Report of Dieter Herold, Trésorier Général de la FIPLV
Guide (draft 1 English Version)
Modern Languages Project - "Language Policies for a Multilingual and
Multicultural Europe" - Council of Europe
Project Langues Vivantes - "Politiques Linguiestiques pur une Europe Multilingue
et Multiculturelle" - Conseil de l'Europe
Letter to the Council of Europe
(Dieter Herold with Judith Hamilton, secretary general of FIPLV)
Information on EYL 2001 from CILT
Guide
The "Committee of Ministers" of the Council of Europe decided in January 1999 to designate 2001 as the “European Year of Languages” (EYL). In July 1999 a preliminary meeting was held in Strasbourg to which the Modern Languages Section of the Directorate of Education, Culture and Sport - in co-operation with the European Commission - had invited “key partners”, among them FIPLV. A “Guide - Draft 1”, prepared by Ulrich BUNJES (Consultant) and the Secretariat provided an excellent starting point for the discussions and proposals. The “Guide” clearly defines “Aims, objectives and expected results”. Three major aims are mentioned:
to increase awareness and appreciation among young people and adults, including parents, policy deciders and those responsible for language teaching, of the richness of Europe’s linguistic heritage;
to celebrate linguistic diversity and to promote it by motivating European citizens to develop plurilingualism, that is, to diversify their learning of languages including less widely used and taught languages, whilst also protecting and encouraging multilingualism in European societies;
to encourage language learning on a life long basis, not only by creating an awareness of its necessity, but also by providing sufficient information concerning ways and possibilities of learning, depending on regional and national situations and possibilities. (p. 3)
The EYL 2001 “is an open invitation from the Council of Europe to highlight the linguistic diversity of the continent, and to promote language learning in all its forms. The invitation is addressed to all potential partners who are ready to commit themselves to the aims of the EYL in accordance with their owns means, timetables, subject priorities and working methods. The EYL will thus become a network initiative” (p. 11), including
the European and national (governmental) commissions and authorities,
UNESCO,
international and national non-governmental organisations, among them most certainly modern languages associations,
media
any other partners “whose profile and objectives accord with the aims of the European Year of Languages 2001” (p. 11)
In November 1999 a European Steering Group (ESG)
will meet for their first time, to encourage, among other things, National
Committees, media and public relation activities who in turn are expected to
encourage local committees and partners from all possible areas.
Letter to the Council of Europe
14.7.1999
To: Council of Europe
Secretariat General
Directorate of Education, Culture and Sport
Education Department
Modern Languages Section
Re: Preliminary Meeting of the European Year of Languages (EYL) 2001 in Strasbourg, 7-8 July 1999
Dear Sirs,
In addition to my contributions during the conference I'd like to underline or add the following points:
1. We very much w e l c o m e and a p p r e c i a t e the idea of a
European Year of Languages 2001. We believe we can s u p p o r t the movement
through our channels by spreading the news, ideas, plans via our European
associations to teachers all over Europe and via our worldwide connections
intercontinentally (by newsletters, at in-service meetings and conferences).
e.g.:
20th Congress of FIPLV
22-26 July 2000 Paris
Xe Congrès mondial de la FIPF
17-22 July 2000 Paris
FMF-Bundeskongress
27-29 April 2000 Berlin
among others.
2. We are in agreement generally with the GUIDE - DRAFT 1.
3. We have long since argued along similar
lines. This might be proven by several documents, published by FIPLV directly or
by member associations. Outstanding in this respect, I believe, is:
FIPLV: LES POLITIQUES LINGUISTIQUES DANS LE MONDE POUR LE 21ème SIÈCLE - Rapport
pour l'UNESCO. Ed. by Edward Batley, Michel Candelier, Gisela Hermann-Brennecke,
György Szepe. 1993 (The English version is not in my hands at the moment.)
4. We believe that it is not enough to advertise the idea of learning (more) languages, but that it is important to directly address or attempt to influence governments, p o l i c y m a k e r s and d e c i s i o n-m a k e r s, authorities, institutions, universities, schools on all levels.
The ideas and ideals are obviously shared in general. The necessary (financial) means, however, are sometimes insufficient.
5. We believe that in our world as it is today the learning of languages and of several languages is more vital than ever -
to enhance an individual’s employability,
to forward a better understanding of one's neighbour(s) (around the globe!),
to enrich the lives of the individuals
to improve communication at all levels
6. We believe that learning a(nother) language need not entail mastery of a complete linguistic system by all learners or under all circumstances. "Opening doors" and cultural understanding should not be underrated.
7. We support all those more recently proclaimed ideas such as
bilingual teaching
teaching through / by means of projects
intensive teaching, be it “compact courses” or “immersion”
partial competence courses to reach a certain competence for a specific purpose or skill
autonomous learning
learning your neighbour's language
learning your friend's language
...
and would like to see these possibilities advertised widely to the general public.
8. We hope that language courses will begin earlier than they now usually do. We support efforts to begin at kindergarten-level and / or in the first years of elementary school.
9. We believe that exchange programmes can and must be intensified - on a short- and long-term level, for - pupils / students - apprentices (practical training as well)
university students
teachers
groups of people and individual beings as well, e.g., senior citizens,
experts etc.
10. We think that in the field of teaching through the media further helpful developments and improvements are feasible.
11. We assume that 'life-long-learning' has become essential, that there is a need to raise awareness of this within the general public, not only among students, and that more opportunities must be offered. Teachers of the first or second language, therefore, must be more strongly aware of their responsibility towards a general language learning capacity. We believe that transferability of language skills should be a central feature of all language learning so that learners can be led to see how to maximalise their own potential for communication.
We believe that a EYL 2001 will and should contribute to a higher awareness of the necessity and the inherent value of learning languages. Certainly this awareness should increase in 2001 and beyond it.
We would surely be prepared to join in the work for a EYL 2001.
Yours sincerely,
Dieter Herold