Histories of language learning and teaching in Europe

Smith, Richard; McLelland, Nicola

doi:10.1080/09571736.2017.1382051

Cited by 13 publications

(3 citation statements)

References 8 publications

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“…The UK has played an important role in the development of language education in Europe, mainly in the form of collaborations in transnational research projects, although unfortunately such contributions and efforts have not always been translated into consistent language policies in the country. Many scholars (Lanvers, 2017a(Lanvers, , 2017bSmith & McLelland, 2018;Vidal, 2017) have discussed the reasons that explain the UK's lack of language abilities or interests, and most of them seem to agree on the main one: the rise of Global English. The establishment of their mother tongue as the most used international language leads to native speakers of English believing that language learning is unnecessary (Crystal, 2012;Lanvers, 2014;Lo Bianco, 2014).…”

Section: Stage 4 Data Extraction Analysis and Synthesismentioning

confidence: 99%

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Palacios-Hidalgo

Abril

Parra

2021

JLE

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Language learning, as a means to promote intercultural awareness and communication as well as to help citizens prosper professionally, is one of today’s main goals of educational systems around the world. In Europe, several guidelines have been published, and significant efforts have been devoted to encouraging the development of the quality of foreign and bilingual language education to improve citizens’ communicative skills. Although there were attempts to foster foreign language proficiency in some parts of the United Kingdom between the 1990s and the early 2000s, the country has not traditionally considered languages among its educational priorities. Nonetheless, Brexit seems to have increased the need to learn languages in the country. In some other European countries, however, Content and Language Integrated Learning (CLIL), an additive bilingual approach, has been implemented since the early 2000. Considering that the nations in the United Kingdom and the regions in Spain have the freedom to organise educational affairs, an analysis of the provision of foreign and bilingual language education in the United Kingdom and Spain appears relevant. This paper presents the results of a systematic review of 2012-2020 literature in the field of foreign and bilingual language education in both contexts. The differences that exist within the United Kingdom concerning foreign language teaching are discussed, and information in relation to the provision of CLIL in some Spanish regions is also examined. The findings show that foreign language teaching is provided across the United Kingdom, whereas bilingual education is offered in the form of Welsh-, Irish-, and Gaelic-medium education mainly, although CLIL is also implemented in England.

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Section: Stage 4 Data Extraction Analysis and Synthesismentioning

confidence: 99%

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Palacios-Hidalgo

Abril

Parra

2021

JLE

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“…Se revisaron artículos de investigación en torno a esas temáticas, al igual que documentos cuyo propósito es tratar la cuestión del estado del arte en la enseñanza y aprendizaje del idioma inglés. Se encontraron estudios que abarcan de manera general este fenómeno, ya sea a nivel global (Garton et al, 2011) o por zonas geográficas específicas, como algunas regiones africanas (Olufunmilyo, 2014) y países europeos de acuerdo a periodos históricos particulares (Smith y McLelland, 2018).…”

Section: Introductionunclassified

Enfoques en el currículo, la formación docente y metodología en la enseñanza y aprendizaje del inglés: una revisión de la bibliografía y análisis de resultados

2021

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El inglés es el idioma que más se enseña a nivel mundial y, debido a su relevancia en diferentes ámbitos como el económico, académico, laboral y de investigación; se le considera la lengua franca. Dada su importancia, es pertinente analizar diferentes cuestiones que forman parte de su proceso de enseñanza y aprendizaje, tales como el currículo, la metodología de enseñanza y la formación docente a partir de los enfoques que guían estos ámbitos. El documento que a continuación se presenta, tiene como propósito revisar las contribuciones al campo de conocimiento de esfuerzos innovadores y actuales a nivel nacional e internacional, comprendida entre los años 2005 y 2020. Su objetivo es generar un corpus de información que permita construir una visión de conjunto sobre este fenómeno, con el uso de la metodología de investigación documental. La revisión de la bibliografía evidencia un uso predominante de metodologías de enseñanza de tipo activa, en las que se destacan, a su vez, el empleo de las tecnologías de la comunicación (TIC) en el aula. Se enfatiza el uso predominante del enfoque comunicativo; sin embargo, se exponen otras propuestas de alternativas pedagógicas situadas. También se revela la falta de articulación entre el currículo formal y el currículo en acción, en aspectos como la evaluación, y el rol que el currículo oculto juega para transmitir ideas. Finalmente, se reflexiona sobre el desarrollo de programas de formación docente que contengan elementos de vanguardia para estar a la par de los cambios sociales. Se sugiere desarrollar capacitaciones de formación continua para que el profesorado conozca los planes de estudio y los puedan llevar a cabo en sus aulas de manera congruente a través de un análisis crítico de este, al igual que la capacitación en metodologías activas y que incluyan el uso de las tecnologías de la información.

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“…A growing number of pupils speak family languages, a regional minority language or even dialects and varieties of these languages (Aronin & Hufeisen, 2009;Duarte & Günther-van der Meij, 2018a). Furthermore, there is an increase in foreign language teaching in Europe, both in terms of the number of languages students learn at school and in terms of the years of schooling in those languages (Smith & McLelland, 2018). According to the Eurostat, 96 % of all European students learn English in secondary and three fifths in upper secondary education learn a second and even a third foreign language (Eurostat, 2017).…”

Section: Introductionmentioning

confidence: 99%

Including multiple languages in secondary education: A translanguaging approach

Meij

Duarte

Nap

2020

European Journal of Applied Linguistics

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This article presents recent developments around multilingual secondary education in the officially bilingual province of Friesland, the Netherlands. As in other European contexts, schools in this region face the challenge of a growing language diversity due to migration. Despite this larger variety of languages in society, schooling is still mainly through the national language (Kroon & Spotti, 2011), based on the idea that immersion in each of the target languages triggers the best outcomes, thus leading to language separation pedagogies. Also, in teacher training programmes, pre-service teachers are educated with a pedagogy of language separation. This is in contrast with research that has repeatedly shown the importance of using all language resources of multilingual pupils in optimizing learning (Cenoz & Gorter, 2011; Cummins, 2008).Against this backdrop, recent developments for multilingual secondary education within the province of Friesland focus on a. less separation between the three instruction languages (Frisian, Dutch and English); b. creating bridges between foreign languages in secondary education (German and French); c. valorising and including migrant languages in mainstream education. The Holi-Frysk project (holistic approach for Frisian and language education) was set up as an answer to these issues (Authors, forthcoming). In this pilot-project three secondary schools of different types developed, implemented and evaluated multilingual teaching approaches to include all languages present in the school in teaching. Teachers were trained through workshops and school visits and the activities were video recorded, transcribed and analysed on their translanguaging practices.The article will first of all present and discuss a few examples of the pedagogical activities and secondly zoom in on its effects at the interactional level by focusing on moments in which different functions of pedagogical translanguaging (García & Wei, 2015) appear. Finally, suggestions are given how these findings could be integrated in the teacher training programmes to prepare our pre-service teachers for today’s multilingual and multicultural classrooms.

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Histories of language learning and teaching in Europe

Cited by 13 publications

References 8 publications

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Foreign and Bilingual Language Education in the UK and Spain: A Study of Similarities and Differences

Enfoques en el currículo, la formación docente y metodología en la enseñanza y aprendizaje del inglés: una revisión de la bibliografía y análisis de resultados

Including multiple languages in secondary education: A translanguaging approach

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