Why are you running a project that promotes multilingualism?

Today’s blog post is written by Aneta Quraishy, our Language Rich Europe Project Manager, who is based in British Council Berlin. Please read on to find out about her experiences on working in a project which promotes multilingualism.

OK, I may have my personal reasons for getting involved like being multilingual myself and not being able to imagine living a different reality or not having a bookshelf of books written in Czech, English, Spanish and French and revelling in the fact that I can reach for any of these and understand them all without much difficulty nowadays.

However, professionally, as Senior Project Manager of Language Rich Europe I often get asked by contacts, friends and family why the British Council is promoting multilingualism and simply not just focussing on English teaching and exams. My direct answer would be that we are a cultural relations organisation and the encouragement of diversity in language learning, acquisition and support of multilingualism should be at the heart of any such endeavour. The British Council should be and is committed to building long term relationships and trust between people in the UK and other countries and this does not simply happen by imposing English onto them.

The overall objectives of Language Rich Europe are:

  • to facilitate the exchange of good practice in promoting intercultural dialogue and social inclusion through language teaching and learning;
  • to promote European cooperation in developing language policies and practices across several education sectors and broader society;
  • to raise awareness of the EU and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe.

Ironically all this came even more to my mind when I read a recent Guardian article by Robert Phillipson (Linguistic imperialism alive and kicking, 16 March), which conveyed concerns of internationally driven efforts to strengthen the learning of English and claimed that,

“British policies in Africa and Asia have aimed at strengthening English rather than promoting multilingualism, which is the social reality. Underlying British ELT have been key tenets – monolingualism, the native speaker as the ideal teacher, the earlier the better etc – which the same book diagnoses as fundamentally false. They underpin linguistic imperialism.”

Although this may to an extent seem true outside Europe, I firmly believe that projects like Language Rich Europe can help to tackle such a mind-set and reality. English will naturally continue to be a dominating second language around the globe. We should not try and oppose this reality and surely a supply of well-trained English language teachers and professionals will do nobody any harm. However, English needs to be promoted alongside other national, foreign, regional/minority and immigrant languages.

Through LRE we aim to promote greater cooperation between policy makers and practitioners in Europe in developing good policies and practices for multilingualism. Such polices will ensure that languages and cultural exchange continue to be promoted and encouraged at school, university and in broader society. We believe that this is essential if Europeans of all ages are to develop a broader international outlook and if Europe as a whole is to position itself successfully to do business with the world’s emerging economic powers in the 21st century.

John Knagg, British Council Senior Adviser Learning and Teaching responded to Phillipson with a letter,

“Governments worldwide want better access to English for their citizens to improve education, work and social mobility prospects – and they come to us for advice and support. While part of our mission is to develop a wider knowledge of English in the world, we do this within a wider aim of promoting the advancement of education.

English should add to a child’s linguistic heritage, not replace it. This is afterall, how we see foreign languages being taught in British schools.

Most of the 10 million teachers of English around the world are bilingual or multilingual non-native English speakers. Multilingualism gives people great advantages in their lives and their jobs, and we promote it as a value. Phillipson quotes his experience from before 1992 – the reality is different.”

You can read the full letter Multilingualism works on this website.

Scotland – a multilingual country?

It’s St Andrew’s Day today – Scotland’s national day, so what better excuse than to have a wee keek at the state of languages in my home country.

Scotland, like the rest of the UK, is not exactly famed for its ability in foreign languages. This has made the news again recently with British Council Scotland warning that a decline in Foreign Language Assistants could affect student numbers and the quality of foreign language education. Lloyd Andersen, Director British Council Scotland said:

Assistants perform a vital role in supporting language teachers by bringing a cultural dimension to language-learning that enthuses and inspires young people

Teachers are in no doubt this helps increase linguistic fluency and makes it more likely a young person will continue studying languages to a high level. In an increasingly globalised world, Scotland needs to be outward looking.

The Scottish Government, which provides funding for the FLA programme, has set up a working group to implement their programme of learning two languages plus ‘mother tongue’ but some see this as unrealistic.

2 + 1 is not a new initiative, nor is it an invention of the Scottish Government. Both the European Union and Council of Europe place emphasis on citizens being able to communicate in ‘mother tongue plus two languages.’ From the current level of foreign language education, this may be difficult to achieve, but I applaud the Scottish Government’s recognition of it as an important target nonetheless.

I also think there is another important point which cannot necessarily be separated from the foreign language debate – and that is the fact that Scotland is not historically or currently a monolingual country. As well as English, Scotland has two other main languages – Scots, a language with shares a common root with English, and Gaelic.

Scots and Gaelic receive financial and political support from the Scottish Government, where the Minister of Learning and Skills, Alasdair Allan has a particular responsibility for these languages. At a time of economic turbulence, the time and money spent on languages which are not as widely spoken as English is criticised by some, who also see it as pro-independence propaganda from a Scottish Government where the Scottish Nationalist Party has a majority.

However, these initiatives are not solely the result of an SNP government. Scots has been ‘back on the agenda’ in education since the 5-14 curriculum was introduced in 1991 and both Scots and Gaelic are covered by Part II of the European Charter for Regional or Minority Languages, which was ratified by the UK Government in 2001. As with foreign languages, Scotland and the UK are following the EU and Council of Europe’s lead, with the European Charter considering that:

the protection of the historical regional or minority languages of Europe, some of which are in danger of eventual extinction, contributes to the maintenance and development of Europe’s cultural wealth and traditions… the right to use a regional or minority language in private and public life is an inalienable right

This does not mean they should be taught to the detriment of English, clearly there is a need to learn it, but considering English’s dominance I find it unlikely that this would happen. Rather, Scots and Gaelic should be included in education instead of being sidelined to languages of the playground or home or as part of the once-a-year Burns Night celebrations. As recently as the 1960s, the Scots language was looked down upon as ‘not being proper English’ and even today it is often criticised for being a dialect or, worse, slang. Ayrshire, Glaswegian, Doric and Lallans are all dialects of the Scots language and, as anyone who has encountered a Glasgow taxi driver knows, they are spoken frequently outside of school.

If proper acknowledgement was given to this language in school, many children might have a different relationship with language learning. Instead of being ‘bad at English’ they can suddenly speak two languages. With this knowledge, confidence and enthusiasm at learning a foreign language might in turn increase.

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.

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.

 

Shakespeare in different languages during the Olympics

It has long been recognised that Shakespeare, as well as a great playwright, has become an international language. We want to celebrate this international affection by welcoming Shakespeare enthusiasts – producers, performers and audiences – to experience his work in their own languages and dialects.

says Dominic Dromgoole, the Globe’s artistic director, as it is reported the BBC News website

And it is exactly what the Shakespeare’s Globe Theatre will do during the 2012 Cultural Olympiad, giving the opportunity to the international audiences to experience Shakespeare in their own language(s), inside the Globe Theatre. Companies from around the world will participate in this special season, starting on 23 April and lasting 6 weeks.

Audiences will see The Taming of the Shrew in Urdu, The Tempest in Arabic, Julius Caesar in Italian, or Troilus and Cressida in Maori. Other languages will also include Lithuanian, Greek, Spanish, Turkish, …

A celebration of multilingualism, this project is also a very good way to open up to more international collaborations.

There is no information yet on the Globe’s public website, but you can read the press release with a list of the languages and plays to be performed.

Durdatha whye

I have to admit, I’d never heard Cornish before I came across this video on the website of the Network to Promote Linguistic Diversity. The NPLD  is a pan-European network which encompasses constitutional, regional and smaller-state languages to promote linguistic diversity in the context of a multilingual Europe. According to their site, some 50 million EU citizens, 10% of the EU population, speak a regional or minority language. Cornish is just one of these languages:

Take the (language) pledge…

Recently on this blog I have linked to some articles in the media about language learning (or lack of!) in the UK and efforts being made to stimulate foreign language acquisition. Now, here’s something new from CILT, the UK’s National Centre for Languages, and other partners, which I came across this morning. This is what they’re saying:

‘In order to compete in the global economy, we believe that every young person should leave school with the ability to communicate in more than one language and have an appreciation of other cultures. The UK’s poor record in languages, highlighted by the year-on-year decline in GCSE and A Level language entries, is a barrier to economic growth and competitiveness. It also hampers the employability of our workforce. Without action, we believe that UK business and young people will be disadvantaged in the international marketplace compared to others who possess these skills. If you are a business or individual who shares our views, please sign our Pledge. It only takes a minute and it won’t cost you anything!’

And here’s the link to the pledge: http://pledge.languageswork.org.uk

A class in the English Language at the British Council Allied Centre, Liverpool

A class in the English Language at the British Council Allied Centre, Liverpool

‘Learning German is pointless’: British students abandon foreign languages

OK, so nothing new here. However, what’s interesting about this article (there’s also a clip from Sky News) is the mention of a new UK government plan for tackling this situation: another state exam, called the ‘English baccalaureate’.

Read more, on the Café Babel website.

Day of Multilingual Blogging

The European Commission in the UK is organising the “Day of Multilingual Blogging” on its Facebook page as part of the European Day of Languages. The announcement says:  ”Let’s highlight the importance of the European Day of Languages by blogging in another language. If you don’t feel comfortable writing in another language, why not find a guest? Or do a video?” So far, there are 101 facebook users signed up to take part in this online event (I am one of them and will post an article here).  

The online event will take place on 26 September 2010. If you are interested in participating, have a look at the European Commission in the UK’s facebook page and share your link on their wall. The twitter users among you can use the hashtag #babel (as short and multilingual as possible, as it is stated on the site) to share their posts or spread the word, in any language, about this particular event. Also feel free to share your multilingual posts in the comments section of this blog.