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An International Perspective on Language Policies, Practices and Proficiencies 1 An International Perspective on Language Policies, Practices and Proficiencies Festschrift for David E. Ingram Denis Cunningham & Anikó Hatoss Editors Fédération Internationale des Professeurs de Langues Vivantes (FIPLV) 2 An International Perspective on Language Policies, Practices and Proficiencies Published by FIPLV PO Box 216 Belgrave 3160 Australia 2005 Fédération Internationale des Professeurs de Langues Vivantes (FIPLV) Word processing: Denis Cunningham, Anikó Hatoss and individual authors ISBN: 973-7742-20-6 Editura Fundaţiei Academice AXIS Printed in ROMANIA 3 Table of Contents Foreword.....................................................................................................9 Denis Cunningham and Anikó Hatoss Inroduction.................................................................................................13 Denis Cunningham and Anikó Hatoss Section 1: Policies....................................................... 19 Language Policy around the World.......................................................21 Richard D. Lambert Beyond Babel: Language Policies for the 21st Century.....................37 Colin Power Linguistic Aspects of Diversity..............................................................51 György Szépe Is Language-in-education Policy Possible?..........................................59 Robert B Kaplan Immigrant Minority Languages in Urban Europe .............................83 Guus Extra English-only Policies and Language Erosion in the United States ......109 Zeynep F Beykont Looking Back – Looking Forward..........................................................133 David E Ingram The Evolution of a Languages-in Education Policy: The Case Study of Fiji Islands ...............................................................169 Francis Mangubhai 4 Historical Perspective of Language Planning and Language Policy in Senegal ...................................................................181 Ibrahima Diallo1 Section 2: Practices ........................................................................199 Teaching Languages for Intercultural Communication....................201 Anthony J Liddicoat Linguistic Aspects of Intercultural Communication .........................215 Svetlana Ter-Minasova Learner Independence in Language Teaching: A Concept of Change ...............................................................................225 Terry Lamb & Hayo Reinders Teaching Communicative Peace in the Second-language Classroom .......................................................241 Reinhold Freudenstein Teacher Professional Development for Cooperative Learning .......253 Indra Odina Asian Student Exchange Program (ASEP): Students’ and Teachers’ Perceptions of English Language Learning in the Global Collaborative Context .....................................................261 Shirley O’Neill, Chen Nian-Shing, Li Min-Lee, Myoko Kageto & Laurence Quinlivan Developing Students’ Research Competence......................................283 Indra Karapetjana Creating Equity in Languages on the Web ..........................................291 Denis Cunningham Section 3: Proficiencies ..............................................................311 Towards More Authenticity in Language Testing .............................313 David E Ingram 5 The Common European Framework of Reference (CEF): Implications for Language Teaching and Assessment in Germany.... 335 Sabine Doff & Jan Franz Scales of Language Proficiency Levels in Learning and Assessment for Latvian....................................................................349 Ieva Zuicena Section 4: Parity, Presence and Prosperity ..................355 Linguistic Diversity and sustainable Development: The Role of International Non-Governmental Organisations.........357 Alan Hedley Language Policies and Language Maintenance: The Hungarian Community in Australia.............................................375 Anikó Hatoss Language Maintenance and Language Shift among First Generation Franco-Mauritians.....................................................393 Marie-Claire Patron The Fundamental Communicative Right: A Plea...............................417 Francisco Gomes de Matos 6 7 Professor David E Ingram with the Festschrift Editors, Anikó Hatoss and Denis Cunningham, at the AFMLTA Biennial National Languages Conference in Brisbane in July 2003. 8 9 Foreword The idea of creating a Festschrift for Professor David E Ingram AM was the inspiration of Anikó Hatoss, who was an invited research fellow to the Centre for Language Learning and Teaching at Griffith University and worked under David’s guidance on her PhD thesis. Our cooperation on this volume started when we were waiting for the Keith Horwood Memorial Lecture to begin – fittingly delivered by David at the Fourteenth Biennial National Languages Conference of the Australian Federation of Modern Language Teachers Associations (AFMLTA). We introduced ourselves to each other and agreed to bring together a volume commemorating David’s work, as he was about to retire from Griffith University at the end of 2003. The task of giving proper acknowledgement to David’s work is extremely challenging as it is hard to capture the enormity of his contribution to the field of applied linguistics internationally, and more specifically in the context of Australian language policies, language teaching practices and language testing, the world of ‘proficiencies’. The difficulty of the task, however, is alleviated by the fact that there is no shortage of colleagues, friends, students and research fellows who have worked with David in the past 35 years of his career and have been inspired by his work and personality. He had a major influence on many careers, especially ours. For me (Denis), this began with a chance encounter at the Second AFMLTA Biennial National Languages Conference in Melbourne in 1978. This was consolidated when David and I (Denis) began working together on the AFMLTA Executive from 1982, David as President, and I (Denis) as Secretary. This marked the beginning of 15 years of close collaboration, where I (Denis) benefited considerably from his expertise, insights and experience. For me (Anikó), David’s professional guidance during my PhD studies was extremely valuable both on the professional and the personal levels. David has been a major player in the field of languages teaching for over 30 years so it is fitting that we acknowledge and celebrate his extensive and influential career in the European manner: by preparing and publishing a Festschrift. 10 David started his career as a primary school teacher in 1958 in Wynnum North State School, and as a secondary school teacher of French in 1961. In 1971, he was appointed Lecturer (and later Senior Lecturer) in the Department of Languages and Literature, Mt Gravatt College of Advanced Education, Brisbane (Australia), where he continued his work until 1982. He was President of the Modern Language Teachers Association of Queensland (MLTAQ) between 1977 and 1982. In 1978 he graduated with a PhD from the University of Essex, the same year that he prepared the landmark submission, National Language and Research Centre. Early in his career (1979), he and Elaine Wylie developed the Australian Second Language Proficiency Ratings (ASLPR), today the International Second Language Proficiency Ratings (ISLPR), which has served as a major step in establishing benchmarks in languages learning and English language skills of immigrants in Australia. The ISLPR is still one of the most widely used measurement tools for evaluating migrants’ and international students’ proficiency for work and study purposes in Australia. During the period of 1982–1996, he was President of the Australian Federation of Modern Language Teachers Associations (AFMLTA) when, between 1983 and 1986, he was appointed Principal Lecturer and Head of Department, at the Department of Education Studies, Darwin Institute of Technology (Australia); between 1986 and 1990, he was Principal Lecturer and Director, at the Institute of Applied Linguistics, Brisbane College of Advanced Education, Mt Gravatt, Australia. During this period, he prepared another incisive submission, The Case for a National Institute of Languages (1988), for the Australian Advisory Council on Languages and Multicultural Education (AACLAME). Shortly thereafter, he collaborated with others to produce Developing an Association for Language Teachers: An Introductory Handbook (1989) and The Relationship between International Trade and Linguistic Competence (1990). Between 1990 and 2003, he was Professor of Applied Linguistics and Director of the Centre for Applied Linguistics and Languages (CALL) at Griffith University, Nathan (Australia), and more recently, in 2004, he was appointed Executive Dean, School of Applied Language Studies, Melbourne University Private (Australia). As a member of the Australian Language and Literacy Council between 1990 and 1996, he contributed considerably to a major paper in 1994 about the needs of Australian business and industry for language skills, as well as to later publications, such as Language Teachers: Pivot of Policy (1996) and The Implications of Technology for Language Teaching (1996). 11 In recognition of his contribution to the field of applied linguistics and the teaching of languages in Queensland and in Australia, David received numerous awards and honorary titles. In 1979, he was awarded Honorary Life Membership of QATESOL, in 1983 Honorary Life Membership of the
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