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Country Summaries COUNTRY SUMMARIES The following summaries are based on the contributions provided by the members of the Thematic Working Group on Early Language Learning (ELL) in the framework of the Open Method of Coordination (OMC). They provide an overview of the recent developments and future perspectives in early language learning policy in each Member State, as well as a description of the general framework and organisation of ELL. They also provide basic information on ELL content and processes provided and on ELL staff qualifications. Structured data on ELL at pre-primary school level are rarely available. The information on certain countries contained in the present annex is therefore hardly exhaustive or comparable. Nevertheless, the set of summaries provides a realistic – albeit sketchy - picture of the current situation of ELL in Europe, of its main trends and challenges. TABLE OF CONTENTS AUSTRIA............................................................................................................................3 BELGIUM (FRENCH COMMUNITY) ...........................................................................11 BELGIUM (FLANDERS)................................................................................................15 BULGARIA ......................................................................................................................20 CYPRUS............................................................................................................................23 CZECH REPUBLIC..........................................................................................................27 GERMANY.......................................................................................................................34 ESTONIA..........................................................................................................................44 FINLAND..........................................................................................................................50 FRANCE ...........................................................................................................................55 HUNGARY .......................................................................................................................61 IRELAND..........................................................................................................................67 ITALY ...............................................................................................................................71 LATVIA ............................................................................................................................75 LITHUANIA .....................................................................................................................79 LUXEMBOURG...............................................................................................................82 MALTA.............................................................................................................................94 THE NETHERLANDS .....................................................................................................97 Country summaries 1 POLAND.........................................................................................................................100 PORTUGAL....................................................................................................................103 SLOVAKIA.....................................................................................................................109 SLOVENIA .....................................................................................................................114 SPAIN..............................................................................................................................118 UNITED KINGDOM (ENGLAND)...............................................................................122 UNITED KINGDOM (SCOTLAND).............................................................................125 SWITZERLAND.............................................................................................................128 TURKEY.........................................................................................................................135 2 AUSTRIA Recent developments and future perspectives From 2006-2008, Austria took part in the Language Education Policy Profiling Process (LEPP-process), initiated by the Council of Europe. Resulting from this process, a Country Report1 and a Country Profile2 were issued, both of which contain data about Austria’s legal, strategic and linguistic context in which pre-primary language learning takes place and state challenges and possible developments for the future. Some of the suggestions stated in those publications (for details on the results of the LEPP-Process see www.oesz.at, where both documents can be downloaded as well) are already part of the Programme of the Austrian Federal Government 2008 to 20133 and are priorities of the Federal Ministry for Education. Equal opportunities is one of the priority matters of national concern at pre-primary level, i.e. to make sure that all children have the same starting conditions when they start school. The acquisition of the language of instruction (German) and the acquisition of competence in the respective mother tongue are both seen as vital for successful entry to the school system4. Alongside German and the first languages of the children, early foreign language learning is also mentioned in the current Government Programme as one area to be supported. As regards foreign language learning at pre-school level, the Country Report states that “In principle, Austrian kindergartens further and promote children’s acquisition of the German language above all: […]”5 However, there are modern foreign languages on offer, mostly those which are chosen by the children’s parents, which above all means English, and a small proportion of French. The languages which are spoken by several children as their mother tongues, such as Turkish or Bosnian/Croatian/Serbian, are hardly ever taught as foreign languages.6 In the Austrian LEPP-Process, pre-school language education and early language learning are marked as two national areas of emphasis. Various challenges and aims are expressed. Starting from this initiative, also triggered by the OECD Report in 20067 and substantiated by the Government Programmes of 2007 and 20088, various measures have been taken in the meantime: 1 ÖSZ, BMUKK and BMWF (eds., 2008). Country Report. Language and language education policies in Austria: Present situation and topical issues. – www.oesz.at – 4/2/10 2 ÖSZ, BMUKK and BMWF (eds., 2009). Sprach- und Sprachunterrichtspolitik in Österreich. Länderprofil. Language and Language Education Policy in Austria. Country Profile. Graz/ Wien: ÖSZ. – www.oesz.at – 4/2/10 3 Programm of the Austrian Federal Government 2008-2013 – http://www.oevp.at/Common/Downloads/Regierungsprogramm2008-2013.pdf - 4/2/10 4 For more information on migrant education see Deborah Nusche, Claire Shewbridge and Christian Lamhauge Rasmussen (2009); OECD Reviews of Migrant Education. Austria. OECD. - http://www.oecd.org/dataoecd/61/6/44192225.pdf 5 Country Report, p. 36 6 For a more detailed analysis on the situation of foreign language teaching at pre-school level, see the details given below and, above all, Sobczak, Ewelina (2006). Sprachenlernen im vorschulischen Bereich in Österreich. Dokumentation im Rahmen des Projektes Language Education Policy Profile. Wien. 7 OECD Directorate for Education (2006). Starting Strong. Early Childhood Education and Care Policy. Länderbericht für Österreich. 8 Regierungsprogramm 2007-2010 – http://www.bundeskanzleramt.at/DocView.axd?CobId=19542 and Regierungsprogramm 2008-2013 – http://www.oevp.at/Common/Downloads/Regierungsprogramm2008-2013.pdf - 4/2/10 3 Until 2008, kindergarten matters were the proper domain of each federal country, which regulated all questions of organisation and content through legal provisions. In 2008, all federal countries of Austria signed a Memorandum of Understanding (§ 15-a- Vereinbarung) as a new legal basis for pre-school education to regulate responsibilities and cooperation between the republic of Austria and its nine federal countries. In this memorandum, the republic of Austria undertakes the responsibility of developing standards in the language of instruction, i.e. German, of developing a procedure for language skills assessment at age 4 ½ and of qualification measures for all teachers and experts. The federal countries, on the other hand, undertake the responsibility of implementing those measures, respectively of developing support measures when necessary.9 Based on the work of experts of both the Republic and the Federal Countries, a novel education plan for pre-primary education was compiled in 2009 by the Charlotte Bühler Institute (BildungsRahmenPlan)10, with an extra compendium focusing on the promotion of language training11. This framework considers all competencies of early childhood development, and supplies stimuli for an adequate accompaniment, support and documentation of individual early childhood educational processes. It is “based on a broad and holistic view of early childhood language acquisition and all contributing factors”12. According to the goals of the above mentioned Memorandum of Understanding, standards for the language of instruction have been compiled which comprise five areas
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