Promoting Language Learning and Linguistic Diversity

Gaburici Veronica,2LM1
Scientific Adviser:
Associate Professor V. Cucerescu, Ph.D.
Rezumat:
Diversitatea lingvistic a devenit mai vizibil ca niciodat deoarece acum oamenii au mai multe contacte cu ceteni
strini, mai mult ca niciodat. Din ce n ce mai des, cetenii europeni se confrunt cu situaii n care sunt nevoii s
vorbeasc n alt limb dect cea matern. i aceasta fie n cadrul schimburilor de studeni, fie n contextul imigrrii
sau al afacerilor - pe o pia european din ce n ce mai integrat, al turismului sau chiar al globalizrii.In acest
articol voi incerca sa argumentez necesitatea vorbirii mai multor articole decit cea materna.

The European Union is home to 450 million Europeans from diverse ethnic,
cultural and linguistic backgrounds and it is now important than ever that citizens
have the skills necessary to understand and communicate with their neighbours.
At the moment, language skills are unevenly spread across countries and social
groups. The range of foreign languages spoken by Europeans is narrow: learning one
lingua franca alone is not enough. Every European citizen should have meaningful
communicative competence in at least two other languages in addition to his or her
mother tongue. This is an ambitious goal, but the progress already made by several
Member States shows that it is perfectly attainable.
The European Union is founded on unity in diversity: diversity of cultures,
customs and beliefs - and of languages. Besides the 20 official languages of the
Union, there are 60 or so other indigenous languages and scores of non-indigenous
languages spoken by migrant communities.
Language is the most direct expression of culture; it is what makes us human and
what gives each of us a sense of identity. Article 22 of the Charter of Fundamental
Rights of the European Union states that the Union shall respect cultural, religious
and linguistic diversity.[1] Article 21 prohibits discrimination based on a number of
grounds, including language. Together with respect for the individual, openness
towards other cultures, tolerance and acceptance of others, respect for linguistic
diversity is a core value of the European Union. Action by the Union and the Member
States to uphold multilingualism therefore has a direct impact on the life of every
citizen.
It is discussed the theoretical position about how the spread of English is
perceived in Europe. On the one hand, the recognition of English as a threat to other
languages has resulted in considering English as a killer language, claiming that
linguistic unity in Europe, that is to say the use of English in Europe, will strength the
forces of globalization and Americanization rather than constraining them[2] .
Likewise the level of resistance to English language use can be observed in measures
taken both at supranational and national levels. At supranational level, the
Commission document promoting language learning and linguistic diversity: An
action plan 2004-2006, August 2003 is designed to indicate that English alone is not
enough and encourages multilingualism in Europe.
The concept of speech community and community of practice leads back to the
question of unity and diversity in Europe. European citizens may have common goals
for interaction but different socio-cultural conditions. Besides, they may wish to
achieve a delicate balance between linguistic unity and linguistic diversity. Following
the argument that languages express cultures and hence cultural a linguistic diversity
are key issues of a European identity, the question is if accepting the communicative
value of English at a supranational level will out foster plurilingualism as a part of a
European identity.
The Commissions multilingualism policy has three aims:
- to encourage language learning and promoting linguistic diversity in society;
- to promote a healthy multilingual economy, and
- to give citizens access to European Union legislation, procedures and information in
their own languages.[3]
The ability to understand and communicate in more than one language already a
daily reality for the majority of people across the globe - is a desirable life-skill for all
European citizens. It encourages us to become more open to other peoples cultures
and outlooks, improves cognitive skills and strengthens learners mother tongue skills;
it enables people to take advantage of the freedom to work or study in another
Member State.[4]
In March 2002, the Heads of State or Government of the European Union meeting
in Barcelona called for at least two foreign languages to be taught from a very early
age . The Commissions long-term objective is to increase individual multilingualism
until every citizen has practical skills in at least two languages in addition to his or her
mother tongue.
In July 2003, the European commission issued a document, ''Promotion Language
learning and linguistic diversity: An action plan 2004-2006,which urges universities
to play ''a key role in promoting societal and individual multilingualism[5].'' One of
the stated goals was that ''all students should study abroad, preferably in a foreign
language, for at least one term, and should gain an accepted language qualification as
part of their degree course''. The document also highlighted the need for formal and
continued education for language teachers, including their need for situated use for
the target language and culture by spending an extended period in a country where
that language is spoken. It is the Member states' responsibility to ensure that the
language teachers are qualified to tech students and teaching staff of other subjects.
One of the spin-off initiatives of the 2004-2006 Action plan as a call for proposals
for projects devoted to increasing language learning among first-cycle higher
education students. The European Language Council (ELC) submitted a proposal for
a project: European Network of the Promotion of Language Learning Among All
Graduates (ENLU). The project was approved and launched in December 2003. As
part of the project, a number of surveys showed that the HEI (Higher Education
Institutions) need to do much more to promote language learning for all students. The
Members of ENLU share the conviction that all future graduates in Europe should :
- be able to communicate in at least two languages other than their mother tongue;
- know how to learn a new language when the need or opportunity rises;
- have first-hand experience in working and learning in and collaborating with other
countries;
- be familiar with other cultures and intercultural skills.[6]
As a recent Euro-barometer survey shows half of the citizens of the European
Union state that they can hold a conversation in at least one language other than their
mother tongue. The percentages vary between countries and social groups: 99% of
Luxemburgs, 93% of Latvians and Maltese, and 90% of Lithuanians know at least one
language other than their mother tongue, whereas a considerable majority in Hungary
(71%), the UK (70%), Spain, Italy and Portugal (64% each) master only their mother
tongue. Men, young people and city dwellers are more likely to speak a foreign
language than women, old people and rural inhabitants, respectively.
The percentage of primary school pupils learning a foreign language is
increasing.However, the average number of foreign languages taught in secondary
schools is still some way from the target set in Barcelona. Furthermore, there is a
growing tendency for foreign language learning to mean simply learning English;
the Commission has already pointed out that English is not enough.
National strategies
Experts have identified a need for national plans to give coherence and direction to
actions to promote multilingualism amongst individuals and in society generally.
These plans should establish clear objectives for language teaching at the various
stages of education and be accompanied by a sustained effort to raise awareness of the
importance of linguistic diversity. The teaching of regional and minority languages
should also be taken into account as appropriate, as should opportunities for migrants
to learn the language of the host country (and the teaching of migrant languages).
Better teacher training
The curricula and structures for training teachers of a foreign language need to
respond to changing demands about the language skills that pupils and students
should acquire. The Commission has funded a new, independent study drawing on
good practice from across Europe which has proposed a common core of
competencies and values for language teachers in Europe. The Commission will
facilitate a debate on this issue, leading to a Recommendation.
Translation services
The markets for translation services in the Member States are extensive, providing
services to international organizations, governments, public authorities, the courts, the
business sector, publishers, the media and the advertising and entertainment
industries.
There are numerous developments in translation-related technology, especially
translation memories and machine-aided translation, speech processing, multilingual
document management and web content localization. Multilingual websites are
growing in number and offer such services as on-line translation, e-mail translation,
dictionaries and banks of unusual characters. Major search engines offer free
translations of web information and account for many millions of translated pages per
day; all major web portals are investing in improved multilingual services.[7]
The increased use being made of on-line machine translation demonstrates that an
essentially mechanical function of that kind cannot replace the thought processes of a
human translator, and thus emphasises the importance of translation quality.
Developments such as the European Standard for Translation Servicesshould give
clients a higher level of quality assurance and traceability.
Language teaching, testing and certification
 Language certification has become such big business that consumers have difficulty
choosing the most appropriate courses and certificates available on the market. The
Commission wishes to contribute to making this supply more transparent by
publishing on the web an inventory of the systems currently available.
Accessibility and transparency
The European Union adopts legislation which is directly binding on its citizens. It is
therefore a prerequisite for the Unions democratic legitimacy and transparency that
citizens should be able to communicate with its Institutions and read EU law in their
own national language, and take part in the European project without encountering
any language barriers. The very first Regulation adopted by the Council therefore
defines the European Community as a multilingual entity, stipulates that legislation
must be published in the official languages and requires its institutions to deal with
citizens in the official languages of their choice.
The European Year of Languages (in 2001) highlighted the many ways of
promoting language learning and linguistic diversity. On 14 February 2002, the
Education Council invited Member States to take concrete steps to promote linguistic
diversity and language learning, and invited the Commission to draw up proposals in
these fields. This action plan is the European Commission's response to that request. It
is the result of a wide public consultation involving the other European institutions,
relevant national ministries, a wide range of organizations representing civil society,
and the general public.
To summ up all this I can say that it is this diversity that makes the European Union
what it is: not a melting pot in which differences are rendered down, but a common
home in which diversity is celebrated, and where our many mother tongues are a
source of wealth and a bridge to greater solidarity and mutual understanding.

References:
1. The Charter of Fundamental Rights of the European Union,article 22;
2. Dario Castiglione: The Language Question in Europe and Diverse societies: Political,
Legal and Social Perspectives.; pag 153;Hart Publishing; NY,2007;
3.. Kental A. King : Sustaining Linguistic Diversity: Endangered and Minority Languages and
Language Varieties; pag.213;Georgetown University Press; Washington DC, 2008;
4. Maria Luisa Carrio-Pastor: Content and Language Integrated Learning: Cultural Diversity;
Academic Publishers, Bern, 2009;
5. ''Promotion Language learning and linguistic diversity: An action plan 2004-2006;

6. The Project : European Network of the Promotion of Language Learning Among All Graduates
(ENLU);
7. Petra Rudiger, KonnradGross : Translation Cultures;EditionsRodopi; NY 2009.