Key Data on Teaching Languages at School in Europe – 2017 Edition
Total Page:16
File Type:pdf, Size:1020Kb
Load more
Recommended publications
-
Competing Language Ideologies About Societal Multilingualism Among Cross- Border Workers in Luxembourg
DOI 10.1515/ijsl-2013-0091 IJSL 2014; 227: 119 – 137 Julia de Bres Competing language ideologies about societal multilingualism among cross- border workers in Luxembourg Abstract: Cross-border workers, who live in the surrounding border regions of France, Belgium and Germany, now make up 44 percent of the workforce in Lux- embourg. This increasing presence of “foreigners” is prompting substantial change to Luxembourg’s traditionally triglossic language situation, where Lux- embourgish, French and German have coexisted in public use. In this situation, competing language ideologies emerge reflecting the interests of different groups. Through analysis of metalinguistic discourse in interviews with thirty cross- border workers in Luxembourg, this article examines how the language ideolo- gies of cross-border workers might contribute to competing perspectives on soci- etal multilingualism in Luxembourg. Keywords: language ideologies, cross-border workers, multilingualism, minority languages, Luxembourg Julia de Bres: The University of Luxembourg. E-mail: [email protected] 1 Introduction Luxembourg is a small country of 2,586 square kilometres and a population of 511,800 (STATEC 2011). Bordered by France, Belgium and Germany, it is also lo- cated on the border of the Romance and Germanic language families and histori- cally these larger neighbors have had an important influence on its unique lan- guage situation. With a national language (Luxembourgish) and three languages of administration (French, German and Luxembourgish), all of which are used on a daily basis, Luxembourg is one of the most multilingual countries in the world.1 This is ever more so with the increasing proportion of “foreigners”2 who now 1 Luxembourg’s language situation is not described in detail here. -
Multilingualism As a Resource for Learning – Insights from a Multidisciplinary Research Project
MOUTON EuJAL 2020; 8(2): 143–156 Editorial Adelheid Hu* and Ingrid de Saint-Georges Multilingualism as a resource for learning – insights from a multidisciplinary research project https://doi.org/10.1515/eujal-2020-0012 1 Globalisation, mobility and linguistic diversity Globalisation is a process full of complexities and inherent tensions. On the one hand, we are seeing increasing numbers of people from a variety of communities using a more diverse range of repertoires and entering into increasingly multi- lateral relationships. In this respect, globalisation is giving rise to more flexible and mixed views of identities, more hybrid language practices and new cultural scripts. But at the same time, perhaps as a response to these changes, we are witnessing the re-emergence of stronger nationalist and communitarian currents in many parts of the world. Under this new globalised regime, neighbourhoods, workplaces, schools and universities are changing in Europe and beyond. For example, the number of chil- dren, young people and adults learning to use and navigate new languages at different points in their lives has surged. In education, mobile learners have also contributed to the diversification of classrooms, raising new questions as to how best to support them in their educational trajectories, in particular when their linguistic repertoires do not correspond with the languages of schooling. Simulta- neously, issues related to fairness and equity have become more pressing in many spheres of social life. *Corresponding author: Prof. Adelheid Hu, University of Luxembourg, Faculty of Humanities, Education and Social Sciences, E-Mail: [email protected] Prof. Ingrid de Saint-Georges, University of Luxembourg, Faculty of Humanities, Education and Social Sciences, E-Mail: [email protected] 144 Adelheid Hu and Ingrid de Saint-Georges MOUTON 2 Luxembourg as a case study The Grand Duchy of Luxembourg represents an especially rich case study when investigating the linguistic ramifications of globalisation. -
Grand Duchy of Luxembourg History Culture Economy Education Population Population Languages Geography Political System System Political National Symbols National
Grand Duchy of Luxembourg of Duchy Grand Everything you need to know know needto you Everything Geography History about the Political system National symbols Economy Population Languages Education Culture Publisher Information and Press Service of the Luxembourg Government, Publishing Department Translator Marianne Chalmers Layout Repères Communication Printing Imprimerie Centrale ISBN 978-2-87999-232-7 September 2012 All statistics in this brochure are provided by Statec. Table of contents of Table 4 6 8 12 14 16 18 20 24 26 History Culture Economy Education Population Languages Geography At a glance a glance At Political system system Political National symbols National Everything you need to know about the Grand Duchy of Luxembourg of Duchy about the Grand know need to you Everything Official designation Territory Grand Duchy of Luxembourg Administrative division Capital • 3 districts (Luxembourg, Diekirch, Luxembourg Grevenmacher) • 12 cantons (Capellen, Clervaux, Diekirch, National day Echternach, Esch-sur-Alzette, Grevenmacher, 23 June Luxembourg, Mersch, Redange-sur-Attert, Remich, Vianden, Wiltz) Currency • 106 municipalities Euro • 4 electoral constituencies (South, East, Centre, North) Geography Judicial division At a glance At Geographical coordinates • 2 judicial districts (Luxembourg, Diekirch) comprising 3 magistrates’ courts Latitude 49° 37’ North and longitude 6° 08’ East (Luxembourg, Esch-sur-Alzette, Diekirch) Area 2,586 km2, of which 85.5% is farmland or forest Population (2011) Total population Neighbouring countries 524,900 inhabitants, including 229,900 foreign Belgium, Germany, France residents representing 43.8% of the total population (January 2012) Climate Luxembourg enjoys a temperate climate. Annual Most densely populated towns average temperatures range from -2.6° C (average Luxembourg (99,900 inhabitants) minimum value) to 21.6° C (average maximum Esch-sur-Alzette (30,900 inhabitants) value) (1981-2010). -
School Education in Austria
OECD Reviews of School Resources: Austria 2016 © OECD 2016 Chapter 1 School education in Austria This chapter presents an overview of the economic and demographic context in Austria, including a description of the present governance arrangements and the distribution of responsibilities for the funding and administration of the system. It also provides a brief description of the Austrian school system for international readers. Finally, it presents evidence on the quality and equity of the Austrian school system. The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. 39 1. SCHOOL EDUCATION IN AUSTRIA Box 1.1. Proposal for education reform (November 2015) This report reflects the situation of the Austrian education system at the time of the review visit in June 2015. The review team provided the Austrian Ministry of Education and Women’s Affairs (BMBF) with an initial draft report at the beginning of November 2015 to inform the negotiations of the education reform commission comprised of representatives of the federal government and the provinces. The negotiations of the education reform commission which were also informed by an Austrian expert group on school administration resulted in an education reform proposal that was presented 17 November 2015. The implementation of the education reform was to be prepared until June 2016. Details of the education reform proposal can be found in Annex 1.1. -
Letty T Year 8 German
Differences between German schools and English schools No uniform British pupils often wear shirts and ties to school. However, most German students are allowed to wear their normal clothes. Breakfast break Most of the time, British students eat their breakfast before coming to school. This doesn’t happen in Germany! German pupils eat their breakfast after the first lesson of the day, during a breakfast break. They usually have yoghurt, some fruit and sandwiches. Early starts In the UK, most pupils start school about 8:40 am. However, German schools start much earlier! Most students have to be in their classes by 7.35 am. That means they have to wake up very early on a school day! Students only have to go to primary school for 4 years In the UK, all primary students have got to attend primary school for 7 years but in Germany they only have to go for 4 years, as they start the school system at 6 years old. Facts about German schools Germany have 5 types of secondary school: • Gymnasium A gymnasium is the only type of secondary school, in Germany, that prepares students for university and is probably the most prestigious out of all five schools. They study maths, history, several foreign languages, art design, computer science, and other subjects too. • Realschule This type of secondary school is considered to be less prestigious than Gymnasium. However, it’s more available for children, and about 40 percent of German pupils attend Realschule. • Hauptschule This school is a lot less demanding when it comes to academics. -
Partitive Article
Book Disentangling bare nouns and nominals introduced by a partitive article IHSANE, Tabea (Ed.) Abstract The volume Disentangling Bare Nouns and Nominals Introduced by a Partitive Article, edited by Tabea Ihsane, focuses on different aspects of the distribution, semantics, and internal structure of nominal constituents with a “partitive article” in its indefinite interpretation and of potentially corresponding bare nouns. It further deals with diachronic issues, such as grammaticalization and evolution in the use of “partitive articles”. The outcome is a snapshot of current research into “partitive articles” and the way they relate to bare nouns, in a cross-linguistic perspective and on new data: the research covers noteworthy data (fieldwork data and corpora) from Standard languages - like French and Italian, but also German - to dialectal and regional varieties, including endangered ones like Francoprovençal. Reference IHSANE, Tabea (Ed.). Disentangling bare nouns and nominals introduced by a partitive article. Leiden ; Boston : Brill, 2020 DOI : 10.1163/9789004437500 Available at: http://archive-ouverte.unige.ch/unige:145202 Disclaimer: layout of this document may differ from the published version. 1 / 1 Disentangling Bare Nouns and Nominals Introduced by a Partitive Article - 978-90-04-43750-0 Downloaded from PubFactory at 10/29/2020 05:18:23PM via Bibliotheque de Geneve, Bibliotheque de Geneve, University of Geneva and Universite de Geneve Syntax & Semantics Series Editor Keir Moulton (University of Toronto, Canada) Editorial Board Judith Aissen (University of California, Santa Cruz) – Peter Culicover (The Ohio State University) – Elisabet Engdahl (University of Gothenburg) – Janet Fodor (City University of New York) – Erhard Hinrichs (University of Tubingen) – Paul M. -
The Politics of Access to Advanced Education in Late Imperial Austria
The Politics of Access to Advanced Education In Late Imperial Austria Professor Gary B. Cohen Univeristy of Oklahoma September 1993; Working Paper 93-6 © 2002 by the Center for Austrian Studies. Permission to reproduce must generally be obtained from the Center for Austrian Studies. Copying is permitted in accordance with the fair use guidelines of the US Copyright Act of 1976. The the Center for Austrian Studies permits the following additional educational uses without permission or payment of fees: academic libraries may place copies of the Center's Working Papers on reserve (in multiple photocopied or electronically retrievable form) for students enrolled in specific courses: teachers may reproduce or have reproduced multiple copies (in photocopied or electronic form) for students in their courses. Those wishing to reproduce Center for Austrian Studies Working Papers for any other purpose (general distribution, advertising or promotion, creating new collective works, resale, etc.) must obtain permission from the Center. For Austria's peoples and the government, the development of advanced education during the late nineteenth century offered challenges as well as opportunities. Popular aspirations for secondary and higher education grew as modern class structures and an industrial market economy replaced the old corporate society. Study in Gymnasien, Realschulen, universities, and technical colleges opened the doors for entry into the growing sectors of white-collar and technical employment, the learnedprofessions, and government service. For the hitherto dominant German-speaking elements in the Alpine and Bohemian lands and for the Poles in Galicia, assuring their continued leadership in achanging social structure required maintaining privileges in secondary and higher education. -
Preparation Kit
PREPARATION KIT TURKU 2018 - National Session of EYP Finland 5-8 January 2018 EUROPEAN YOUTH PARLIAMENT SUOMI FINLAND Dear Delegates, On behalf of the whole Chairs’ Team of Turku 2018, I welcome you to share our excitement by presenting to you this Academic Preparation Kit, which includes the Topic Overviews for Turku 2018 – National Session of EYP Finland. The Chairs’ Team has been working hard over the past weeks in order to give you a good introduction to the topics, to important discussions that touch upon the most recent events taking place in Europe under the theme “Towards a Better European Community with Nordic Collaboration”. I want to extend my gratitude for the Vice-Presidents Kārlis Krēsliņš and Mariann Jüriorg for creating great foundations for the academic concept. Additionally, there are two external scrutinisers Henri Haapanala and Viktor M. Salenius, who have to be thanked for their academic prowess and immense help they provided with this Preparation Kit. We encourage you to look into all of the Committees’ Topic Overviews, in order for you to have a coherent picture of all the debates in which you will be participating at the General Assembly. In addition to your Committee’s Topic Overview, make sure you read the explanations on how the European Union works. It is essential for fruitful conversation that you know how the structure and institutional framework of the EU functions. I hope to see you all in person very soon! Yours truly, Tim Backhaus President of Turku 2018 – National Session of EYP Finland 1 Committee Topics of Turku 2018 - National Session of EYP Finland 1. -
Official Language and Education Policies
University of Iceland School of Humanities Department of English Official Language and Education Policies In Monolingual Iceland and Multilingual Luxembourg B.A. Essay Hildur Jóna Ragnarsdóttir Kt.: 230394-3859 Supervisor: Birna Arnbjörnsdóttir May 2016 1 Abstract This thesis describes the official language and language education policies of monolingual Iceland and multilingual Luxembourg. These policies are then compared and contrasted and their practical implementations examined. Iceland places emphasis on the preservation of its national language, Icelandic, to stem possible linguistic influences and domain loss of the language due to globalization and the rise of the English language at all levels of the Icelandic society. Therefore Iceland’s language policy can be seen as taking a monolingual stance. But English and various other foreign languages are offered in the Icelandic school system with some schools even starting formal English language courses before the official instruction in 4th grade. As Luxembourg is situated in the heart of Europe, its neighbours’ languages influence its official language policies. Luxembourg has three official languages and consequently its school system is multilingual as well, putting a lot of emphasis on French and German language instruction but not as much on its national language, Luxembourgish. There can be advantages and disadvantages to both a monolingual and multilingual language policy and culture. The preservation of one’s national language in all domains of society as it is done in Iceland is important for the preservation of the country’s culture and linguistic past but it is also important to be able to communicate outside of one’s own country or with foreigners inside one’s country. -
Future Is up to You(Th) !
Future is Up to You(th) ! Youth Exhange Wiltz, Luxembourg 29 September – 5 October Final Report The Youth Exchange was organised by the Institut Européen pour l’Economie Solidaire (INEES) a. s. b. l. in the framework of the Youth in Action programme of the European Commission with the support of the Service National de la Jeunesse, Luxembourg. The use of this report in a part or whole for non-commercial purposes is permissible providing the integrity of the report remains intact and an appropriation quotation and reference system is used. The “Future is up to You(th)” was a multilateral youth exchange which brought together young people and youth leaders from Luxembourg, France, Turkey and Hungary. The initial objective of the youth exchange was to develop solutions and strategies to address environmental challenges in order to empower the participants to take action in the future. The general learning objectives of the YE were: To provide participants with a stimulating introduction to the key environmental issues presently threatening our global and local environment To provide the possibility to the participants to think over together the issues of environmental protection and sustainable development To acquire intercultural competencies for all participants To learn how to work in a team To develop language skills, improving English language through communication Improvement of communication skills in a multicultural group Learning about the youth in action programme Personal and social skills like working in tem and independent way, learning participatory methodology in youth work, organizing and leading activity Participants and Target Group Global environmental issues are challenges that affect our everyday life both on global and local levels. -
Country Report Austria
Overall coordination: Bundesministerium für Unterricht, Kunst und Kultur (BMUKK: Austrian Federal Ministry for Education, the Arts and Culture), Bundesministerium für Wissenschaft und Forschung (BMWF: Austrian Federal Ministry for Science and Research), and Österreichisches Sprachen-Kompetenz-Zentrum (ÖSZ: Austrian Centre for Language Competence) Steering group: Rudolf de Cillia, Dagmar Heindler, Hanspeter Huber (until May, 2007), Hans-Jürgen Krumm, Elisabeth Schlocker, Muriel Warga (from May, 2007) Content coordinators and academic advisors: Rudolf de Cillia, Hans-Jürgen Krumm Editors: Carla Carnevale, Rudolf de Cillia, Hans-Jürgen Krumm, Elisabeth Schlocker ------------------------------------------------------------------------------------------------------------------------ Sincere thanks go to all authors and to everyone who answered questions or otherwise contributed to this Language Education Policy Profile: Country Report Austria. Their names can be found in the Appendix (pp. 130 - 133). ------------------------------------------------------------------------------------------------------------------------ Translation: Volker Horn: [email protected]. The terminology follows Eurybase – Eurydice’s information data bank on educational systems in Europe – and other pertinent Eurydice products and information. Layout: Stenner/Dunst Version dated February, 2007, with some later formal adaptations, and an additional chapter on German as a mother tongue. Officially approved by Bundesministerium für Unterricht, Kunst und Kultur and Bundesministerium -
Drones - a Word from the Chairman
DOING BUSINESS IN LUXEMBOURG DRONES - FOR GOOD AND EVIL Q2 2017 A WORD FROM THE CHAIRMAN CHAIRMAN’S REMARKS Paul-Michael SCHONENBERG Dear AMCHAM Members and Friends, As you can see, we had a busy winter season! As always, AMCHAM is pleased to point out that we are a member-driven organization focused Welcome to the Spring issue of Connexion! Now, as I write this, we are putting the on providing world-class services and doing finishing touches on the first ever Drone Race everything we can do to support the econom- We started the New Year with UK Ambassa- which we are pleased to see is generating ic vibrancy of Luxembourg and the prosperity/ dor John Marshall giving us an excellent and quite a lot of excitement and bringing us into success of our members. comprehensive overview of the complex issues contact with interesting people and industries and current approaches of the UK Government both within and outside Luxembourg. Please If you are an English-speaking international regarding the Brexit negotiations. This was see the photos included later in this issue. focused company in Luxembourg, you are al- followed by an excellent evening presentation ready part of our constituency and we would be hosted and managed by Allen & Overy on the As part of our efforts to support the “I Can delighted to welcome you as members. Please subject of “Employees’ rights to use company IT Vote” campaign, we are trying to arrange contact us to discuss the opportunities and vs. Employer’s rights to monitor such use”. a Town Hall meeting of the senior political benefits of AMCHAM membership.