Language Policy and Ideologies

Language Policy

• Language policy has a value judgement that reflects a linguistic relationship between a user community and another community, and is based on an ideology.

Ideologies of Language Policy

• Assimilation demands that users of non-dominant languages use the dominant language.
• Pluralist policy ensures the equal rights of various groups to keep and use their own languages.
• Vernacular ideology supports vernacular languages, as opposed to the international ones used in a region, or the mother tongue against the country’s dominant language.
• Internationalism introduces a universal language as the official language or language of education, and can be either local or universal.
• Purism is characterized by sentiments and relationships rooted in an idealized language that is written and firmly different from everyday language.
• Purism demands that every variation from the idealized language should be condemned, and it has moral and aesthetic values with command earning society's esteem, supported by education and institutions.
• A country can have a pluralist policy for one national minority, while assimilating another.
• The Council of Europe and the EU both support pluralist ideology.

Who Formulates Language Policy?

• Elected bodies of a country formulate language policies, knowing and representing the nation.
• Parliament formulates the policy codifying the law for the country.
• Local authorities handle language policy at the local level.

European Language Policy and Education Policy Objectives

• Aims to defend human rights, pluralist democracy, and the rule of law.
• Focuses on promoting and enhancing cultural identity and diversity in Europe.
• Aims to find solutions to problems in society, like discrimination, xenophobia, damage to the environment, drugs, and organized crime.
• Promotes democratic stability in Europe through support for political, legislative, and constitutional reforms.
• Reasons for emphasizing language policy.

European Council's Language Policy, and Language Education Policy Principles

• Aims to protect and develop linguistic heritage and cultural diversity.
• Seeks to transform linguistic variety into a source of understanding and progress.
• Aims to promote European mobility, cooperation, mutual understanding, and overcoming prejudice and discrimination.

Ways to Achieve European Language Policy Goals

• Promote national and international cooperation among governmental and non-governmental organizations in teaching modern languages and developing methods of evaluation.
• Develop and implement teaching programs and support institutions involved in the production and use of multimedia materials.
• Take steps to establish an effective European system for information exchange, covering all aspects of language learning, research, teaching, and technology.

Committee of Ministers' Aims

• Aims to encourage, support, and coordinate the work of governmental along with non-governmental organizations.
• This is intended to improve language teaching.
• Aims to ensure access to effective means of gaining knowledge of other member states' languages.
• It is important to ensure skills for satisfying communicative needs.
• Enable dealing with everyday life in another country.
• Allows for the exchange of information, ideas, and feelings between people who speak different languages.
• Provides an understanding of the way of life and other cultures' structures.

Promotion and Support

• Promotes teachers and learners at all levels applying the principles of language learning systems.
• Teaching and learning should be based on the needs, motivations, characteristics, and resources of learners.
• Defining worthwhile and realistic objectives must be explicit.
• Support the development of appropriate methods and materials.
• Support the development of suitable forms and instruments for the evaluation of learning programs.
• Promote research and development that introduces methods and materials that enable different classes and students to acquire communicative proficiency, accordingly
• EU policy is based on the same principles

EU Policy and Coordination

• Utilizes the open method of coordination for policymaking progress, which relies on the voluntary cooperation of member states.
• Solves the problem of teaching, and language learning.

Connection of Language Policy

• A close connection is desirable but not currently present between language policy and language education policy.
• In the educational system, language learning and teaching are built from various educational programs.
• Familiarity with the work of the Council of Europe is important.
• Allows teachers to adjust their methods to the European education policy, benefiting them and exciting students about other languages, cultures, and becoming plurilingual European citizens.

Definition of Language Education Policy

• Languages appear as traditional disciplines in educational programs with theoretical considerations.

Common European Framework Reference

• Europe is now multilingual, multicultural, with increasing mobility of citizens, and a single currency.
• It attracts foreigners for study or work, as well as temporary residents and residents with development of technologies that share info all over the world.
• European education is always changing, depending on technological developments.
• Should be open, tolerant, interlinked, interdependent, and plurilingual like European society.

Council of Europe's Recommendations

• It is important to recognize lifelong learning promoting communication, interaction, mobility, mutual understanding.
• Reforms should be achieved through action, encouraging innovation, expertise, and ideas.
• Learner-centered approach is important for coherent methodologies by integrating aims, content, teaching, learning, and assessment.

Council of Europe's Language Initiatives

• The Language Policy Division.
• The European Centre for Modern Languages in Graz.
• Promotes policies recommended by the Committee of Ministers through projects and conferences and level descriptions.

Council Promotion

• Different learning objectives and level development is encouraged.
• The council attempted develop the Threshold Level in the early 1970s
• Designed for English and French, while 30 other languages were followed after
• It achieves independent communication in the target language
• Linguistic performance has five dimensions in communicative ability: linguistic, sociolinguistic, discourse, socio-cultural, and social competence
• The council created lower levels for the elementary Waystage and upper-intermediate Vantage for Threshold level.
• Breakthrough level allows people to achieve the lowest generative use of language.
• The idea of developing CEFR was established in the 1990s from Switzerland.
• CEFR has had a strong influence beyond Europe applicable to all languages, since the 2000s.

Additional CEFR Timelapse

• CEFR launched its pilot version in 2003.
• Confirmed as a stimulus by The Intergovernmental Language Policy Forum in 2007
• Extensive piloting in 2009 led to the publication of Relating Language Examinations to the Common European Framework of Reference for Languages which was followed by a later material volume of case studies.
• The decision was made to revisit the conceptual framework (2013)
• Validation for the new CEFR occurred in 2015 to scale mediation, online interaction, reactions to literature, and plurilingualism
• The Companion Volume with New Descriptors published online with extensive piloting in 2018
• The Common European Framework of Reference for Languages, companion volume in English was published in 2020.
• In 2021 the French addition released
• The CEFR Companion volume from in practice published in 2022

Reference Documents

• Framework teaching created: Common European Framework of Reference for Languages
• English version is available for download.
• The European Language Portfolio is also available.

Common European Framework Goal

• The Common European Framework aims to encourage reflection and communication related to language learning, teaching, and assessment.
• Assesses language competence: comprehension, speaking, writing.
• Divided into three levels with six stages: A1...C2
• Consists of 9 chapters
• Aims to provide questions to teachers and learners
• It is intended to help with many things, namely: communication, educator effort coordination, and the focus of work.
• It is intended to define aims, objectives, and functions.
• Intended to explain the action-oriented approach.
• Also aims to introduce common reference levels.
• The framework identifies categories needed, description of language use, and the user (domains, situations, themes, tasks and purposes).
• Aims to categorize user/learner's general and communicative competences.
• Highlights importance of plurilingual competence, methodological options, and its processes.
• Highlights the role of the task for learning.
• Discusses the implications to design curriculum, life-long learning, modularity and partial competences as well as assessing
• It includes three tables aimed for introducing common reference levels.

More Detailed Overview

• CEFR is an orientation tool intended to help the learners profile their main linguistic skills with its self-assessment.

Qualitative Spoken Performances

• Designed to assess spoken performances.

General Handbook

• A general Handbook contains a series of ten specialized guides onlyGuide for Users in four sections.

European Language Portfolio Development

• Developed and piloted by Europe in late 1990s
• Launched for aiding the growth of pluriculturalism.
• Aims shape and motivate users to develop diversify learning
• Aims to give consultations to record linguistic skills from moving or seeking new works.

EP Model Purpose

• Improves responsibility and copes with new groups of learners.
• Satisfies stakeholders through transparency.
• Uses class communication by providing culture.
• Wide European understanding.

Shortcomings ELP Introduction

• Teachers do not understand
• Considered unnecessary.
• Out of touch with other frameworks.
• Teachers unwilling
• Teaches are also unwilling to guide learning.

Language Resolution

• Other Members have their own ELP's.
• ELP's have guidance and statistics.
• Important functions for teachers.

Main EP Parts

• Passports demonstrate skills that is updated.
• Biographies contain summaries to check the grid.

Actions To Language

• World connections are genuine.
• Promotes learning through realistic scenarios

CEFR Document:

• It desribes comprehensive activities and skills in domains.

Language Needs:

It is imperative to cope with skills and knowledge in the following competencies:

• General-world knowledge
• Intercultural skills
• “Existential” competence:
• Ability to learn

Communicative language:

• Grammatical, Orthographic skills
• Sociolect accents
• Functional skills

Teaching Responsibilities

• Teachers provide values and train students
• Teachers prepare integration for multicultural societies.
• Essential knowledge is transmitted.
• Class should work together.
• Pedegogy adapts students with the materials

Responsibility:

Students communicate with capacity while exploring culture

• Should see opinion and tolerance
• Educators should establish learning
• Awareness is important

Teacher tasks

• Help provide skills
• Facilitators act as role models
• Educators should develop pluralism
• Culturally act for improvement
• Assessment through skills
• Should assist the language and culture.

Competencies

• Teachers judge and decide how to teach.
• Teachers pass native grammar
• Knowledge rules are displayed
• Skills can be presented
• Teachers must have high communication skills

Framework

• general-cultural
• sociocultural
• Intercultural

Education:

• Relate to others
• Know respect
• Understand students
• Recognize accents

Constant Update:

Teachers must use minium training in ICT

Relativism:

• Teachers must value other cultures and observe different ideas

Stages:

• Respect for other beliefs
• Adaptation to fit culture.
• Integration for ideas

Zarate:

• Education in culture must traverse different societies
• Act with learning
• Respect the heritage

Effective approaches

• Students will need a good action plan.
• It’s key to build student understanding
• Provide support
• Be aware culture
• Improve the personality

Language competence

• Actors can use language in circumstances.
• Language use includes activities.
• Knowledge can create ideas
• Understand structures
• Schemas adapt to actions
• Situations can adjust
• Learn to adapt

Knowledge is important with actions:

• Example is with eating
• We may feel surprised at bills
  • Believe in personal scripts

Action Plans

• Use structures to understand others
• Helps create goals

Tasks

• Focus on people, occupations, etc
• Everyday has complexity.
• Can be completed by competencies
• Can have clear goals.
• Includes creative tasks
• Helps solve problems
• Good for discussion

Task competences:

• Reveals social conventions
• Provides communication categories

Teacher Resources

• Time for background skills
• Helps discuss
• Improve oral function

Curriculum

Resources are identified through teachers and the curriculum.

• Objectives are important
• Grades are available to access

Adaption improves:

Syllabus:

• Action in classrooms improve skill.
• Improves the learning experience

Types:

Skills improve.

• Language is divided when learnt.

Methods:

• The is linear and communicative.
• Students should focus content.

Approach

• Comprehension > production
• Comprehension requires learning from tools.
• Humans need assistance.
• Language is helpful
  • Provides instructional information
  • Helps elicit and experiment with language.

Communication:

• Improves presentation and texts on the phone.
• Audio is used to broadcast and teach.
• Listen with interaction and relationships.

Comprehension is key

• Information and communication.
• Understanding starts with knowledge.

Techniques for auditory

• Learning improves with music.
• Story telling with music gives visions.

Language Labs:

• Repetitions exist
  • Drills and patterns help