Key findings: Languages in pre-primary education

Pre-primary pupilLanguage Rich Europe research provides a rich source of cross-national insights into multilingualism across the education sectors. Today we focus on pre-primary education.

  • Many European Union and Council of Europe documents underline the importance of early language learning. At pre-primary level, 14 of the 24 countries/regions surveyed provide additional support in the national language for all children funded by the state. The Netherlands and Ukraine devote the most time to this.
  • Foreign language provision at this level is offered by seven countries/regions: Bosnia and Herzegovina, the Basque Country, Bulgaria, Catalonia, Estonia, Spain and Ukraine, although it may be partly or fully funded by parents/guardians. English, French and German are the most common languages offered.
  • Regional/minority languages are offered by 17 countries/regions, and are mainly funded by the state/region. In some countries there are minimum group size requirements to form a group. The widest variety of languages is offered in Austria, Hungary, Italy, Romania and Ukraine.
  • Provision in immigrant languages in pre-primary education is not yet very common. However, in spite of the difficulties involved in identifying appropriate teachers and learning materials, three countries (Denmark, Spain and Switzerland) do offer support to very young children for the maintenance and development of their languages and cultures of origin. In Denmark national, regional and local funds cover all costs for these programmes, while in Spain and Switzerland source-country related funds partly cover the costs through bilateral agreements.
  • The only country offering early language learning across all language types is Spain.

If you haven’t already, have a read of Baby Erasmus, a great initiative in Spain and share any other good practice examples from your country by responding to this post!

You can read the LRE profile for your country on the country profile page of our website and find out more about our key findings in the first part of this series – Key findings: Official documents and databases.

Fourth international meeting of the EDiLiC community

The fourth international meeting of the EDiLiC community (EdiLiC stands for Education et Diversité Linguistique et Culturelle – Linguistic and Cultural Education and Diversity) took place from 16 to 18 July 2012 at the University of Aveiro, Portugal. Since this organisation shares many of the aims of Language Rich Europe, it appropriately included a workshop, presented by Lachlan Mackenzie (ILTEC), about our project and its preliminary results. Lachlan blogs about the conference for LRE:

The conference reflected its commitment to multilingualism by being held in three languages, Portuguese, French and English, without simultaneous interpretation. To avoid any communication difficulties, speakers were required to talk in different languages and to use powerpoints in at least one language other than that used for oral presentation. A ‘good practice’ for sure!

The workshop covered the overall goals of Language Rich Europe, the results achieved so far and the findings for Portugal. The participants came from different countries and backgrounds. Some were primarily concerned with doing academic research into the performance and difficulties of language learners. Others were working on alleviating the linguistic and cultural problems faced by immigrants and other users of minority languages in societies dominated by national languages.

It became clear that Language Rich Europe and its network could provide the members of EDiLiC with ways of joining forces and exchanging experiences with colleagues across our continent. They were very interested in our network as a platform on which to meet, confront and influence those who take the decisions about the language policies that affect our schools, workplaces and public services.

A point that came up very forcefully in the workshop concerned measures for increasing plurilingualism in Europe by fostering mobility for students, teachers and others. In countries with severe economic difficulties like Portugal, insufficient funds are currently available to support mobility to France, the UK and Germany, and the number of candidates for study abroad is falling. The suggestion was made to consider other countries, especially those of Central and Eastern Europe, where living expenses are lower and there are underused opportunities for language-learning. However, it was also felt that the recommended emphasis on mobility can have the effect of actually reinforcing privilege in society, since it is the few students who have the means to travel that stand to gain further from study abroad.

The notion of plurilingualism was welcomed by the workshop as relevant to our schools. Full acceptance of this notion will imply different ways of teaching and learning and will create new relationships between schools and the communities they serve. The point was made that the academic research carried out in many centres is coming up with conclusions that support the lines of intervention recommended by the various European authorities and that a network such as Language Rich Europe can provide a basis for the research findings to become reality. The workshop was a valid starting-point for future collaboration between researchers and policy-makers.

Language Rich Europe launch in Greece

The Language Rich Europe launch in Greece took place on 21 June 2012. Zoi Tatsioka, South-East European Research Centre, summarises the key points from an event which couldn’t ignore the current political and economic situation in the country.

The Language Rich Europe launch took place in Athens, Greece on 21 June 2012 in the beautiful building of Goethe Institut. The talks were very interesting and stimulating and the audience contributed to the conversation with constructive questions and comments.  Simultaneous interpreting from Greek, English and German facilitated interactions throughout the event.

First, we were welcomed by Dr Matthias Makowski, Director of Goethe Institut in Athens, with Tony Buckby, Director British Council Greece introducing the project and stressing the significance of partnership in multinational projects. We were also greeted by Eusebi Ayensa Pat, President of EUNIC Greece.

Eilidh MacDonald, from the British Council Language Rich Europe team, provided an overview of the project, explained its objectives and stressed the need of Europeans to speak more foreign languages as expressed in the European Barometer findings. Moreover, she emphasised the importance of the project for businesses and the role of multilingualism in boosting the economy.

Dr. Kutlay Yagmur, from the University of Tilburg, provided some key findings and stressed the importance of the project in order to identify the best practices in the EU and to motivate countries and regions to improve or implement better language practices. He also talked about the challenge of the project to develop a common yardstick for 24 countries and regions with unique historical characteristics and societal conditions. Some of the points made when presenting the results were the need to improve immigrant language provision especially in pre-primary education and the fact that the European Charter for Regional and Minority Languages has not been ratified in many countries, including Greece.

Dr Sara Hannam, formally of the South-East European Research Centre (now Oxford-Brookes University) focused on the findings of Greece. She stressed the fact that the research was conducted in a very challenging time for Greece which resulted in great difficulty in the collection of data. Some of the most important findings are mentioned below:

- Greek is the official language of the country. Immigrant languages are not recognised and the only recognised minority language is Turkish in the Thrace region.

- With regard to foreign language learning, there is considerable investment from the state and the private sector.

- English is the de facto first option in foreign language learning in primary and secondary education. In secondary education in particular examination taking is emphasised. However, this emphasis on the English language can have a significant effect on the concept of multilingualism.

- Turkish is offered in a large number of primary schools in the Thrace region but reduces significantly in secondary education.

- Regarding media, subtitles are used on TV to motivate language learning and as an act of respect to the original language. There is some provision for sign language, but there is room for improvement. Numerous new language communities are represented in newspapers and magazines, which reveals important information about the population of Greece. This however is not reflected in official spaces and documents.

- Regarding public services and spaces, the service user needs to be conversant and literate in Greek. Dr Hannam emphasised the difficulty in collecting data for this domain and argued that the effect of the economic crisis should not be underestimated.

- In the case of the business sector languages play a very important role in business life; however, little reward is offered to the employees who are speakers of foreign languages.

In her conclusion, Dr. Hannam mentioned that the rich linguistic history ofGreeceand present reality need to be reflected via policy and protection mechanisms and celebrated. Finally, she stressed the importance of the project in order to raise awareness and make multilingualism a priority in the wider society.

The final talk was given by Professor Bessie Dendrinos, from the Research Centre for English Language Teaching, Testing and Assessment, University of Athens, who stressed the importance of deliberate and implicit language policies. She mentioned that a certificate of language competence is Greece is not essential for anyone who wants to work in Greece, while job applicants for public services are awarded significant credit points for their certified competence in foreign languages. Also, she referred to the increasing support for Greek as a second language (GSL) in primary and secondary education in both mainstream and after-school support classes. Finally, she mentioned the need for a coherent language education policy and referred to the positive steps that the University of Athens is taking in this direction

LRE launch in Budapest – ‘Hungary is trend setting in Sign Language policy’

The Language Rich Europe launch took place in Budapest, Hungary on 15 June 2012. Simon Ingram-Hill, British Council Hungary Director writes about the day.

Last Friday 15 June, we presented the findings of the Language Rich Europe research in the morning and ran the first national workshop on sign language in the afternoon. The beautiful and prestigious Banking Hall in the British Embassy was a worthy venue for such an occasion. Though not a full house, numbers held throughout the day and very active participants included government, public and private sectors, researchers and academics, NGOs and heads of cultural institutions. Translation from and to sign language was provided for the whole duration of the event.

The Hungarian government endorsed the significance of the launch in an opening speech by Miklós Soltész, State Secretary for Social, Family and Youth Affairs at the mega-ministry of Human Resources, which covers everything from Education, Health and Culture to Sport and Youth. State Secretary Soltész (see photo) made the point that nations live through their languages, and Hungarians were justly proud of the uniqueness of theirs. But he also emphasised the importance of fighting for the preservation of minority languages, and the special significance of Hungarian policy recognising sign language for the deaf as an official minority language.

Jonathan Knott, UK Ambassador to Hungary, picked up on this recognition of sign language pointing out that in policy terms Hungary is trendsetting in the European context. The Ambassador also made a strong reference to England’s own lack of national capability in languages and that, despite languages being described as important, in practice and provision there have been many fault lines; thus anticipating the launch of the findings of the LRE report for England on 28 June. His speech therefore was much appreciated for referring to UK’s own failings and leaving it to others to set out the Hungary stall.

Eilidh MacDonald, Project Coordinator (Berlin) and Project Director Martin Hope (Brussels) then followed with their overview of the project and comparative country results. The Hungary results were presented by Dr Csilla Bartha, LRE project partner and Senior Research Fellow at the Research Institute for Linguistics, Research Centre for Multilingualism and a panel discussion followed. Some points worth mentioning here:

  • English is not a “danger” to other European languages.
  • Hungarian is a majority language in Hungary but a minority language in neighbouring countries.
  • Hungarian sign language – should it be “integrated” into the curriculum or should it be “segregated” taught in special schools for the deaf?
  • Multilingualism is not just about foreign languages but requires support for its regional and minority languages, too.
  • UK has a high reputation for teaching sign language at school level.
  • It is difficult but necessary to preserve the identity of minority languages such as Romani and crucially important to teach Roma children and adults foreign languages (Director of Research Studies for the Roma and adviser to the Minister of Economy).
  • There are 7 sign languages in Hungary alone.
  • If you want to be well qualified and be mobile for employment purposes then foreign languages should be made compulsory throughout EU.
  • The LRE project has helped researchers and others to build up contacts and networks between countries and across communities.

The afternoon workshop on sign language proved extremely rich, including presentations by MEP Ádám Kósa and President of SINOSZ (the Hungarian Association for the Deaf and Hard of Hearing), Koloman Brenner, Deputy Dean responsible for strategy, ELTE University, Faculty of Liberal Arts, and Csilla Bartha. Discussions were followed by an extremely moving performance of a play performed by Ergo Sum sign language theatre. This was filmed and will be made into a 15-20 minutes shortened version for Youtube with Hungarian and English interpretations and hopefully for showing at the European Parliament next March.

Finally there was a round table discussion moderated (in sign language) by Péter Zalán Romanek which also brought in Vera Tóthmárton from Tesco Hungary and Péter Horváth. Some striking points

  • Is sign language a true language or just a tool? Officially EU has acknowledged sign language but does not make it a legal requirement. Is it a minority language or a language used by those with a physical ability? Hungary legislation accepts both.
  • Hungary is one of only 3 countries that protect the culture of the deaf at the state level through the constitution.
  • In US university students with hearing disabilities get extra help to learn foreign languages instead of giving an exemption.
  • Tesco as a responsible employer has developed good practice tools for dealing with deaf customers and operates an equal opportunity policy which has posts at different levels for deaf employees. Tesco recognises this is very much work in progress.
  • Very few deaf people have the opportunity to learn foreign languages.
  • In USA, American sign language is the 5th most popular foreign language.
  • At ELTE, special tutors are assigned to talented students from the deaf community

All in all a really rich day of revealing findings, discussion and plenty of food for further thought. 

UK Family Reunion Policy and Languages

This is an extract of a blog article written by Thomas Huddleston, MIPEX Research Coordinator, Co-author and Policy Analyst, Migration Policy Group and Language Rich Europe Steering Group member. In this extract we have included the parts specifically referring to language policy.The original blog was posted in April 2011 after the UK MIPEX users’ training had taken place and can be read in full here – www.mipex.eu/blog/will-new-uk-family-reunion-policies-cap-migration-or-fight-exclusion

Two weeks ago (31 March 2011), I lead the UK MIPEX users’ training: how can governments and advocates use international information to inform a future UK policy on integration? Yesterday, Prime Minister David Cameron addressed his Conservative party outlining his approach to immigration and settlement. He mentioned two recent UK proposals that I used during the training in order to show how MIPEX can “fact-check” politicians’ evidence-base.

Background

Two days before the Users’ Training, the UK became better equipped in the fight for evidence-based migration policies, thanks to the new Migration Observatory. At the training, Ben Gidley of COMPAS at Oxford University, who is working on this national data-source, presented how UK researchers can add MIPEX to their international arsenal of statistics. MIPEX is already in the hands of several actors in British debates on integration like Runnymede Trust, a MIPEX national partner.

The UK’s new coalition government wants new legislation from arrival to citizenship but so far lacks direction, as it plans for consultations in the coming months. My presentation contained two examples that Prime Minister Cameron mentioned during last week’s remarks:

“But as well as abuse of the system, there are other problems with the family route. We know, for instance, that some marriages take place when the spouse is very young, and has little or no grasp of English. Again we cannot allow cultural sensitivity to stop us from acting. That’s why last November we introduced a requirement for all those applying for a marriage visa to demonstrate a minimum standard of English … and we will defend the age limit of 21 for spouses coming to the UK.”

[...]

2) “No grasp of English”

At the UK users’ training, I demonstrated how the “Improve Your Score” function lets anyone make a prospective impact assessment of a new policy. I used another example mentioned in the UK Prime Minister’s speech: the new language requirement for family reunion, which was introduced in November 2010, after the MIPEX III deadline. Most non-EU spouses, civil partners, same-sex partners, and unmarried partners who cannot speak A1 level English (basic understanding) before they arrive in the UK will be refused the right to reunite with their spouse.

Applying MIPEX to pre-entry tests

The UK’s previous conditions for family reunion were “average” compared to most established immigration countries like Germany or the US. With the introduction of the pre-entry test, the current family reunion conditions are slightly less favourable for the integration of families.

The UK test, scoring 57, goes only halfway to support and reward English language-learning. Interestingly, the German pre-entry test has similar strengths and weaknesses.

The approved UK tests are supposed to be professional. The basic English level is attainable after an estimated 40-50 hours’ tuition for many learners.

But many others cannot. A few groups are exempt— check out the UK Border Agency’s Youtube video directed at migrant spouses. Some native-speakers are obviously exempt (only from English “majority”-speaking countries). Other clear exceptions cover holders of certain degrees in English, the elderly, some physically/mentally disabled persons, and long-term residents of small or war-torn countries without a test centre like the DRC, Ivory Coast, and Somalia. The major group not exempt are people who cannot afford or access the available and often expensive professional tests and courses. No exemptions are made for the illiterate.

The government’s assessment did not fully consider all these costs to access courses and tests abroad. The MIPEX scores suggest that the pre-entry test may only be an integration incentive for spouses abroad who can pay and an integration obstacle for those who cannot. These spouses cannot then move to the UK, where, ironically, many have learned English through free ESOL courses under previous governments.

“Consistent with practice in other countries”?

Government’s impact assessment claimed this A1 practice was consistent with practice in other countries. MIPEX demonstrates that it’s consistent with practice in few other countries.  All countries in light pink have no such requirement (see MIPEX Results: Pre departure integration conditions (average) – 2010).

Pre-entry language tests for families are rare across the EU. They are also absent from the thinking in traditional immigration countries like the US& Canada, which MIPEX finds will encourage both labour and family migrants to settle and participate. On the [MIPEX Results] map, the darker is the shade, the weaker is the support for spouses to actually pass these requirements overseas. As you can see, hardly any government has been able to design a pre-entry requirement for families scattered around the world that will likely improve their integration once reunited in the country. For example, little support is given to learn a language like Danish abroad—and even less so for Dutch. Only France has used its network of migration and language representatives abroad to provide free courses for all and provide exemptions for those cannot access them.

From policies to people: the prospective impact of pre-entry tests

These tests are largely untested for their integration effectiveness. Only recently have they spread from the Netherlands to France, Germany, Denmark and now the UK and soon Austria. Most consulted British organisations agreed to the government’s objective on learning English, but did not think that a pre-entry test will achieve that.

The measure will benefit private sector language institutes abroad, with an estimated windfall from test and tuition fees of £2.5 million. The economic benefit for migrants themselves is only estimated £1.2 million—and that only if the language skills help a small number of spouses get slightly higher incomes. The assessment admits that this scenario is unlikely, given firstly the high levels of unemployment in the UK and secondly the high language levels that migrants often need for employment. It therefore lists several broad non-monetised benefits: fewer translation needs for municipalities, fewer language needs for migrant children, and greater social cohesion. The promise was made to replace the policy if it does not meet these “success criteria” but I think they’ll be very hard to measure.

The proposed evaluation concentrates on the easier-to-measure data on inflows: the net flow of those rejected, exempt, and accepted. The impact assessment assumes that 15% of couples will fail to pass these new requirements. While spouses try to pass from their home country, it estimates that these couples will be kept apart for an additional 1-to-2 years. Applications are therefore expected to fall and rejections to increase. The administration expects this will bring them more casework, costs, an increase in costly court challenges like the EU’s recent Chakroun case. Indeed, the test may not be compatible with Article 8 of the European Convention on Human Rights.

This “numbers game” reflects the dominant British debate about the “migration cap.” David Goodhart of Prospect Magazine reports that language requirements for spouses are “expected to have quite big effects” on “reducing that flow.” The little data available from other countries suggests that these recent inventions do not have this effect. The forthcoming INTEC research project found that tests have reduced “flows” – but only temporarily. The numbers rise again. International experience suggests that pre-tests are unlikely to affect the migration cap, whether or not this was the intention.

INTEC also did not find any data that these tests abroad have meaningfully raised language levels, while their focus groups with migrants suggest that they will never be as cost effective as language courses after arrival.

The only major and visible effect was to discourage and delay arrival, enrollment into such courses, and full integration in society. For instance, we have unambiguous data for children, thanks to the OECD’s now famous PISA study, showing that every extra year spent in the country of origin has on average a negative impact on how well they learn the language and excel in all areas. The OECD concludes that family reunification needs to occur as early as possible in order to expose them society and the education system. I wonder whether the recommendation will change much as the OECD expands its data from children to adults. UK government and researchers need to exert close scrutiny over whether this pre-entry test exascerbates the very problem that policymakers meant it to address.

 

Languages and Immigration

This is a difficult subject to write about as I am fully aware of how sensitive, complex and political it is. To be completely honest, I would much prefer to write about this Gaelic-speaking teddy bear, due to be launched in October.

But if we are going to look at language policies and practices across Europe, this blog cannot ignore the issue of immigration. This is currently of particular relevance because of a legal case under way in the UK.  

On the one hand, we have immigration rules introduced in Britain by Home Secretary Theresa May requiring all immigrants outside the EU to have a basic command of English. On the other, we have Article 8 of the European Convention of Human Rights, which protects the right to a ‘private and family life,’ and Article 12 which recognises the right to marry and establish a family.
 
But caught in the middle of this legal battle are a husband and wife unable to reunite because of languages. Rashida Chapti is a British citizen but her husband Vali Chapti cannot join her because of his lack of English. According to an article in the Daily Mail, he is unwilling to learn English, but his reasons for this are not so straightforward. In India, he left school at the age of 9 and “he can barely read or write in his mother tongue, Gujarati.” So learning English, at the age of 57, must be all the more difficult.

To many, lack of interest in learning the language of your new home is seen as lack of interest in integrating and your motivation for immigrating is questioned. “Sponging off the state” is a comment that is frequently heard. But in Chapti’s case, he has a job offer in the UK and has family that can speak English so integration may not be such a problem, and his taxes will be paid. Another argument made is that residents have the “right to a common language” but the UK has always been a multilingual country and historically English was not spoken by everyone.

Personally, I would like to speak the language of whatever country I am living in. But my situation is very different to that of Vali Chapti’s, having studied languages at school and university. I wonder how successful forcing someone to learn a language is, or if making a country welcoming so that newcomers want to learn the language and putting systems in place so that they are strongly encouraged to do so might be better?

If you would like to read more about this case, you can do so in The Telegraph and The Independent. I would also recommend the Guardian’s podcast which looks at the different issues surrounding the English language requirement for immigrants.

Does Age Matter?

Everyone knows that learning languages becomes more difficult as you get older. Our brains are no longer sponge-like and, as the saying goes, you can’t teach old dogs new tricks. This provides a nice, ready-made excuse for those of us trying to balance evening classes with work and family commitments. We don’t have time to sit and learn vocabulary every evening, but even if we did there wouldn’t be much point now that we are over the age of ten. Right?

Well maybe not. Recent research from Israel (presented at the 12th International Congress for the Study of Child Language in Montreal) shows an adult brain is more suited to learning a language’s grammar than a child’s brain. In one experiment, researchers invented a new grammar for Hebrew and tested 8, 12 and 21 year olds on their ability to learn the system. The 21 year olds achieved the best results.

In an article for Belgian newspaper de Standaard, Monika Schmid, Professor of Linguistics at the University of Groningen, explains that many scientists are unable to agree on this subject. One reason for this is it is difficult to create a truly controlled environment in which to test language learning ability. External factors such as schooling mean that children tend to be immersed more thoroughly in a language, so they reach a higher level of fluency more quickly. But if these factors were removed, would children still come out on top? The Israeli research suggests not.

However, grammar is only one aspect of language learning and Professor Schmid goes on to explain that while rules can be learned more easily by adults, children tend to learn a language more intuitively:

Volwassenen leren talen expliciet: ze leiden de spelregels van de grammatica bewust af, zoals je ook een videorecorder leert programmeren. Kinderen leren talen zoals ze ook leren fietsen: op een gegeven moment weten ze intuïtief hoe het moet.

At the end of the day, does it really matter how old we are? So we might not become as fluent or learn as quickly as we would like to but if we are motivated and enthusiastic about learning a new language, surely that is much more important!

Thanks to Canan Marasligil for drawing my attention to the article in de Standaard.

Information on the Israeli research is also available in English from the New Scientist website.

Government decisions and long-lasting effects

Today we have a guest post from Vilma Bačkiūtė. Vilma is Partnerships and Projects Manager for British Council Lithuania.

To quote professor Ted Cantle, “This is a new era of mass migration, of visible communities and an era of super-diversity”.

He also points out that 300 languages are spoken in London.  For comparison, about 20 languages are spoken in Vilnius. According to statistics (2010) the largest groups of immigrants to Lithuania come from the UK, Russia, the USA, Belarus, Germany, Spain, and Norway.

A very small percentage of immigrants and ethnic minorities in Lithuania do not imply fewer tensions in the political arena. Official governmental decisions already have linguistic, political and social consequences which put social cohesiveness at risk. For example, because of inflexibility and stubbornness (or lack of competence?) of politicians, Lithuania will be spending a lot of money on lawyers trying to defend its position on the “bizarre spelling row between Poland and Lithuania”.

Of course, one must consider the historical background to contextualise and understand language policy issues in Lithuania. As well as in Latvia and Estonia.

The existing policies and language laws are similar in the three Baltic countries. They enhance the position of the official languages, which is desirable. But it is equally desirable that they are reviewed in the light of this new era of multicultural and multilingual societies. As a report on multilingualism in Lithuanian cities shows, language profiles in Lithuanian households also change.

No doubt, there are countries and cities that can share their “wisdom on managing diversity” with the Baltic countries. But the Baltic states also have a lot to contribute to our overall understandings of language policy and its complexities. Here is a letter by D.M.Helmeste (USA) to the Baltic Times editor to start considerations.

ACS Summer Institute – De Schaarbeekse Taal / La Langue Schaerbeekoise

This week the Association for Cultural Studies and the Department of Educational Studies of Ghent University are holding their first ACS Summer Institute on Critical Literacies.

One seminar looks at the 3 year project De Schaarbeekse Taal / La Langue Schaerbeekoise which collects and maps words used in the Brussels neighbourhood of Schaebaek. As the project’s website explains, this is revealing just how multilingual the area is: 

La Langue Schaerbeekoise récolte les mots utilisés par les différents groupes de population autour de la Cage aux Ours. Le projet veut favoriser la cohésion sociale entre différentes communautés tout en réflectant la richesse linguistique présente autour de la Cage aux Ours.

L’arabe, le turc, le berbère, le néerlandais, le bruxellois, le swahili, l’espagnol, le polonais ne sont qu’une sélection de la variété de langues qui assaisonnent le français, la langue courante du quartier. Le dictionnaire de La Langue Schaerbeekoise est nourri de ces influences, il est ouvert au changement, flexible et organique.

You can find more information on the project and the ACS Summer Institute by visiting: www.acssi2011.ugent.be/programme.php?page=schaarbeeksetaal

Interview: Speaking Welsh, Living in Brussels

Stefanie Poulton moved to Brussels from North Wales in 2009. Today she works in British Council Brussels as PA to Regional Director EU. She shares her views about multilingualism and having become “Welsh Stef” in Brussels for our blog. Interview with Canan Marasligil.

 

Are you originally from Wales?
I was born in Chester, England and have two English Parents; my Mother is from Sheffield and my Father from Manchester. They moved to Wales the day before I was born…

The actual day before you were born?
Yes!

Are they still in Wales?
Yes, they’re still living there today.

Did you learn Welsh at school?
I attended the local primary school where we were taught Welsh from very early on. During my secondary education the Welsh Assembly Government amended the curriculum, making Welsh a compulsory subject to be sat at GCSE level, when prior to this pupils had the option to discontinue it as a subject if desired at 14. I therefore studied it until I was 16.

Did you like studying Welsh?
At the time it wasn’t something I had wanted to necessarily study, as I felt learning another, more widely spoken language such as French or Spanish would be more beneficial. In hindsight, having grown up in Wales I now recognise the importance of language learning in relation to the shaping of identity and culture and although my Welsh is pretty basic and something which I am unlikely to use again, I think learning it and growing up in Wales has impacted on me in more ways than I thought; Now in Brussels I am referred to as ‘Welsh Stef’ – something I don’t necessarily consider myself to be!

How did learning Welsh affect who your cultural identity?
While I was growing up, learning Welsh always felt a bit alien to me.  I knew that because I lived in Wales, in school we were expected to learn it.  However with it being a language you would rarely hear being spoken and not coming from a Welsh background and mixing with friends who were in a similar position to me, it often led to some confusion and perhaps some resentment to it.  The year I was choosing my options for my GCSE’s is when the Welsh Assembly Government made learning Welsh compulsory across the curriculum until the age of 16.  I don’t think this contributed to myself having any feelings of being Welsh, but perhaps the opposite!  I suppose it began to change when I left Wales for University and then moving to Belgium. As soon as you mention where you come from people are very interested in whether you can speak Welsh or not, it is usually one of the first questions! And then I feel quite proud to answer that I learnt it at school and am able to explain a bit about the language, its uses in Wales – how and where it is spoken and its history and origin, which people do seem interested in, given its reputation of a ‘dying’ language.

What place does Welsh have in your personal and professional lives today? Today, apart from the name I have inherited, Welsh plays little part in personal and professional life.  Most of my friends, even if they were from Welsh speaking families have left Wales and when I return it is to visit my Parents.  I have definitely noticed an increase in the about of Welsh visible when I go back, on sign posts, in shops and on literature in my Parents house which get’s posted through the door and do feel proud that I can understand it where as perhaps the previous generation to me would not!

Do you think Welsh helps you learning other languages or opening up to other languages?
I’m not sure if learning Welsh made me want to learn other languages.  I think at the time because it felt forced upon me and because I struggled to contextualise it, it made language learning feel like a chore and therefore I didn’t appreciate its importance.  However today, this has of course changed and living in Brussels where there are so many languages and dialects being spoken around you, I feel pleased to have studied one other than my mother tongue, even if it can’t be used!

 

BIO
Stefanie Poulton works in the Brussels office as PA to Regional Director EU; Rosemary Hilhorst OBE. Stefanie moved to Brussels in 2009 from North Wales to work at the European Parliament as Parliamentary Assistant to a British MEP. Although a varied role, Stefanie particularly enjoyed the PA element to the position and was keen to further her career working in an international environment in this area. Having gained a Master’s Degree in Creative and Cultural Management from the University of Chester before moving to Belgium, the work of the British Council complements her personal interest in intercultural dialogue and cultural management.