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UNESCO project on the languages of the world

1 The Project
The Report on the Languages of the World is an agreed priority of the partnership forged between UNESCO and the Secretariat-General for External Action and the Department of Culture of the Basque Government. It has three objectives:

  • a full, documented description of the sociolinguistic situation of the languages existing across the globe;

  • an analysis and provision of objective information explaining the situation and languages trends, including data on the extent to which they are known and used;

  • a prospective analysis of the sociolinguistic context in various geographical areas, with a view to facilitating decisions on policy to encourage and recover languages in danger of extinction and/or minority languages.

To achieve these objectives, several strategies have been undertaken:

  • the preparation of an open-ended questionnaire, which is available in Arabic, Basque, Chinese, English, French and Russian;

  • the preparation of two accompanying documents to provide additional information;

  • the establishment of a website to promote the project world-wide;

  • the identification of potential respondents to the survey, linking in ??to a variety of public and private organisations concerned with languages;

  • the establishment of an email address to facilitate electronic response to the survey;

  • the creation of a global network of reliable informants prepared to answer the questionnaire; and

  • under the auspices of UNESCO and the Basque Government, the formation of a Scientific Committee, a Technical Committee and secretarial support provided by UNESCO Etxea.
     

Through the global networking being established and the identification of potential respondents to the survey, it is intended that the data gathering phase be completed by the end of 1999. The collation and synthesis of data would take place in 2000 and, after consulting world-recognised experts on languages, the preparation for publication would follow. The Report is to be published in 2001.

2 The Personnel
The Project is to be overseen by Professor Félix Marti, President of the International Linguapax Committee, and representing UNESCO. Other key personnel involved on behalf of UNESCO include:
- Joseph Poth, Director, Languages Division
- Anna Maria Majlöf, Program Specialist, Languages Division
- Vigdis Finnbogadottir, UNESCO Goodwill Ambassador for Languages (and former President of Iceland)
Representatives of the Basque Government include:
- Andoni Ortuzar, Secretario general de Acción Exterior
- Josu Legarreta, Secretario general de Cooperación al desarrollo
- Josune Aristondo, Viceconsejera de Politica Lingüística
- Amaia Agirre Pinedo, Técnica de Politica Lingüística
While other members are to be added, current membership of the relevant committees is:
Scientific Committee
- Denis Cunningham, Fédération Internationale des Professeurs de Langues Vivantes (FIPLV), Belgrave, Australia
- Irina Khaleeva, Moscow State Linguistic University, Moscow, Russia
- Luis Enrique Lopez, Proeib Andes, Cochabamba, Bolivia
- Mohamed Miled, Université de Tunis 1, Tunis, Tunisia
- Irmela Neu, Fachhochschule München, Munich, Germany
- Raymond Renard, Université de Mons, Mons-Hainault, Belgium
- Miquel Siquán, Universidad de Barcelona, Barcelona, Spain
- Jean-Jacques Van Vlasselaer, Université Carleton d'Otawa, Ottawa, Canada
Technical Committee
- Andoni Barrena, University of Salamanca
- Maitena Etxebarria, University of Basque Country
- Itziar Idiazabal, University of Basque Country
- Patxi Juaristi, University of the Basque Country
- Carme Junyent, University of Barcelona
Secretarial support is provided by:
Secretariat : UNESCO Etxea
- Paul Ortega, Director of UNESCO Etxea
- Olalla Juaristi, UNESCO Etxea
- Belen Uranga, UNESCO Etxea

3 Appeal for Assistance
As this very ambitious project is subject to a very tight timeline, assistance is requested by:

  • identifying organisations which would assist in providing data relevant to the survey aims

  • providing information on monographs, journals, websites, etc, which would include documentation of (more remote) languages

  • contacting (local) government agencies which may have data on (more remote) languages

  • identifying individuals who would be willing to complete the survey.

Copies of the survey can be obtained by contacting Dr Paul Ortega.
For further information, you could also contact me at the address below.
Denis Cunningham, President - FIPLV
Assistant Principal - Victorian School of Languages
PO Box 216, Belgrave 3160, AUSTRALIA
tel : Int code + 61 3 9754 4714
fax : Int code + 61 3 9754 6419

 



European Year of Languages 2001

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)
***

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

Autoformation continue des enseignants de langues par des séjours dans des établissements scolaires étrangers. An Innovative Undertaking and its Materials

An Account of our Experience 
Using our Experience and Materials in Other In-service and Initial Training Contexts

An Account of our Experience:
Exploring new modes of in-service professional development for teachers. Such was the task undertaken by the language teaching associations of Western and later Northern Europe belonging to the Federation Internationale des Professeurs des Langues Vivantes. Numerous debates are currently taking place with regard to the European Dimension in Education. For the associations of the FIPLV, one of whose aims is the promotion of linguistic and cultural pluralism, the wealth of Europe lies first and foremost in its diversity. For those associations, therefore, to profit from the European Dimension in an area such as the training of teachers is to profit from a wide diversity of contexts and approaches to language teaching, offering teachers the opportunity to reflect upon their own situation and the decisions made in that situation both by educational authorities and by themselves. This was the underlying philosophy of the European Co-operation Programme (LINGUA ECP, action 1B) entitled Autoformation continue des enseignants de langues par des sejours dans des etablissements scolaires etrangers undertaken by the language associations at the initiative of the West European Region of the FIPLV from 1993 to 1996. This was a programme of independent professional development for language teachers all of whom spent two weeks in an educational institution in another country of the European Union. This could be either the country whose language they taught or another country where they could observe the teaching of that language. In order to facilitate the process of self-directed learning through observation, discussion and reflection, specific learning support materials were developed in the fields of language teaching pedagogy, classroom discourse, study of the foreign culture and school cultures (i.e. conceptions of the school held by those involved in the educational process). A continuous evaluation of the undertaking was carried out by an independent observer in the light of whose comments these basic concepts and their operation in practice were progressively refined. Over a period of three years some two hundred and thirty teachers took part in this innovative programme. Using our Experience and Materials in Other In-service and Initial Training Contexts: There could be no question of allowing this programme to come to an end without taking steps to enable other teachers and teacher trainers to benefit from our undertaking, its materials, and the experience gained.
For this reason, the associations have, with the support of Lingua/Socrates:

  • published two books: a general account of the project and its outcomes (Formation Autonome: a European Self-Study Professional Development Project for Language Teachers);

  • a collection of the learning support materials (Formation Autonome: the Project Documents and Materials)

  • produced a presentation video setting out the projects approach and promoting its adoption (Europe . . . à la carte)

  • organised a colloquium (Oporto 1-3/11/96) in the course of which those taking part in the programme were able to discuss their experience with teacher trainers from various countries of the European Union.

The essential lesson which emerged form the Oporto colloquium was that the approach and materials may be readily used in other contexts. Participants had devised numerous uses, often highly specific to the situation in particular countries and going far beyond the intentions of the project's originators. It also became apparent that the approach and materials could perfectly well be used in initial training (particularly but not exclusives during periods of training abroad), or for the purposes of reciprocal observation between language teachers in the same country. It also transpired that discussion and adaption of the materials by those using them could serve as a valid resource for the promotion of theoretical reflection in the field of pedagogy.

You can order the two books mentioned above,and the video. These may be ordered from any of the listed associations taking part in the project and paid for in the currency of the country concerned. Please do not hesitate to contact any of these associations with a view to obtaining the materials in languages other than those in which they are published in the present collection; as a point of contact in relation to any individual initiative you may wish to undertake on the basis of the present materials.

Michel Candelier and Colin Wringe,
ECP Project Co-ordinator Video Producer Project Evaluator Publications Editor


Programme de Coopération Européenne (PCE) "Formation à l'intervention en pédagogie différenciée dans les classes de langues"

PCE Différentiation pédagogique Etapes du PCE Objectif Le rôle de la FIPLV Organigramme PCE
PCE

Avec le soutien de la FIPLV-REO

N° 39686-CP – 2 - 98 – 2 – BE - Lingua – LA

Date de début: 1er septembre 1997

Durée : 3 ans

Partenaires: S.B.P.E. (Belgique), ALL (Grande Bretagne), ANILS (Italie), APFA (Autriche), APLV (France), FNAPLV (Portugal), KMF (Tchéquie), LEND (Italie), POKAXEG (Grèce), SUKOL (Finlande), VLLT (Hollande)

PCE Programme de coopération européen

«Différenciation pédagogique»

Depuis le 1er septembre 1997, la S.B.P.E. est coordinateur international d’un projet de coopération européen (PCE) consacré à l’approche et à la pratique de la différentiation pédagogique dans la classe de langue.

Pour l’année académique 1998-1999 huit bourses Lingua de formation seront réservées aux membres de chacune des associations partenaires désireux de développer leur pratique de la différentiation pédagogique (DP). Cette bourse offrira la possibilité d’observer, d’analyser, d’appliquer et d’exploiter les méthodes les plus éprouvées de la différentiation pédagogique dans un des huit autres pays de la Communauté représentés dans le PCE. (Angleterre, Autriche, Belgique, Finlande, France, Grèce, Italie, Pays-Bas, Portugal, Tchéquie).

Les conditions : être professeur de langue de l’enseignement secondaire ou supérieur de type court, n’avoir pas reçu de bourses Lingua au cours des trois années précédentes, être en règle de cotisation SBPE pour l’année 98-99.
Les formalités de demande de la Bourse Lingua vous incombent.
Aucune formation spécifique n’est requise pour démarrer l’approche de la pédagogie différenciée. Il suffit d’avoir le souhait de découvrir une nouvelle approche pédagogique.

ATTENTION : les frais de voyages et de résidence sont à charge de la bourse Lingua, les frais de documents et de location du matériel vidéo à charge du PCE par l’entremise de l'association partenaire.

Etapes du PCE «Différenciation pédagogique»

A. Recrutement des candidats par le coordinateur national de l’association (publication, appel aux candidats, publicité, etc.)
B. Les candidats introduisent une demande de bourse auprès de la cellule Socrates Lingua Agence nationale
C. Les candidats sélectionnés par la Commission reçoivent les guides administratifs et pédagogiques du PCE, signent leur contrat et deviennent des « enseignants visiteurs »
D. Les visiteurs effectuent un séjour de deux semaines chez un enseignant hôte choisi par le responsable de site lui même désigné par le coordinateur national de son association
E. Le travail

OBSERVATION

E.1.Pendant ces deux semaines les visiteurs observent et commentent les pratiques de DP de l’enseignant hôte;

E.2. Ils filment en vidéo une ou plusieurs séquences de DP réalisées chez par l’enseignant hôte.

ANALYSE

E.3. Ils remplissent les questionnaires inclus dans les guides.

INTERVENTION

E.4. A leur retour ils réalisent une séquence de DP dans leur classe et la filment;
E.5. Ils renvoient tous les documents au coordinateur national.

A leur tour, les coordinateurs nationaux transmettent les documents

  • deux vidéos (observation et intervention)
  • les questionnaires
  • le compte-rendu de la séquence réalisée au retour au directeur pédagogique.

Avec les experts et l’évaluateur, il se livrera à leur analyse.

PRODUCTION

Au bout des trois années de travail, une publication universitaire, un «guide d’intervention » ainsi qu’une vidéo seront publiés.
Les résultats seront communiqués au cours d’un Congrès international.

Objectif

Créer et diffuser des savoirs et des savoir-faire en différenciation pédagogique dans l’enseignement des langues:

  • gestion de classes hétérogènes
  • enseignement à des publics relevant de pédagogies spécifiques,
  • en combinant simultanément tous les types possibles de formation:
    - formation par d’autres : les enseignants participant à ce projet auront à leur disposition un Guide d’observation et de conception de séquences de pédagogie différenciée dans les classes de langue élaboré par les experts du projet;
    - formation réciproque: des enseignants observent des séquences réalisées par des enseignants d’autres pays et en discutent avec eux;
    - auto-formation : les enseignants « visiteurs », à leur retour chez eux, conçoivent et réalisent eux-mêmes des séquences de pédagogie différenciée.

Cette différenciation pédagogique peut prendre des formes diverses, depuis l'organisation par l'enseignant lui-même de séquences limitées de travail autonome ou en groupes dans une classe «ordinaire» jusqu'à l'organisation institutionnelle de classes, sections ou établissement

  • adaptation de l’enseignement à chaque élève;
  • apprendre à apprendre;
  • autonomie (autonomisation) des apprenants;
  • centration sur l’apprenant;
  • différents outils d’aide à l’apprentissage autonome: fiches d’auto-apprentissage, fiches auto-correctives, grilles d’auto-évaluation, bibliothèque de classe, centre de ressources, centre de documentation, nouvelles technologies...;
  • dispositifs administratifs (dédoublement de classes, heures de soutien...) ;
  • évaluation formative;
  • individualisation de l’enseignement;
  • négociation;
  • pédagogie du contrat;
  • profils d’apprenants;
  • rythmes individuels d’apprentissage;
  • stratégies individuelles d’apprentissage;
  • travail de groupe;
  • autre(s) notion(s): ...


Le rôle centralisateur de la FIPLV dans la rapprochement entre les associations partenaires du PCE
 

FIPLV mondiale

Région Europe de l’Ouest Région Europe du Nord Région Europe de l’Est Reste du Monde
Associations monolingues internationales
FIPF (français)
IATEFL (anglais)
IDV (allemand)
TESOL (anglais) 		Associations multilingues nationales
ALL (Angleterre) *
ANILS (Italie) *
APLV (France) *
FMF (Allemagne)
FNAPLV (Portugal) *
VLLT (Hollande) *
POKAXEG (Grèce) *
 		 Partenaires monolingues nationaux
SBPE (Belgique – espagnol) *
SEPA (Espagne allemand) 
LEND (Italie – français) *
APFA (Autriche - français) *
ORGANIGRAMME PCE «Différenciation pédagogique»
Directeur administratif
SBPE 		  Directeur pédagogique
APLV
  6 experts
1 évaluateur 		 
10 coordinateurs nationaux  Des responsables de site  Des professeurs hôtes
  150 professeurs participants en trois ans