Multilingual Access to the European Cultural Heritage
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Project no. 507083 MINERVAPLUS Ministerial NETWORK for Valorising Activities in digitisation PLUS Coordination Action Thematic Priority: Technology-enhanced learning and access to cultural heritage DRAFT Deliverable D6: Final Plan for using and disseminating knowledge and raise public participation and awareness Report on inventories and multilingualism issues: Multilingualism and Thesaurus Due date of deliverable: 31st December 2005 Actual submission date: 31st December 2005 Start date of project: 1 February 2004 Duration: 24 months Organisation name of lead contractor for this deliverable: OSZK National Széchényi Library Revision 1 Project co-funded by the European Commission within the Sixth Framework Programme (2002-2006) Dissemination level PU Public PP Restricted to other programme participants (including the Commission Services) RE Restricted to a group specified by the consortium (including the Commission Services) X CO Confidential, only for members of the consortium (including the Commission Services) Contents Acknowledgements..............................................................................................................................4 1. Introduction ................................................................................................................................6 1.1 FOREWORD.........................................................................................................................6 1.2 EXECUTIVE SUMMARY .....................................................................................................10 -
Conference Full Paper Template
Submitted on: 14.06.2016 Finding rest in your mother language Nisrin Maktabi Barkouki The Multilingual Library, Oslo Public Library, Oslo, Norway E-mail address: [email protected] Copyright © 2016 by Nisrin Maktabi Barkouki. This work is made available under the terms of the Creative Commons Attribution 4.0 International License: http://creativecommons.org/licenses/by/4.0 Abstract: Pictures of men, women and children in their pursuit of a better life across the Mediterranean, stuffed in wooden boats, have been almost daily news the last couple of years. But we really didn’t understand the true meaning of these news, until the body of a little 4 year old boy was washed onto one of the shores in Turkey. The photograph of little Aylan Kurdi in his blue shorts and red shirt changed the tone and approach in many countries to the migrant crisis that we have been witnessing the last 5 years. One of these countries that experienced a radical change almost overnight in the public opinion was Norway. Norway is a small country in Scandinavia with a long story of migration and that holds high the values of human rights and dignity, especially when it comes to children – the next generation of tax- payers. But the wave of migrants that hit the country in fall 2015 was rather unseen and pushed all the official institutions to the limit. Even The Multilingual Library in Oslo, a small national institution within the Oslo Public Library felt the heat when suddenly 8000 newcomers arrived to the country in a two months period of time. -
Multicultural Library
The Project „Library as a Meeting Place for Many Cultures” – supported by a grant from Iceland, Liechtenstein and Norway through the EEA Grants and co-financed by the Polish funds – was implemented by the Information Society Development Foundation. The project was also financed [from their own resources] by the Polish-American Freedom Foundation and the National Library of Norway. publisher: Information Society Development Foundation Warsaw, 2015 authors: Maja Branka Dominika Cieślikowska Author of the inspiration „Provocation in Stare Juchy”: Lena Rogowska content editing: Maja Branka Dominika Cieślikowska graphic design: David Sypniewski typesetting (english version): Magdalena Balicka ISBN: 978-83-933793-8-5 The Publication is available under the terms of the Creative Commons Attribution, Noncommercial, NoDerivatives 2.5 license (CC BY-NC-ND 2.5 Poland), with attribution to authors and the Information Society Development Foundation. The text of the license is available at: http://creativecommons.org/licenses/by-nc-nd/2.5/pl. Supported by a grant from Iceland, Liechtenstein and Norway through the EEA Grants and co-financed by the Polish funds. multicultural library Maja Branka Information Society Development Foundation Dominika Cieślikowska Warsaw 2015 7 Foreword 9 From the authors 11 Knowledge on multiculturalism 17 Part 1: Multicultural library model 19 Introduction 21 Chapter 1: Pillars of multicultural library 27 Chapter 2: Library as an institution 29 Planning of actions 35 Team competence 43 Partnership and cooperation with the -
What Language for Europe?
ELJ_2016-1__0 2017.03.13. 17:53 Page 103 Réka Somssich* What Language for Europe? Immediately after the final results of the Brexit referendum in June had been announced, politicians, both at the European and national level, raised their voices against the dominance of the English language in EU institutions and have even questioned its legitimacy and maintainability as official language of the European Union. In the early hours of 24 June 2016, Jean-Luc Mélenchon, a left-wing MEP, tweeted that ‘English cannot be the third working language of the European parliament.’1 Among the statements in the same line, the one that received the most attention was without any doubt that of the Polish MEP and chair of the European Parliament’s constitutional affairs committee, Danuta Hübner, who argued that English should be deleted from the official languages of the EU as by virtue of the relevant Regulation each Member State has the right to notify only one language to the EU to become at the same time an official language of the Union.2 As a succinct consequence of the Brexit referendum and in a symbolic way, the President of the European Commission, Jean-Claude Juncker, when assessing the outcome of the referendum at the plenary session of the European Parliament on 28 June, used exclusively German and French and avoided using English. Before then he had generally used all three languages in a balanced way when addressing this forum.3 The last news bringing the language issue to the fore again exploded in October 2016 when some anonymous sources from the EU administration reported that the chief negotiator of the Brexit process, Michel Barnier, wanted French to be the language of the divorce talks,4 although this information was declared false by the chief negotiator himself after the British prime minister, Theresa May, made it clear that her government will not accept the use of French language. -
Language Education Policy Profile
Language Education Policy Profile MALTA March 2015 Language Policy Unit Education Policy Division, Education Department / DGII Council of Europe, Strasbourg www.coe.int/lang CONTENTS 1. INTRODUCTION ...................................................................... 5 1.1. The origins, context and purpose of the Profile ................................. 5 1.2. Language education policy and social policy..................................... 6 1.3. Council of Europe Language Education Policies ................................. 7 1.4. The Process of preparing the Malta Profile ....................................... 9 2. AN OVERVIEW OF LANGUAGES EDUCATION IN MALTA ..........11 2.1. A complex sociolinguistic context ................................................. 11 2.2. A detailed regulatory framework .................................................. 15 2.3. A supportive education system .................................................... 18 2.4. A key role for languages education ............................................... 22 2.5. An evolving assessment regime ................................................... 24 2.6. A strong commitment to teacher education ................................... 25 3. KEY ISSUES FOR CONSIDERATION .........................................28 3.1. Achievement in languages and in other subjects ............................ 29 3.2. Balanced bilingualism and the language/s) of schooling .................. 35 3.3. Teaching other (“foreign”) languages ............................................ 43 3.4. -
Creating Multicultural Collections and Programs in Canadian Public Libraries
Archived Content This archived Web content remains online for reference, research or recordkeeping purposes. It will not be altered or updated. Web content that is archived on the Internet is not subject to the Government of Canada Web Standards. As per the Communications Policy of the Government of Canada, you can request alternate formats of this content on the Contact Us page. A World of Information : Creating Multicultural Collections and Programs in Canadian Public Libraries Edited by Joanne Godin Ottawa 1994 A World of Information: Creating Multicultural Collections and Programs in Canadian Public Libraries Original edition: Edited by Joanne Godin 61 p., 1994 ISBN 0-662-22339-X Cat. no. SN3-294/1994E French title: Le Vaste Monde de l'information : comment créer des collections et des programmes multiculturels dans les bibliothèques publiques canadiennes The National Library of Canada has prepared this book primarily for librarians in towns and small cities to help them establish continuing contacts with the ethnocultural minority communities that may use the library's multilingual collection. By following the advice and practical suggestions in this book, librarians should be able to find the support and information they need to manage a multilingual collection. Print copies available from the National Library Table of Contents Foreword Building a Multilingual Collection in Your Public Library This book will help you to get started Multiculturalism in Canada Multicultural library services Marketing a small multilingual collection -
Euromosaic III Touches Upon Vital Interests of Individuals and Their Living Conditions
Research Centre on Multilingualism at the KU Brussel E U R O M O S A I C III Presence of Regional and Minority Language Groups in the New Member States * * * * * C O N T E N T S Preface INTRODUCTION 1. Methodology 1.1 Data sources 5 1.2 Structure 5 1.3 Inclusion of languages 6 1.4 Working languages and translation 7 2. Regional or Minority Languages in the New Member States 2.1 Linguistic overview 8 2.2 Statistic and language use 9 2.3 Historical and geographical aspects 11 2.4 Statehood and beyond 12 INDIVIDUAL REPORTS Cyprus Country profile and languages 16 Bibliography 28 The Czech Republic Country profile 30 German 37 Polish 44 Romani 51 Slovak 59 Other languages 65 Bibliography 73 Estonia Country profile 79 Russian 88 Other languages 99 Bibliography 108 Hungary Country profile 111 Croatian 127 German 132 Romani 138 Romanian 143 Serbian 148 Slovak 152 Slovenian 156 Other languages 160 Bibliography 164 i Latvia Country profile 167 Belorussian 176 Polish 180 Russian 184 Ukrainian 189 Other languages 193 Bibliography 198 Lithuania Country profile 200 Polish 207 Russian 212 Other languages 217 Bibliography 225 Malta Country profile and linguistic situation 227 Poland Country profile 237 Belorussian 244 German 248 Kashubian 255 Lithuanian 261 Ruthenian/Lemkish 264 Ukrainian 268 Other languages 273 Bibliography 277 Slovakia Country profile 278 German 285 Hungarian 290 Romani 298 Other languages 305 Bibliography 313 Slovenia Country profile 316 Hungarian 323 Italian 328 Romani 334 Other languages 337 Bibliography 339 ii PREFACE i The European Union has been called the “modern Babel”, a statement that bears witness to the multitude of languages and cultures whose number has remarkably increased after the enlargement of the Union in May of 2004. -
7-Year European Language Label — Innovative Projects in the Lifelong Learning Programme
7-year European Language Label — Innovative Projects in the Lifelong Learning Programme Languages Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): 00 800 6 7 8 9 10 11 (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). More information on the European Union is available on the Internet (http://europa.eu). Luxembourg: Publications Office of the European Union, 2014 ISBN 978-92-79-37860-7 doi:10.2766/65538 European Union, 2014 Reproduction is authorised provided the source is acknowledged. The information contained in the project records is provided courtesy of the relevant parties, who are solely responsible for the contents. © Cover image: © skynesher — iStockphotos.com Printed in Belgium Printed on elemental chlorine-free bleached paper (ECF) 7-year European Language Label de pl fr hu lv es nl sk it da bg is fi lu tr el lt Innovative Projects sl pt en in the Lifelong ro mt Learning Programme ga cs et no All projects are available in the European Language Label Database http://ec.europa.eu/education/language/label/index.cfm CONTENTS Introduction 8 The European Language Label initiative — a success story Initial and in-service language IRELAND ÉIRE/IRELAND 38 teacher training Bilingual Forum Ireland FÓRAM DÁTHEANGACH NA hÉIREANN AUSTRIA ÖSTERREICH 12 Dual Language Programme (DLP) POLAND POLSKA 40 I Love Guatemala Culture and Education FRANCE FRANCE 14 Project Emilangues PROJEKT KULTUROZNAWCZO‑EDUKACYJNY -
Multiling Annual Report 2014 Center for Multilingualism in Society Across the Lifespan
MULTILING ANNUAL REPORT 2014 CENTER FOR MULTILINGUALISM IN SOCIETY ACROSS THE LIFESPAN MULTILING 3 3 CONTENTS 4 DIRECTOR’S INTRODUCTION 15 PEOPLE 29 THEME REPORTS 30 THEME 1 MULTILINGUAL COMPETENCE 36 THEME 2 MULTILINGUAL CHOICE AND PRACTICES 40 THEME 3 MANAGEMENT OF MULTILINGUALISM: LANGUAGE POLICY AND IDEOLOGIES 47 RESEARCHER TRAINING 53 NEW EXTERNAL FUNDING 57 PUBLIC OUTREACH 63 ACTIVITIES AND EVENTS 75 APPENDICES 76 1. INSTITUTIONAL PARTNERS, COLLABORATORS AND AFFILIATES 78 2. EVENTS AT MULTILING 80 3. OTHER GUESTS IN 2014 81 4. TALKS OUTSIDE MULTILING 85 5. SCIENTIFIC PUBLICATIONS MultiLing MultiLing investigates how we learn several languages, how we use them in different situations and how sociopolitical factors influence multilingualism – across the lifespan. MultiLing collabo- rates with researchers all over the world and across disciplines. Our goal is to contribute to a language policy that addresses the opportunities and challenges of our multilingual society. COVER PHOTO DESIGN: These photos of a Fete Typer great-grandmother PHOTOS: speaking with her Nadia Frantsen great-grandson TRANSLATION: illustrate MultiLing’s Akasie språktjenester AS lifespan perspective. PAPER: 250/130g silk ANNUAL REPORT 2014 DIRECTOR’S INTRODUCTION MULTILING 4 5 MultiLing’s innovativeness is captured in our goal to address the lifespan in the study of multilingualism and to bridge the gap between psycholinguistic and sociolinguistic approaches to multilingualism. Elizabeth Lanza Director of MultiLing DIRECTOR’S INTRODUCTION 2014 WAS AN EVENTFUL 2014 -
The Malta Independence Order 1964
Supplement to the Malta Government Ga:etle No. 11,688, l8th September, 1964 MALTA The Malta Independence Order 1964 Made 2nd September 1964 At the Court at Buckingham Palace, the 2nd day of September 1964 Presen t, The Queen's Most Excellent Majesty in Council Her Majesty, in exercise of the power conferred upon Her by sectio n 1(1) of the Malta Independence Act 1964(a)and of all other powers enabling Her in that behalf, is pleased, by and with the advice of Her Privy Council, to order, and it is hereby ordered, as follows:- 1.- (1 ) This Order may be cited as the Malta Independence Citation I nd Order 1964. int"prcUlt'on, (2) In sections 1 to 15 (inclusive) of this Order - " the appointed day" means the day appointed by section 2 of this Order; ··the Constitution" means the constitution set out in the Schedule to this Order. (3) Save where the context otherwise requires, the provi sions of section 126 of the Constitution shall apply for the purposes of interpreting sections I to 15 (inclusive) of this Order, and oth er wise in relation thereto, as they apply for the purposes of interpret ing, and in relation to, the Constitution_ 2. The appointed day fo r t he purposes of section HI ) of the Malta Independence Act 1964 shall be 21st September 19M, 3. The Malta (Constitution) Order in Council 1961(bl as Re~o.:at io ll . amended (which Order, as amended, is hereinafter refer red to as "the 1961 Order") is revoked as from the appointed day; and the provisions of section 38(2) of the In terpretation Act 1889(c) shall apply in relation to such revocation as t hey apply in relation to the repeal of an Act of the Parliament of the United Kingdom, Eltabl,.run..nt 4. -
Guide to Study and Living in Malta
Guide to Study and Living in Malta International Master’s Program in Environmental Management and Sustainability James Madison University and the University of Malta Students formally accepted into the International Master’s Program in Environmental Management and Sustain‐ ability will receive an extensive handbook on study, travel preparation, accommodations, and living in Malta. This guide is intended to provide general information to prospective students. For more details about the program, please contact Dr. Maria Papadakis at [email protected] or visit our website at www.jmu.edu/mems‐malta. The University Setting through the University of Malta and we will help arrange this if needed. You should bring enough of your prescription medica‐ Lecture‐based classwork for our program occurs exclusively in tions to last for your time overseas, or else consult with your Malta over a period of nine months, and most of your studies will physician to identify the European equivalent so that they may be at the University of Malta’s historic Valetta facility. However, be prescribed locally. Mailing prescription drugs to Malta is diffi‐ you also have access to resources at the nearby main university cult and not advised. campus, including the library, bookstore, and computer labs. Visas National Languages Americans and Canadians do not require a visa to enter Malta. Maltese and English are the official national languages of Malta. You must apply for a residence permit and have 90 days upon All instruction is in English; your pro‐ your arrival in Malta to do so. fessors are accomplished faculty from both universities. Accommodations Money and Banking Students customarily share private, full‐ service apartments with 2‐3 roommates Malta is a member of the European from the international master’s pro‐ Union and its currency is the Euro (€). -
In Other Words: Maltese Primary School Teachers' Perceptions Of
In Other Words: Maltese Primary School Teachers’ Perceptions of Cross-linguistic Practices and Flexible Language Pedagogies in Bilingual and Multilingual English Language Classes. Michelle Panzavecchia A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy The University of Sheffield School of Education September 2020 Abstract As a result of globalisation, bilingualism and multilingualism are becoming more of a norm rather than an exception and speaking two or more languages is associated with multiple benefits. Bilingual social identities are shaped by language acquisition and socialisation, and educators construct their own teacher identities and pedagogies through their past personal, educational, and professional experiences. This study provides a basis for critical reflection and discussion amongst English language primary school Maltese teachers, to explore how their bilingual identities affect their pedagogical practices. The study probes into teacher’s perceptions on whether, why and how cross-linguistic pedagogies are beneficial within bilingual and multilingual language classroom settings. Data was collected through in-depth semi-structured interviews with nine purposely selected primary school teachers, each with over ten years teaching experience, to explore their bilingual identities and beliefs, how being bilingual may affect their pedagogical practices, and to investigate whether they believe they are using cross-linguistic practices during English lessons. The process of data collection and analysis highlighted the fact that educators’ perceived pedagogies, beliefs, and language preferences stem from their own personal, educational, and teaching experiences, and are embedded in Malta’s socio-cultural context. Maltese teachers believe that they use fluid language practices in their classrooms as a natural part of their daily communicative practices, and as a means of reaching out to all their students.