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Key Data on Teaching Languages at School in Europe – 2017 Edition

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Key Data on Teaching Languages at School in Europe – 2017 Edition Key Data on Teaching Languages at School in Europe 2017 Edition Eurydice Report Education and Training Key Data on Teaching Languages at School in Europe 2017 Edition Eurydice Report Education and Training This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA, Education and Youth Policy Analysis). Please cite this publication as: European Commission/EACEA/Eurydice, 2017. Key Data on Teaching Languages at School in Europe – 2017 Edition. Eurydice Report. Luxembourg: Publications Office of the European Union. Printed version ISBN 978-92-9492-482-7 ISSN 1830-2076 doi:10.2797/04255 EPUB ISBN 978-92-9492-484-1 doi:10.2797/216575 PDF ISBN 978-92-9492-477-3 doi:10.2797/839825 Text completed in May 2017. © Education, Audiovisual and Culture Executive Agency, 2017. Reproduction is authorized provided the source is acknowledged. Education, Audiovisual and Culture Executive Agency Education and Youth Policy Analysis Avenue du Bourget 1 (J-70 – Unit A7) BE-1049 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://ec.europa.eu/eurydice CONTENTS Table of Figures 5 Introduction 9 Main Findings 11 Codes, Abbreviations and Acronyms 17 Chapter A – Context 19 Chapter B – Organisation 29 Section I – Structures 29 Section II – Range of foreign languages taught 43 Section III – Content and Language Integrated Learning (CLIL) 55 Chapter C – Participation 59 Section I – Number of foreign languages learnt by students 59 Section II – Foreign languages learnt by students 71 Chapter D – Teachers 85 Section I – Qualifications 85 Section II – Transnational mobility 97 Chapter E – Teaching Processes 105 Section I – Instruction time 105 Section II – Expected learning outcomes 119 Section III – Language support measures for newly arrived migrant students 131 Glossary 141 Statistical Databases and Terminology 147 References 149 Annexes 151 Acknowledgements 173 3 TABLE OF FIGURES Chapter A – Context 19 Figure A1: State languages and regional, minority or non-territorial languages with official status, 2015/16 20 Figure A2: Proportion of 15-year-old students who mainly speak a different language at home to the language of schooling, 2015 23 Figure A3: Proportion of immigrant and non-immigrant 15-year-old students by language spoken at home, 2015 25 Figure A4: Proportion of 15-year-old students attending schools where more than 25 % of students do not speak the language of schooling at home, 2015 27 Chapter B – Organisation 29 Figure B1: Starting ages at which the first and second foreign languages are compulsory subjects for all students in pre-primary, primary and/or general secondary education, 2015/16 30 Figure B2: Period during which learning a foreign language is compulsory in pre-primary, primary and/or general secondary education, 2002/03, 2010/11, 2015/16 32 Figure B3: Period during which learning two foreign languages is compulsory in primary and/or general secondary education, 2002/03, 2010/11, 2015/16 35 Figure B4: Additional compulsory foreign languages taught on certain educational pathways in primary and/or general secondary education, 2015/16 36 Figure B5: Provision of foreign languages as core curriculum options in primary and/or general secondary level, 2015/16 38 Figure B6: The teaching of two foreign languages in the curriculum for primary and/or general secondary education, 2015/16 40 Figure B7: Difference between general education students and VET students in the number of years spent learning one foreign language as a compulsory subject, 2015/16 41 Figure B8: Difference between general education students and VET students in the number of years spent learning two foreign languages simultaneously as compulsory subjects, 2015/16 42 Figure B9: Mandatory foreign languages taught during compulsory education, 2002/03, 2010/11, 2015/16 44 Figure B10: Central recommendations/regulations for schools on the inclusion of specific foreign languages in the curriculum, primary and general secondary education, 2015/16 45 Figure B11: Foreign languages listed in central recommendations/regulations, primary and general secondary education, 2015/16 47 Figure B12: Regional or minority languages specifically referred to in official documents issued by central education authorities, primary and/or general secondary education, 2015/16 49 Figure B13: Central regulations on the teaching of classical Greek and Latin, lower and general upper secondary education, 2015/16 52 Figure B14: Status of target languages taught through CLIL in primary and/or general secondary education (ISCED 1-3), 2015/16 56 Figure B15: Existence of central recommendations on knowledge- and skills-related admission criteria for access to CLIL Type A provision in primary and/or general secondary education (ISCED 1-3), 2015/16 58 5 Key Data on Teaching Languages at School in Europe – 2017 Chapter C – Participation 59 Figure C1a: Proportion of students learning foreign languages in primary education, by number of languages (ISCED 1), 2014 61 Figure C1b: Proportion of students learning at least one foreign language in primary education, by age (ISCED 1), 2014 61 Figure C2: Trends in the proportion of students learning at least one foreign language in primary education (ISCED 1), 2005, 2014 63 Figure C3: Proportion of students learning foreign languages in lower secondary education, by number of languages (ISCED 2), 2014 64 Figure C4: Trends in the proportion of students learning two or more foreign language(s) in lower secondary education (ISCED 2), 2005, 2014 65 Figure C5: Proportion of students learning foreign languages in upper secondary education, by number of languages (ISCED 3), 2014 66 Figure C6: Trends in the proportion of students learning two or more foreign languages in upper secondary education (ISCED 3), 2005, 2014 68 Figure C7: Average number of foreign languages learnt per student, primary and secondary education (ISCED 1-3), 2014 69 Figure C8: Foreign languages learnt by most students, primary and secondary education (ISCED 1-3), 2014 71 Figure C9: Countries with a high proportion of students (more than 90 %) learning English in primary and secondary education (ISCED 1-3), 2014 73 Figure C10: The second most learnt foreign language, primary and secondary education (ISCED 1-3), 2014 74 Figure C11: Foreign languages other than English, French, German and Spanish learnt by a minimum 10 % of students, primary and general secondary education (ISCED 1-3), 2014 76 Figure C12: Trends in the proportions of students learning English in primary and general secondary education (ISCED 1-3), 2005, 2014 77 Figure C13: Trends in the proportions of students learning French, primary and general secondary education (ISCED 1-3), 2005, 2014 79 Figure C14: Trends in the proportions of students learning German, primary and general secondary education (ISCED 1-3), 2005, 2014 80 Figure C15: Difference in the proportions of students learning Spanish, general secondary education (ISCED 2-3), 2005, 2014 81 Figure C16: Differences in the proportions of students learning English in general and vocational upper secondary education (ISCED 3), 2014 83 Chapter D – Teachers 85 Figure D1: Central recommendations on the degree of subject specialisation needed by foreign language teachers in primary education, 2015/16 86 Figure D2: Central recommendations on the degree of subject specialisation needed by foreign language teachers in general secondary education, 2015/16 87 Figure D3: Subjects that specialist foreign language teachers are qualified to teach according to central recommendations in primary and general secondary education, 2015/16 88 Figure D4: Minimum duration and level of initial teacher education of specialist or semi-specialist foreign language teachers in primary and general secondary education, 2015/16 90 Figure D5: Qualifications required at central level to work in schools providing CLIL (Type A) instruction in primary and/or general secondary education, 2015/16 92 6 Table of Figures Figure D6: Qualifications required/recommended at central level to teach students from migrant backgrounds who do not speak the language of schooling in primary and/or general secondary education, 2015/16 94 Figure D7: Existence of central recommendations on ITE content and a period to be spent in the target language country for prospective foreign language teachers, 2015/16 98 Figure D8: Proportion of modern foreign language teachers in lower secondary education who have been abroad for professional purposes, 2013 99 Figure D9: Funding schemes organised at central level to support the transnational mobility of foreign language teachers in primary and general secondary education, 2015/16 100 Figure D10: Proportion of modern foreign language teachers in lower secondary education who have been abroad for professional purposes with support from a transnational mobility programme, 2013 102 Figure D11: Proportion of teachers in lower secondary education who have been abroad for professional purposes, by reason for travel, EU level, 2013 103 Chapter E – Teaching Processes 105 Figure E1: Recommended minimum annual instruction time for foreign languages as compulsory subjects, by grade, in full-time compulsory general education, 2015/16 106 Figure E2: Trends in the recommended minimum number of hours of compulsory foreign language teaching during a notional year in primary and full-time compulsory general secondary education, 2010/11, 2015/16 110 Figure E3: Relationship between the minimum instruction time recommended for the first
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