BSEE25_EUROPE_Multilingual Education Policiespptx

Multilingualism in Europe

1. MULTILINGUAL EDUCATION POLICIES EUROPE Republic of the Philippines CAVITE STATE UNIVERSITY Bacoor City Campus Soldiers Hills IV, Molino VI City of Bacoor, Cavite (046) 476 – 5029 www.cvsu.edu.ph

2. I am SMART I am KIND I am LOVED

3. Republic of the Philippines CAVITE STATE UNIVERSITY Bacoor City Campus Soldiers Hills IV, Molino VI City of Bacoor, Cavite (046) 476 – 5029 www.cvsu.edu.ph The facilitator of learning for today Ms. Joanna Chel Calayag

4. SHOOT TO WIN ICEBREAKER

5. MECHANICS Students will be divided into two groups. Each group will choose the best “Shooter”. Shooters will compete based on their accuracy and speed if they hit the correct answer they’ll earn a point. The winning team will take home a trophy.

6. Learning Outcomes Differentiate Europe from other multilingual education policies Evaluate the importance of Multilingual education policies in Europe Determine the role of Multilingual Education policies in Europe At the end of the lesson the students should be able to:

7. Raise your hand to speak or volunteer. Listen to the teacher when being spoken to and answer the question. Respect everyone in the class. Classroom Rules

8. What is Multilingual Education? It is the use of two or more languages in education provided that schools aim at multilingualism and multiliteracy as a requirement.

9. Strong Foundation Strong Bridge Components of Multilingual Education (MLE)

10. Strong Foundation Research shows that children whose early education is in the language of their home tend to do better in the later years of their education (Thomas and Collier, 1997).

11. Strong Bridge an essential difference between MLE programs and rural "mother tongue education" programs is the inclusion of a guided transition from learning through the mother tongue to learning through another tongue.

12. EUROPE Multilingualism in European Union’s view is an important element in their competitiveness. They are funding numerous programs and projects regarding the area. One of their language policies states that every European citizen shall master two other languages aside from their mother tongue. Article III of the Treaty on European Union (TEU) states that the Union ‘shall respect its rich cultural and linguistic diversity’.

13. EUROPE Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) emphasizes that ‘Union action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination and the languages of the Member States’, while fully respecting cultural and linguistic diversity (Article 165(1) TFEU). Article 21 of the Charter of Fundamental Rights of the European Union prohibits discrimination on grounds of language and Article 22 places and obligation on the Union to respect linguistic diversity.

14. EUROPE The European Union promotes the teaching and learning of foreign languages and the mobility of every citizen through dedicated programs for education and vocational training.

15. European Centre for Modern Languages by the Council of Europe in Austria which was established in 1994.

16. Network for Researches of Multilingualism and Multilingual Education, RoMME (2011-2013) to develop multilingual policy in all of these states. These four Nordic countries share a similar language learning system in primary schools and their compulsory education is prolonged to 9 years. Norway Sweden Finland Denmark

17. International experience in multilingual education demonstrates two basic groups of multilingual education which are weak and strong.

18. ‘Subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language’. Its essence is that content subjects aren’t taught in the mother tongue of the learner.

19. ‘In the 1980s, Cummins proposed a theory called the ‘interdependence hypothesis’. In essence, he described how the proficiencies developed in one language are transferable to another, provided there is sufficient exposure to both languages and sufficient motivation to learn (Cummins, 1981).

20. Questions: Do you agree that schools here in the Philippines encourages multilingualism? How so? How would you respect linguistic diversity? Do you believe that multilingualism is an important element of competitiveness? How so? What can you say about Europe’s dedication in promoting and learning foreign languages?

21. Thank you for listening! I hope you learned a lot!

22. QUIZ TIME