What has Language Rich Europe been up to lately?

Aside

Language Rich Europe has had a very busy few months! In this post, LRE Director Simon Ingram-Hill reflects on some of the project’s recent activity.

After the launch events across the 25 participating European countries and regions this summer and the 50+ consultative workshops so far held, there was major LRE media coverage in a number of countries not least Scotland on 26 November about the lack of foreign language competence in UK hurting British business competitiveness.

We have just held our first major international conference at the British Academy with 160 policy makers and high level practitioners, debating key results from the research findings. British Council CEO Martin Davidson then launched the English version to 250 stakeholders of LRE’s CUP publication ‘Trends in Language Policies and Practices for Multilingualism in Europe’.

Other indications of how seriously this project is being taken: the full report is to be published in 19 other languages; we presented LRE to the all-party parliamentary committee on Modern Languages at the House of Lords on 10 December; key recommendations are being formulated for presentation at the European Parliament Brussels on 5 March.

And best? At the Report’s launch Caroline Parker signed a number of songs to much applause reprising her acclaimed performance at the Paralympics 2012 opening ceremony. Sign language by the way is an official minority language in many European countries.

Caroline Parker signs songs

Find out more from Simon Ingram-Hill and the Language Rich Europe website

Regional and Minority Languages: An inevitable decline?

Martin Dowle, Director British Council Ukraine, presented the language situation in Wales at last week’s Language Rich Europe launch in Kyiv. In this blog post, he summarises the approaches Wales is taking in order to promote Welsh and prevent its decline.

Is it inevitable that minority languages will always suffer decline? The case of Welsh shows this does not need to be the case. Since its low point in 1991, when just 18% of the Welsh population spoke Welsh, it has started to make a modest recovery. Today, 37% of 3 to 14 year-olds are able to speak Welsh, compared to just 15% in 1971, fuelling recovery from the cradle upwards.

Today, there are an estimated 611,000 Welsh speakers in Wales. Of these, 315,000 are native speakers, and the rest have competency, as a second language, to a greater or lesser degree.

Official figures suggest Wales loses between 1,200 and 2,200 native speakers every year. The number of communities – mostly rural — where 70% or more are native speakers continues to decline. But more people now speak (and are learning) Welsh as a second language in cities such as Cardiff than ever before.

In part this reflects a change in attitude to Welsh amongst non-Welsh speakers. Recent polling suggested 80% of Welsh people saw the language as something to be proud of. This is a far cry from the hostility that greeted the decision by the government in the early 1980s to set up a fourth TV channel solely in Welsh. Attitudes have changed, and this matters.

In 2000, the teaching of Welsh became compulsory in all schools up to the age of 16. The number of Welsh-medium schools is growing, as are measures to build the capacity of teachers to teach through the medium of Welsh.

But the Welsh government’s policy argues the school setting is not enough. Policy seems to me to focus on two areas.

First: the home. It encourages mothers and social carers, midwives, and nursery education to help develop the adoption of Welsh as a first language. If two parents speak Welsh, it’s estimated the chances the child will too are around 80%. If only one speaks Welsh, the chances are halved.

Second: the leisure activities of adolescents. The language is at risk if young people don’t see the benefit of speaking it, or think it’s cool to switch to English. So an effective language policy needs to consider youth culture, peer-group pressure, community attitudes, the global media and social networking. Providing enough cultural and social value to tip the balance in favour of Welsh is a big ask – but it’s essential to long-term survival. So policies really do need to focus on the language of ‘interaction’.

Read more about languages in Wales on the Language Rich Europe website and in our previous blog posts:

- Language Rich Europe Launch – Wales
Can Google Speak Welsh?
- Speaking Welsh, Living in Brussels

Language Rich Europe launch – Wales

At a time of globalisation, troubled economies and increasing migration, knowledge of foreign languages is critical to building social bridges, improving job prospects and enhancing competitiveness in Europe.

How well is Wales responding to these challenges?

 

The Welsh launch of Language Rich Europe will take place on Tuesday 9 October at the Pierhead Building, Cardiff. 

The programme is as follows:

Welcome and introduction from Simon Dancey, Director British Council Wales

Address by the Presiding Officer, Rosemary Butler AM

The Importance of Multilingualism, overview from Professor Colin Williams, Cardiff University

Language Rich Europe Cross National Findings – Aneta Quraishy, Senior Project Manager, British Council

Language Rich Europe Wales and UK results – Dr Lid King, Director The Languages Company

Panel discussion – Aled Eirug (British Council Wales Advisory Committee Chair), Professor Colin Williams (Cardiff University), Professor Stephen Hagen (Newport University), and Dr Lid King (Languages Company)

Government response to Language Rich Europe findings in England

On 28 June 2012 Baroness Coussins attended the Language Rich Europe launch in the UK. Chair of the All-Party Parliamentary Modern Languages Group, she also asked Her Majesty’s Government the following question about LRE in England:

what is their response to the research report published in June 2012 by the British Council-led Language Rich Europe consortium on its findings in England [HL1136]

The Parliamentary Under-Secretary of State for Schools (Lord Hill of Oareford) responded:

We welcome this report and the valuable evidence it provides. Knowing a language benefits individuals and the economy more widely.

The Government is already taking steps to improve the take-up of languages in schools. We have announced that a language will be statutory for all seven to eleven year olds in maintained schools from 2014. A consultation will be launched shortly on what form this might take. Further, the English Baccalaureate has started to reverse the long-term decline of numbers taking languages at GCSE. We will be making an announcement on the secondary curriculum in due course.

You can read the Language Rich Europe profile for England on our website.

Summertime fun with languages

It’s time for some summertime fun with languages! Below our Communications Manager David Sorrentino has listed a few fun facts about languages and multilingualism.
Which ones did you know already?  Do you know any other interesting facts you’d like to share?

  • The distress code ‘Mayday’ comes from the French for help me, ‘M’Aide’.
  • The United States does not have an official language.
  • ‘Taxi’ is a word that has the same spelling in many languages, including English, German, French, Swedish, Spanish, Portuguese and more.
  • More people speak English in China than in the United States.
  • For over 600 years England’s official language was French.
  • The name “Canada” originates from an Indian word which means “village”.
  • Europe is home to roughly 225 indigenous languages or around 3% of the world’s total.
  • At least half of all the people on earth can speak two or more languages.
  • The city of London is linguistically diverse with around 300 languages spoken.
  • According to the BBC, Human communication might have been sparked by involuntary sounds such as “ouch” or “eek” or by communal activities such as heaving or carrying heavy objects, coordinated by shouts of “yo-he-ho”, etc. Another theory proposes that language evolved from the communication between mother and baby, with the mother repeating the baby’s babbling and giving it a meaning. Indeed, in most languages “mama” or similar “ma”-sounds actually mean ‘mother’.
    For more, see
    http://www.bbc.co.uk/languages/guide/languages.shtml

Join the discussion by taking part in our UK Launch!

To help us kick off our project at the London School of Economics on 28 June we want to open up the debate and get ideas from across the twittersphere on one of our major topics of discussion and even invite our Twitter followers to attend!

If you are interested in taking part in person please email Kirsi Suutarinen or DM us @languagerich (
https://twitter.com/#!/LanguageRich
) to take part as soon as possible, space is very limited.

Everyone will be able to take part using our twitter hash tag, #LREUK, during the event to give thoughts and ask questions on the main topics of discussion:

    • Nearly a million school age children have another language besides English, but we do not seem to value this “linguistic capital”.
    • There is great enthusiasm for learning a language from an early age, but provision is still less than in most European countries.
    • More learners abandon language learning at 14 than in any other of the countries surveyed; very few continue with a language after 16.
    • Advanced language learning is a class issue in England – the private sector and selective schools dominate at “A” level and despite brilliant exceptions “vocational” language learning is minimal.
    • Business and employers generally need languages; many say this, but very few actively promote them.
    • Our vibrant cities are effectively multicultural and multilingual and some lead the way in Europe.

The views of all those who respond will be shared with participants and panellists at the interactive workshop discussion happening 16:00h GMT on the 28th. We will have a screen showing tweets with #LREUK as they happen and we will be tweeting live from this discussion so you can follow along with debate and continue to send your views.

We welcome all who wish to take part so please spread the word and join us for this important event.

For more information on the event, please see our earlier blog post about it.

UK launch

Did you know that…

“A flourishing voluntary “complementary” sector provides opportunities for children to learn languages spoken in their communities. This serves both primary and secondary school children (and earlier). A 2005 survey (Community Language Learning in England, Wales and Scotland, CILT, 2005) found provision in after school and Saturday classes for at least 61 languages. An innovative national programme, Our Languages, ran from 2008-2010 to promote and strengthen this provision and to draw it into contact with mainstream schools.  Under this scheme any language may be offered in primary schools, and some languages of the wider world are taught, usually in areas with large minority populations and/or as part of “language taster” and intercultural awareness programmes.”


The UK launch of Language Rich Europe will take place on 28 June 2012 at the London School of Economics.

Take part in the discussion via our Twitter hashtag for this launch: #LREUK. More details coming up soon on this blog and on Twitter.

The programme is as follows:

9.15 Registration & coffee
Venue: Lower Ground Floor, New Academic Building, LSE

10.00 – 10.45 Welcome
Dr Lid King, Director, The Languages Company
The importance of multilingualism
With short inputs from:
Nick Byrne, Director, London School of Economics Language Centre
Michael Carrier, Head of English Language Innovation, British Council
Baroness Jean Coussins, Chair, All Party Parliamentary Group Modern Languages
The Speak to the Future Campaign

10.45 – 11.45 Language Rich Europe
The project
Martin Hope, Director, British Council Benelux and Project Director, Language Rich Europe
European data
Guus Extra, Chair of Language and Minorities, Tilburg University, Netherlands
England and the UK context
Dr Lid King, Director, The Languages Company

11.45 – 12.55 Response from key stakeholders
Panel discussion
Chaired by: Bernardette Holmes, Director, Languages First, University of Cambridge Language Centre, & President, Association for Language Learning

Panellists:
• Richard Hardie, Chair, UBS & Vice President, Institute of Linguists
• Lizze Fane, Founder, Third Year Abroad
• Rosie Goldsmith, Independent Broadcaster
• Joe Brown, Deputy Headteacher, Old Oak Primary School, London
• Tony Travers, Director, LSE
• Humair Naqvi, Head of Government and Education EMEA, Rosetta Stone

12.55 – 13.00 Summing up
Dr Lid King, Director, The Languages Company

13.00 – 14.00 Lunch
Served at the Lower Ground Floor (outside the Wolfson Theatre)

Language Rich Europe, UK workshop (London):

“The question of English: what are the particularities of an English-speaking country?”

14.00 – 14.05 Introduction to the Workshop
Venue: Wolfson Theatre, New Academic Building
Lid King, Director, The Languages Company

14.05 – 16.00 Workshop discussions:
Workshop 1
Venue: Room U101, First Floor, Tower 1 Building

Workshop 2
Venue: Room U103, First Floor, Tower 1 Building

Workshop 3
Venue: Room U108, First Floor, Tower 1 Building

16.00 – 16.30 Discussion of findings with interactive voting
Venue: Lecture Theatre U8, Ground Floor, Tower 1 Building
Lid King, Director, The Languages Company

16.30 – 18.00 Drinks reception
Venue: Café Bar, 4th Floor, Old Building

18.00 Close

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 which 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.