Imperia, 3 Aprile 2008 Gisella Langé1 Imperia, 3 aprile 2008 Gisella Langé Language Education...

Imperia, 3 Aprile 2008

Gisella Langé 1

Imperia, 3 aprile 2008Gisella Langé

Language Education Policy Profile e l’esperienza in

Lombardia

Ministero della Pubblica IstruzioneUfficio Scolastico Regionale per la Lombardia

Direzione Generale Affari Internazionali per l’Istruzione

Lombardy Language Education Policy Profile:

Antonio Giunta La Spada, D G Affari Internazionali – MIUR

Milano, 14 Febbraio 2006

SUPPORT GIVEN BY

THE GENERAL DIRECTORATE OF INTERNATIONAL RELATIONS

Università agli Studi di Milano


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Language Education Policy Profile

a self-evaluation of our policies: an opportunity offered by the Council of Europe to Authorities

Not an external evaluation

Council of Europe Experts = catalysts


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Council of Europe Experts’ team

Jean Claude Béacco Michael Byram

Paul Caffrey

Hartmut Ebke

Philia Thalgott


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Phases:

Oct 2004: preparatory visit

April 2005: interviews

November 2005: reports

February 2006: roundtable

September 2006: profile


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Why did we do it?…


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Language policy…

… a tool to manage language behavior and practice


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Reflection on current situation & possible future developments in language education of all kinds

Dialogue between Council of Europe, Authorities & Civil society > Forum

Promotion of plurilingualism and of a diversification of languages on offer

13 applications < 2002: Lombardy 1st Region


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Scope of Lombardy Profile

• Importance of policy analysis at a time of change

• Awareness raising on specific issues incl.promotion of plurilingualismDiversification of the range of languages

• Process supported by national authoritiesPossible contribution of the Profile to a

policy debate at national level ?


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What we did…


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The Profile: Process

• Prepatory meeting (October 2004)

• Elaboration of the Regional Report (Feb 2005)

• Study Visit of the Council of Europe Team (25-29 April 2005) with interviews

• Production of Experts’ Report and discussion in

Strasbourg (Sept. 2005)

• Round Table: February 2006 in Milan

• Elaboration of the Profile

• October 2006: Publication & Official Launch– > Dissemination of the Profile & Regional Report


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Feb 2005 Round Table: Objectives

• Open debate Experts analytic Report = stimulusCouncil of Europe team = international

perspective

• Discussion on specific issues

• Take stock of reactions & feedback

• Profile supplied by results of discussions


PoliticiansAdministrat

ors

ParentsJournalistsPublishers

Cultural AgenciesAssociationsTrade Unions

University ProfessorsInspectors

Headmasters

TeachersTrainers


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Results…

Regional ReportFeb 2005

http://www.coe.int/t/dg4/linguistic/Source/Lombardyregional%20report_EN.pdf

Product n. 1

Experts’ Report

Dec 2005

Product n. 2

Product n. 3 Profile Aug 2006

English versionVersion française

Product n. 4

http://www.coe.int/t/dg4/linguistic/Source/Lombardy_%20Profile_EN.doc

http://www.coe.int/t/dg4/linguistic/Source/Lombardy_Profile_FR.doc

Product n. 5Sept 2006

www.progettolingue.net

October 2006 Launch


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Key words

holistic/global approach

coherence

plurilingualism

qualitative improvement

materials and curriculum development projects

indicators


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Being realistic and holistic

• ‘Mastery’ is impossible – even in L1

• Using the CEFR to set realistic targets (and assess success)

• Holistic view of plurilingualism means holistic view of education for plurilingualism:

– “Not distinct competences but composite competence on which user may draw”

– “language learning curriculum” (all languages in different ways at different stages throughout schooling – and beyond)


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Actions• Policies and curricula linked to contexts:

– Schools in context – significance of school principals– Learners and their ‘language history’

• For region: regional council/centre – policy and curricula for region (regional devolution)

• For (groups of) schools – policy and curricula for context and for learners (school autonomy)

• For learners – planning for own learning (learner autonomy)


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Specific measures (Part 4 of Profile)

• Re-consider English: – “as global English makes the transition from ‘foreign

language’ to basic skill’, it seems to generate an even greater need for other languages” Graddol, 2006: English Next.

• consider regional measures: council/centre• Train teachers for ‘education for plurilingualism’• Plan school curricula for plurilingualism• Develop quality assurance and confidence in

public qualifications• Include Italian (and varieties) in education for

plurilingualism


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Concrete measures to propose...

Dissemination of reference document Language Education Policy Profile – Lombardy

Objectives: cf. promotion of plurilingual competence; quality in language teaching

Methods: cf. flexibility in language provision; plurilingual education

Strategies: cf. pilot project for development and implementation of language policy


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A THINK TANK

A group of experts and stakeholders working

on languages

A Regional Council???

A Regional Centre???


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Final points:

YOU CAN‘T HAVE INNOVATIVE PRACTICE WITHOUT INNOVATIVE

POLICIES


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YOU CANNOT HAVE INNOVATIVE PRACTICE

ON A LARGE SCALE UNLESS YOU INVOLVE ALL STAKEHOLDERS


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IT CERTAINLY HELPS IF YOU CAN INFLUENCE

POLICY DEVELOPMENT AT NATIONAL LEVEL...

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