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City of Sheffield Language Education Policy Profile CITY OF SHEFFIELD Language Policy Division, Strasbourg www.coe.int/lang City of Sheffield 2009 Contents 1 INTRODUCTION..........................................................................................................5 1.1 The origins, context and purpose of the Language Education Policy Profile ...............5 1.2 Language education policy and social policy................................................................6 1.3 Council of Europe language education policies............................................................6 2 LEPP SHEFFIELD: ISSUES AND PRIORITIES.................................................................9 3 CITY GOVERNANCE AND SUPPORT FOR THE IMPLEMENTATION OF LANGUAGE EDUCATION POLICY..................................................................................................11 3.1 Sheffield City Council and Local Authority..................................................................11 3.2 Creative Sheffield .......................................................................................................11 3.3 Chamber of Commerce ..............................................................................................12 3.4 Regional Language Network (Yorkshire and The Humber)........................................13 3.5 The Multilingual City Forum, ASCLS and Languages Sheffield .................................14 4 LANGUAGES IN THE COMMUNITY...............................................................................15 4.1 Ethnic and linguistic diversity......................................................................................15 4.2 Complementary schools – the example of the Yemeni community............................16 4.3 Primary Care Trust .....................................................................................................17 5 LANGUAGES AT SCHOOL ..........................................................................................18 5.1 Introduction.................................................................................................................18 5.2 Languages at secondary level....................................................................................19 5.2.1 Specialist Language Colleges (SLCs) .............................................................19 5.2.2 Partnerships with industry: IBC (International Business Communication)...............................................................................................22 5.2.3 Issues for reflection (secondary)......................................................................22 5.3 Languages at primary level.........................................................................................23 5.3.1 Strategic support and coordination..................................................................23 5.3.2 Languages at three primary schools................................................................25 5.3.3 Issues for reflection (primary) ..........................................................................26 5.4 Association for Language Learning ............................................................................27 6 LANGUAGES IN FURTHER AND HIGHER EDUCATION....................................................28 6.1 Further education: The Sheffield College ...................................................................28 6.1.1 Modern Foreign Languages.............................................................................28 6.1.2 English.............................................................................................................28 6.2 The University of Sheffield..........................................................................................29 6.2.1 Introduction......................................................................................................29 6.2.2 School of Modern Languages and Linguistics.................................................30 6.2.3 School of East Asian Studies...........................................................................30 6.2.4 Modern Languages Teaching Centre ..............................................................30 6.2.5 School of Education, Department of Educational Studies ...............................31 6.2.6 English Language Teaching Centre ................................................................31 6.3 Sheffield Hallam University.........................................................................................32 6.3.1 Introduction......................................................................................................32 6.3.2 Modern Foreign Languages.............................................................................32 6.3.3 TESOL.............................................................................................................33 6.3.4 Languages Teacher Education .......................................................................33 6.4 Issues for reflection.....................................................................................................34 7 SOME REFLECTIONS ON ISSUES OF CONCERN AND SOME SUGGESTIONS REGARDING FUTURE ACTION.......................................................................................................36 7.1 Reflections on issues of concern................................................................................36 7.1.1 Community languages.....................................................................................36 7.1.2 Languages at school........................................................................................37 7.1.3 Adult education................................................................................................39 7.1.4 Links between education and other sectors ....................................................39 7.2 Some suggestions regarding future action .................................................................39 APPENDICES APPENDIX 1 – Council of Europe viewpoint on language education: plurilingualism.....................................................................................41 APPENDIX 2 – Documents formulating the position of the Council of Europe on language education policy .............................................................43 APPENDIX 3 – Council of Europe instruments: Presentation.......................................44 APPENDIX 4 – City authorities and Council of Europe Expert Group.........................47 APPENDIX 5 – Programme of the Expert Group’s study visit ......................................49 1 Introduction 1.1 The origins, context and purpose of the Language Education Policy Profile The Language Policy Division of the Council of Europe offers to member states and to regions and cities in member states assistance in carrying out analyses of their language education policies. According to the Guidelines and Procedures,1 “the aim is to offer member states (or regions or cities) the opportunity to undertake a ‘self-evaluation’ of their policy in a spirit of dialogue with Council of Europe Experts, and with a view to focusing on possible future policy developments within the country. […] This does not mean ‘external evaluation’. It is a process of reflection by the authorities and members of civil society, and the Council of Europe Experts have the function of acting as catalysts in this process.” This activity is known as the Language Education Policy Profile, and the process leads to an agreed report, the Profile, on the current position and possible future developments in language education of all kinds. The view of the Council of Europe is that analysis and evaluation of language education cannot be compartmentalized, and that language teaching and learning in a country, region or city needs to be understood holistically, to include (i) the national language(s)/language(s) of education, (ii) regional and minority languages, (iii) the languages of immigrant groups, and (iv) foreign languages. The Profile process consists of three principal phases: the production of a Country, Region or City Report, which describes the current position and raises issues that are under discussion or review (this report is presented by the authorities of the country, region or city in question); the production of an Experts’ Report, which takes into account the Country, Region or City Report as well as discussions held and observations made during a week’s visit to the country, region or city by a small number of Experts nominated by the Council of Europe from other member states; the production of a Language Education Policy Profile, which is developed from the Experts’ Report and takes account of comments and feedback from those invited to a “round table” discussion of the Experts’ Report (the Profile is agreed in its final form by the Experts and the country, region or city authorities, and published in English or French by the Council of Europe and where appropriate in its national/official language(s) by the country, region or city in question). Thus the Experts act as catalysts in the process of self-analysis and provide an external view to stimulate reflection on problems and solutions. The Profile (final document) takes account of both the priorities of the country, region or city in question and the policies and views of desirable practice presented in documents of the Council of Europe, in particular with respect to the promotion of plurilingualism. The present Language Education Policy Profile: City
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