their FL class their projects vary from short projects to long projects.
An example of a short project: UNESCO asked pupils to write a poem of two lines on Peace. They wrote them and we printed them and put them on the wall. Each school was allowed to send in only one poem. Pupils decided which one we sent. This did not take much time in writing, but it made the pupils think about peace and what it means to them.
An example of a long project: We participated in a 3 years' Comenius project with schools in Austria, England, Italy and Spain. The theme was 'Living in a Medieval City'. In my school we divided the three years so that the first year they learned about the past of our city Espoo, the second year of the present and the third year of the future. Each school had a site on its homepage where to put its products. The homepages were linked to each other. Austria organised a medieval feast with food and all kinds of performances and games. My school had a video conference with the English school learning about each other's food culture. These are just a few examples of the many activities that we had during those three years. The co-operation has continued with pupil exchanges and other activities.
Last year my class, whose theme is media, participated in the following projects: Newsletter around the world, France (a monthly letter to a set of schools), Timeline, UNESCO and Multimedia Kids Forum, Japan. In their EFL class they made three projects on the USA: 1. a quiz on the USA, 2. a programme for a week's visit to New York, 3. Native Americans. Each one of them has an electric portfolio in their homepage and they put their project products there.

Conclusion

What are the benefits of intercultural education? The first benefit concerns relevance. The themes discussed in a FL classroom appear each night on TV news and newspapers. The second benefit is the promotion of international understanding. They learn about different traditions in foreign countries.
We as language teachers are builders of bridges. We can help our students to cross these bridges and to make a better and more peaceful world where people celebrate differences.

References

Allahwerdi H. 2001. From international recommendations to the Challenge of global Citizenship Maturity test. The Finnish UN Association as an educator in international education. The Department of Teacher Education. University of Helsinki. Research Report 230.
Killen R., Tella S., Yli-Renko K.1997. Multicultural Education: Towards Social Empowerment and Cultural Maintenance.The Faculty of Education. The University of Turku. Research Report A:180.
Tella S., Yli-Renko K., Mononen-Aaltonen M. 1996. Two Cultures Coming Together. Part 1. Department of Teacher Education. University of Helsinki. Research Report 155.
Tella, S. (ed) 1996. Two Cultures Coming Together. Part 3. Theory and Practise in Communicative Foreign Language Methodology. Department of Teacher Education. University of Helsinki. Studia Pedagogica 10.

Note from the Editor: Tuula Penttilä is the FIPLV Vice-president. This article was presented at the 3rd CER FIPLV Conference which was held in Poznan, Poland in September 2001. tuula.penttila@mankkaaya.fi www.mankkaaya.fi/~penttitu

Congress Calendar

2002

1 – 3 February                   IATEFL’s Joint TD and TT SIG event. Venue: ESADE Barcelona, Spain. Information: IATEFL Headoffice, 3 Kingsdown Chambers, Whitestable, CT5 2FL, UK. Fax: +44 1227 274415. Email: iatefl@compuserve.com

9-10 March                        23^rd TESOL Greece Convention. Theme: Broadening Horizons. Venue: Leonteion Lykeion Patission, 17 Neigy, 111 43 Athens, Greece. Information: TESOL Greece, 40-42 Mikras Asias St. 115 27 Athens, Greeece. website: tesolgreece.com

21- 24 March                     FMF Kongress. Thema: Mehr Sprachen – mehr Europa. Venue: Martin Luter Universität, Halle-Wittenberg, Germany. Information: StD Dr. Hans-Ludwig Krechel, Auf der Berghecke 14, 53639 Königswinter. Tel.: 0 22 44 / 87 19 61, Email: H.L.Krechel@t-online.de

22-26 March                      36^th IATEFL International Conference. Venue: University of York, York, UK. Information: IATEFL Headoffice, 3 Kingsdown Chambers, Whitestable, CT5 2FL, UK. Fax: +44 1227 274415. Email: iatefl@compuserve.com www.iatefl.org

3-5 April                             April Conference Nine. Theme: The Legacy of History: English and American Studies and the Significance of the Past.  Venue: Kraków, Poland. Information: Teresa Bela and Zygmunt Mazur, Uniwersytet Jagieloński, Al. Mickiewicza 9/11, 31-120 Kraków, Poland. Email: april9@vela.filg.uj.edu.pl; www.filg.uj.edu.pl/aprilconference

9-13 April                           36^th TESOL. Theme: Language and the Human Spirit. Venue: Salt Lake City, Utah, USA. www.tesol.org

16-20 April                         LINGUAPAX’s World Congress on Language Policies. Venue: Barcelona, Spain. Information: www.linguapax.org

10-11 May                         7^th IATEFL Chile Conference. Venue: Santiago, Chile. Information: Paula Jullian pjullian@puc.cl

10-12 May                         International Conference. Theme: New Developments in Pragmatics. Venue: University of Łódź, Poland. Informajszon: Dr Piotr Cap, Department of English Language. Łódź University, Al. Kościuszki 65, 90-514 Łódź, Poland. Email: kret@lodz.pdi.net

17-18 May                         International Conference. Theme: Diachrony and Synchrony of the Albanina Language – Paleobalkanic Linguistics – Etymologies. Venue: Nicolas Copernicus University in Toruń, Poland. Information: Prof. irena Sawicka, Institute of Slavic Languages, Nicolas Copernicus University, ul. Fosa Staromiejska 3, 87-100 Toruń, Poland. Fax: (48 56) 6226659. Email: saw@maius.uni.torun.pl

23-25 May                         15^th International Conference of Foreign and Second Language Acquisition. Venue: Szczyrk, Poland. Information: Prof. Janusz Arabski, Institute of Englishm ul. Żytnia 10, Sosnowiec, Poland. Tel/fax: + (48 32) 291 74 17. Email: enoffice@ares.fils.us.edu.pl www.icfsla.prv.pl

26-30 May                         5^th Summer School in Psycholinguistics. Theme: Child Language research. Venue: Balatonalmádi, Hungary. Information: Dr. Zsolt Lengyel & Dr. Judit Navracsics, University of veszprém, Department of Linguistics. Egyetem u. 10, H-8201, Veszprém, Hungary, email: lengyelz@almos.vein.hu, navracsj@almos.vein.hu

13-15 June                         International Conference. Theme: Modern Languages in the Knowledge Society. Venue: Kaunas University of technology, Lithuenia. Information: Centre of Modern Languages, Faculty of Humanities, Kaunas University of Technology, Gedimino st. 43-301, Kaunas, LT-3000, Lithuenia. Fax: + 370 – 7 – 323531, Email: ruta.veteryte@ukc.ktu.lt  rgistration form at: http://www.ktu.lt/en/science/conf2002/konf_06_2/index.html

25-26 June                         Nordic-Baltic Region FIPLV Seminar. Theme: Portfolio, Learner Autonomy, New Technology. Venue: Tallin, Estonia. Information: Jörgen Tholin, jorgen.tholin@hb.se

4-6 July                              SAALT 2002. Theme: The changing context of language teaching: renewal or resistance. Venue:  University of Natal, Durban, South Africa. Information:Prof. Elizabeth de Kadt, First Level School, Memorial Tower Building, University of Natal, Durban 4014, South Africa. Fax  +(031) 260 – 2409, email: penningtonb@nu.ac.za

22- 25 July                         35th meeting of the Societas Linguistica Europaea. Venue: Potsdam, Germany. Information: http://www.uni-potsdam.de/u/dekanat_philfak1/sle/index.htm
25-28 September International Conference. Theme: Multicultural Dilemmas: Identity – Difference – Otherness. Venue: Ustroń, Poland. Information: Prof. Wojciech Kalaga & prof. Tadeusz Rachwał. Institute of British and American Culture and Literature. ul. Żytnia 10, 41-2005 Sosnowiec, poland. Email: kalaga@us.edu.pl rachwal@us.edu.pl

16-21 December                13^th World Congress of Applied Linguistics. Venue: Singapore. Information: Anne Pakir, E-mail: aschead@nus.edu.sg

2003

2 – 6 July                           21^st FIPLV World Congress (with SAALT). Venue: RAU, Auckland, South Africa. Information: http://general.rau.ac.za/fiplv

24-29  July                         XVII International Congres of Linguists (CIL). Venue: Congress Palace, Prague: Czech Republic. Information: Anna Kotĕšovcová, Centre for Computational Linguistics MFF UK, Malostranské nám. 25, 118 00 Prague 1, Czech Republic. Email: cil17@cil17.org

Forum on Controversial Issues

Teaching peace-promoting vocabulary: a new frontier

by Francisco Gomes de Matos

Ever since proposing the concept of "communicative peace " in 1991 (article Using English for communicative peace: a pedagogical checklist, published in Braz-tesol Newsletter, September, p.4), I have been probing the issue of teaching a peace-enhancing-promoting vocabulary, especially to teenagers and adults. Recently, under the auspices of Associação Brasil-América (a Binational Center in Recife) I conducted a couple of workshop-like demonstrations for a diversified audience, aimed at sensitizing them to the need for learning how to organize and use English words for peace. One of the outcomes of such experience is another Checklist, this time intended to help TESOLers start systematizing what I call "a humanizing vocabulary". I should clarify that in conducting Workshops, I have been emphasizing "using peace-promoting words in context", that is, in situations suggested by the participants themselves as they interact irenically ("irenic" is an adjective meaning that has to do with peace ) in small groups.

To start organizing your teaching of a peace-promoting vocabulary, challenge yourself to:

1) Define/characterize " friendly language", " friendly use of a language", " use of English for peace". On the first concept, see David Crystal and Hilary Crystal´s Words on Words. Quotations about Language and Languages (Penguin, 2000). Their section on "friendly language" subsumes words of apology, comfort, gentleness, praise, and tract". On a pioneering lexicographic treatment of the friendly use of English, see W.R. Lee´s A Study Dictionary of Social English, published by Pergamon Press, 1993.
Among the "social situations" covered: agreeing, approving, hoping, liking, praising, sympathizing. That book is not as well-known (and used...) by teachers and teacher-educators as it should.

2) 2Make a list of your (and your students´) favorite verbs which can enhance peace. As a source, I recommend Stephen Glazier´s Random House Word Menu, published by Random House, 1997 (2nd ed). That creative -- alas, no longer with us -- dictionary-maker provides useful lists dealing with "agreement, applause, approval, encouragement, exhaltation, flattery, praise, recognition, respect".

3) Select "positivizers" (word I coined to express adjectives characterizing positive features in human beings). Significantly, ESL textbooks have started to give some attention to the use of human-dignifying vocabulary. My choice of exemplary contribution in that respect is Donna Price-Machado´s Skills for Success. Working and studying in English. Cambridge University Press, 1998. That American colleague (married to a very talented Brazilian musician) has a Chapter on "Developing a positive attitude" and a section on Defining personal strengths, in which almost 100 adjectives are listed for "increasing your self-confidence". Examples: assertive,capable, cheerful, competent, cooperative, efficient, enthusiastic, flexible, hardworking, high-achieving, innovative, knowledgeable, polite, responsible, trustworthy.

4) Select inspiring statements/quotations to be discussed by groups and to be probed (through text production, for instance). Some examples (taken from Crystal and Crystal) are "Kind words are a honeycomb, sweet to the taste, wholesome to the body (Proverbs 16:24; Jerusalem Bible), "the music that can deepest reach, and cure all ill, is cordial speech" (Ralph Waldo Emerson, 1860, The Conduct of Life), "Good words cost naught" (Portuguese proverb) "A gentle word will make the argument strong" (Welsh proverb).

5) Select key-concepts used in the literature on Peace and Conflict Studies (there are important traditions: Peace Education (over 40 years old), Peace Psychology, and the emerging area of Peace Linguistics. This year, the TESOL organization (U.S.-based) established its own committee on TESOLers for Social Responsibility, devoted to global issues, among which human rights, justice, and peace.
Among the relevant concepts found in the works of Conflict Resolution researchers are: cooperation (the verb "cooperate" is a must for peaceful relations between/among persons, communities, nations), mediation, negotiation ("constructive negotiation" is a strategic phrase for diplomats and other 'peace negotiatorsI), trust (self-trust, trust in each other/one another, and institutional trust) and last, but not least, EMPATHY.
This ever-inspiring psychological concept reminds us that, as humanizing teachers of English, we should do our best to use (and help our students to do so, too) English for cross-cultural understanding, for cooperation, for sharing (as for instance, sharing the grief of the American people over the loss of so many precious lives in New York and Washington, D.C.).

6) Activate the powerful vocabulary-improving strategy of "paraphrasing", by teaching different ways of expressing peace-loving attitudes, emotions, and feelings.

7) Evaluate materials (for possible adoption) in terms of their "communicative-peace value". To what extent do current printed and/or on-line materials contribute to helping make peace prevail both in the hearts and actions of all human beings?
May this brief piece be a plea for you to think of yourself as a Peace Patriot, by learning to teach English constructively, and by motivating your students to the vital importance of using that language -- and all other languages -- in deeply humanizing ways.

8) Consider "how our enabling individuals to speak English and pass TOEFL tests enhance world peace and harmony", to quote Claire Kramsch in her timely, inspiring chapter on Intercultural Communication, in the thorough volume The Cambridge Guide to Teaching English to Speakers of Other Languages, edited by Ronald Carter and David Nunan, CUP, 2002, p.206

May communicative peace be with you and your students!

Note from the Editor: Francisco Gomes de Matos teaches Applied Linguistics (English/Portuguese) at the Federal University of Pernambuco, Recife, Brazil. He´s a member of this magazine´s Advisory Board. Currently, he´s President of the Board of Trustees, Associação Brasil América, Recife. E-mail : fcgm@cashnet.com.br

News and Views

SAALT

Durban, South Africa - 4^th – 6^th July 2002

The changing contexts of language teaching : renewal or resistance’

First call for papers

The Faculty of Human Sciences at the University of Natal, Durban, invites you to submit abstracts for 20 minute paper presentations at the SAALT 2002 conference. Abstracts should be approximately 200 words. Although papers may deal with any aspect of language teaching, we would like members to respond to our conference theme. In particular, we would welcome presentations on Computer-Assisted Language Learning; and focussed workshops for school-teachers.

Closing date for submission of abstracts: 30 April 2002.

More details about accommodation, conference fees etc. will follow in the second and final call for papers early 2002.

Join our KZN 2002 feast of language conferences!

4^th – 6^th July: SAALT in Durban

8^th – 10^th July: LSSA and SAALA in Pietermaritzburg

Please send all abstracts and direct enquiries to the conference organiser:

Professor Elizabeth de Kadt, First Level School, Memorial Tower Building, University of Natal, Durban 4014, South Africa.

E-mail: penningtonb@nu.ac.za, Fax (031) 260 – 2409

LITHUANIA

2nd International Conference

Kaunas, 13-15 June, 2002

We invite teachers, scholars and postgraduate students to participate and to contribute papers to the second international conference MODERN LANGUAGES IN THE KNOWLEDGE SOCIETY hosted by Kaunas University of Technology, Lithuania. 

The languages of the conference: English, German, French, Russian and Lithuanian.

Suggested topics for the conference papers include, but are not limited to, the following areas:

r Linguistics, Computational Linguistics and Sociolinguistics

r Educational Issues in the Knowledge Society

r New Technologies in Language Studies

r Translation and Interpretation

r Language: Cultural and Epistemological Issues in Late Modernity

Aims of the Conference:

-         to organise academic discussions of scholars from different countries;

-         to exchange experiences and develop new ideas that could be implemented in the future;

Deadlines:

February   1, 2002 - submission of abstracts and registration form

February 15, 2002 - notification of acceptance

March       1, 2002 - submission of papers

May        15, 2002 - payment of the registration fee

June          1, 2002- announcement of the preliminary conference

                                programme

Chair of the conference: Assoc. Prof. V.Liubinienė (Kaunas University of Technology, Lithuania)

Information: MODERN LANGUAGES IN THE KNOWLEDGE SOCIETY, Kaunas University of Technology, Faculty of Humanities, Centre of Foreign Languages, Gedimino st. 43-301, Kaunas, LT-3000, Lithuania, E-mail: ruta.veteryte@ukc.ktu.lt, Fax: +370-7-323531

You can also fill in a registration form at http://www.ktu.lt/en/science/conf2002/konf_06_2/index.html

For more information about Lithuania and Kaunas, please search http://www.inyourpocket.com/lithuania/index.htm

2^nd Conference

on Contemporary Germanic, Romance and Baltic Linguistic Studies

5-7 September 2002 Vilnius, Lithuania

We invite speakers on any aspect of Germanic, Romance and Baltic languages within one of the following topics:

·         Contrastive linguistics

·         Applied linguistics

·         Translation studies

Plenary speakers: Karin Aijmer (Sweden), Johan van der Auwera (Belgium) Katarzyna Jaszczolt (U.K.)

Venue: Faculty of Philology, Vilnius University, located in the very heart of the old town of Vilnius.

Registration deadline: 15 January 2002.

To register: Please send your names, position, affiliation, address, tel./fax number, title, summary of your paper and 5-10 key words. Summaries should not exceed 90 words. Electronic submissions are encouraged.

Selected papers will appear in an edited collection.

Conference fee: 80 LT (USD 20). This includes registration, a copy of the summaries, other documentation, two-day lunches and coffee break refreshments.

Accommodation: at various hotels in different price categories (all within a few minutes’ walk of the conference venue):

Litinterp B&B - USD 20-30 (http://www.litinterp.lt/);

Ambasadorius - USD 60; Apia - USD 60 (http://www.lithuanianhotels.lt/);

Narutis - USD 80-90 (www.lithuanianhotels.com/narutis/).   

Organizing Committee: Aurelia Usoniene, Jone Grigaliuniene, Inesa Seskauskiene, Birute Ryvityte, Nida Burneikaite.

Contact address: aurelia@ktl.mii.lt

Internet address:

 http://www.info.vu.lt/english/conferences/linguistic/conference.htm

LINGUAPAX

Barcelona, Spain 16-20 April 2002

The UNESCO Centre in Catalunya (Barcelona) is organising a World Conference on Language Policies to be held in Barcelona on 16-20 April 2002. The (six) keynote speakers are representative of international trends and bring to the World Conference and exceptional degree of expertise and experience. The (five) concurrent workshops which determine strands of the Conference will focus on:

(1)   Language Laws and Their Implementation;

(2)   The Management of Linguistic Diversity in Large Cities;

(3)   Models of Language Policies : Case Studies;

(4)   The Role of Civil Society in Language Policy Processes; and

(5)   New Information Technologies and Small and Medium-sized Languages.

As a result, there will be a rich program of relevance to all interested in language policy, planning, teaching and learning.

For further information, contact info@linguapax.org and/or consult: http://www.linguapax.org/

Towards a Multilingual Society in Europe - Report

Many thanks to all who fed me ideas on language teaching and policy for a symposium (...) under the aegis of the Club of Three (i.e. Britain, France, Germany) on Towards a Multilingual Society in Europe. Among those present were the French and German Ambassadors, Helena Kennedy and others from the British Council, the Goethe Institut, the Franco-British Council, the Institut Français, Sir John Boyd and Trever McDonald of Nuffield Report, academics, ministers from the Laender, the director of Radio France International, President of Institut National de la langue française, journalists and publishers, Margaret Hodge and Lord Puttnam, Chair of the General Teaching Council (briefly) and Lord Weidenfeld. Margaret Hodge and Lord Puttnam, Chair of the General Teaching Council were also briefly present for one session.

National Policies

New French policy: foreign language from age 6 + second FL before end of primary school, the ultimate aim to be trilingualism; teachers to be competent in FL; integration of FL in teaching other subjects, e.g. history taught in mix of native and FL.; in due course FL competence a requirement for university entry and all teachers. Ultimate aim: trilingualism with English as key skill + 2 further FLs. Funding has been allocated; compulsory measures to be put in place.

German commitment to FL policies is tempered by scepticism: need for realistic targets given limitations of manpower and finance. Policies vary regionally, with the Saarland, for example, aiming for neighbour language + one other widely used FL (code for English?) from age 7 on. English as key skill.

England: FL programmes in primary school have been hampered by lack of teachers with FL skills; rather than national policy for all schools or regional programmes as in Germany, the main new step in England is to set up a few specialist language schools with hope they will inspire the others in the region; the symposium repeatedly noted the huge cultural, institutional and financial problems in England but the new additional AS level may lead to more take-up of languages at A2 level; the narrow  A-level syllabus and the national curriculum have worsened the position, the take-up of TWO languages being especially problematic; the short 3-year degree compounds the problem; the broader Scottish Highers entail a 4-year Honours degree course; more schools offering the international bag would perhaps be best hope of broadening the curriculum. Margaret Hodge showed good will but not much in the way of policy. Even more disappointing was Lord Puttnam who warned that the imminent re-structuring of education for 16-19would occupy all energies for the next few years, so policy on FL would have to wait (!). Several speakers mentioned the many languages in multi-cultural city schools, but noted that there were few practical policies to harness these skills.

 Wales: bi-lingual schools as good environment for further FL learning. Learning a second or third foreign language gets easier.

Scotland: relative failure of new FL scheme to retain people through to university or to provide usable skills. Good pupils tended to drop languages because the syllabus was perceived as boring. Need for broader cultural approaches inside and outside of school to back up educational  policy. Recurrent General Issues Early start; integration of FL in other teaching; exchanges in and outside of schools; assistants and lectors have a crucial role; teacher training should include a period abroad or a year or so abroad post-training; teacher exchanges; mutual and recognition of qualifications needed; all University students to spend a term abroad; FL a condition of university entry (?) or of graduation (?); specialist language degrees and other subjects with FL both needed; better conditions, status and pay especially in UK for teachers; apprenticeship and vocational exchanges or periods of training abroad should be introduced; avoid false dichotomy between grammar and communication skills - both essential; false dichotomy between functional language-skills and intercultural competence - both essential; false dichotomy between European languages and wider programmes (Arabic, Chinese etc); need to raise FL status; FL to become sexy, be recognised and rewarded by employers. Kevin Keegan as better role model than Jack Straw for competence in German; activities outside of schools should be encouraged and funding sought to enable exchange of junior football teams; pop bands; choirs; youth clubs; seek private/public finance for such projects. The aim: "European student, teacher, citizen".

Thanks again to all those who contacted me. The cheering side was the general enthusiasm for languages, the depressing side the statement by  Lord Puttnam presaging continuing lack of political will.

Note from the Editor: The Report has been written by  Elizabeth Boa, professor of German at the University of Nottingham, United Kingdom.

Books and Journals

Enriched APPLE BOOK helps teachers achieve pedagogical excellence

The publishing of single-editor, multi-author Guides/Handbooks for professionals in the field of English Language Teaching is nearly 40 years old, a pioneering example being Allen (1965). This revised, expanded volume, crafted by an experienced, versatile and productive TESOLer, based at UCLA, significantly enhances that tradition, by placing systematic, concentrated attention to the pedagogy of both ESL and EFL.

This new Apple Book (as known and marketed) has grown both qualitatively and quantitatively: thus, whereas the second edition featured 32 chapters and 36 contributors, this edition boasts 4 more chapters and 4 new authors. In the Foreword, we are told that sixteen of the chapters are quite revised and updated versions, ten chapters are completely rewritten, and ten chapters represent topics appearing as chapters for the first time. Among the new, equally relevant additions, three attracted me: Communicative Language Teaching for the 21st Century (Sandra Savignon), When the Teacher is a Non-Native Speaker (Peter Medgyes), and Reflective Teaching (John Murphy).

TESFL has 5 Units (ranging in length from 54 to 234 pages). Their titles can give an idea of the vast thematic territory to be explored/probed: I. Teaching Methodology (66 p.), II. Language Skills (the core-section, with 234 pages), III. Integrated Approaches (56 pp.) IV. Focus on the Learners (54 pp.), V. Skills for Teachers (second longest section: 152 pp.). There follow 22-page References (quite up-to-date, featuring many entries dated 2000 and even a couple of entries !Nieoczekiwany koniec formulydated 2001!), and a 9-page Index.
Revealingly of the book's strategic pedagogical emphasis, the word teaching occurs in 13 chapter titles, and instruction appears twice. Variety abounds, so if you look for content-based instruction, you will find a fine chapter on it (Marguerite Ann Snow) and no less than 32 subentries in the Index (p.577). If you're starting your career in TESOL, you will certainly relish every page of JoAnn Crandall's highly informative chapter on Keeping Up to Date as an ESL or EFL Professional (18 pp.). Jodi's description of Professional Associations and Organizations (FIPLV - World Federation of Modern Language Teachers - should be added), professional journals, publishers and clearinghouses, and Internet resources are a truly great bonus. If you seek pedagogical excellence--that's what we should be constantly challenging ourselves to achieve--Celce-Murcia's clearly-written, well-organized, and highly practical volume is a wise choice.

Given my commitment to learners and teachers linguistic/intercultural rights, I looked in vain for any mention of such aspects, as well as of what I call a deeply-humanizing approach to TESOL, in which human rights and communicative peace have a place in the pedagogical sun. Equally conspicuously absent was mention of teachers and learners as viewers (but cf. one entry on visual learning, p.140 and Donna Brinton's useful introductory treatment of "The Use of Media in Language Teaching" (459-476). In short, here is TESOL at its best, as preached and practiced by forty professionals (mostly from the U.S.), under the inspired and inspiring orchestration of a great scholar in both ELT and Applied Linguistics.

Reference
Allen, Harold B. (1965). Editor. Teaching English as a Second Language. New York: McGraw-Hill Book C.

Publications received

Acta Universitatis Nicolai Copernici. English Studies X. vol. 345. A. Szwedek & D. Pestka (eds.). Torun 2001.
ASELE, Boletín de la Asocoación para la enseñanza del Español como lengua extranjera. No. 24. Mayo de 2001.
Draft Recommendation on the Promotion and Use of Multilingualism and Universal Access to Cyberspace and Report by the Director-General. UNESCO General Conference, 31st session, Paris 2001
ET Forum The USA Department of State for the teacher of English. Vol. 39 no. 3 & no. 4 2001.
Global Issues in Language Education Newsletter. National Special Interest Group of the Japan Association of Language Teachers (JALT), Issue 44, October 2001.
Information, Informatics, Telematics. UNISIST Newsletter, vol. 28, no. 2, 2000.
Les langues modernes. Bulletin de l'Association des professeurs de langues vivantes (a.p.l.v.), nu. 3, juillet - août - septembre, 2001.
Le polyglotte. Supplément au bulletin de l'Association des professeurs de Langues Vivantes de l'Enseignement public. nu. 46 septembre, 2001
LMS Lingua. Riksföreningen fór Lärarna i Moderna Språk. Nr 4, 2001.
LINCOM n.e.w.s.f.l.a.s.h 26. Linguistics & Anthropology 26 m 11/01 & 27 12/01
Linguodidactica, z. IV. R. Hajczuk & A. Potyra (eds.), Uniwersytet of Bialystok, 2000.
Neusprachliche Mitteilungen aus Wissenschaft und Praxis, Herausgegeben vom Fachverband Moderne Fremdsprachen im Pädagogischen Zeitschriftenverlag (FMF), Heft 4, 2001.
New Routes. DISAL S.A. Distribuidores Associados de Livros, São Paulo. 15, October, 2001.
Network. A Journal for English Language teacher EducaTION. Vol. 5 no. 2, April 2001.
Sources. UNESCO monthly information magazine. No. 13 7 - September 2001

21st FIPLV World Congress (with SAALT)
2-6 July 2003
RAU, Auckland Park
South Africa
http://general.rau.ac.za/fiplv

Margaret Tumber:
Celebrating a life in Languages

On 5 April 2001 ALL and the UK languages community lost one of our greatest friends. Margaret Tumber, who had served the Association and the cause of languages so passionately, died after a short illness. She will be irreplaceable, as all those who met her will acknowledge, and as the many tributes to her reflect.
Margaret was the perfect representative for the Association. She was conscientious, thoughtful and professional - and everyone recognised her total integrity. They also liked her, admired her commitment and respected her experience and honest common-sense.
Margaret made a very significant contribution to the cause of language and cultural learning in the United Kingdom. She had a true teacher's vocation to help others to enjoy the benefits of linguistic and cultural awareness, international links and friendships - all of which meant so much to her personally. Most importantly, she wanted to bring those benefits to people of all ages and backgrounds and she believed deeply that all should be included. She was a passionate supporter of languages for all.

Judith Hamilton