Mercator Research Centre at the Fryske Akademy / Fryslân Alex RIEMERSMA Workshop Minority Languages and Multilingual Education European Centre for Modern Languages ECML Graz, Austria / Österreich, February 17, 2011 Mercator European Research Centre on Multilingualism and Language Learning

www.mercator-research.eu

Early Middle ages Late Middle ages

Fryslân in history

Today

Fryske Akademy

Wales 15 March 2010

Language Planning

• Corpus planning: -

orthography, dictionary, terminology

• Status planning: -

legislation, institutional infrastructure

• Language acquisition planning: -

education at all levels, and - intergenerational language transmission

Wales 15 March 2010

Mercator Research Centre at Fryske Akademy

  2 Partners:

Media

: Aberystwyth &

Legislation

: Barcelona  1987-2006: EU funded Documentation & Information Centre 2007-2008: transition to Documentation and Research Funded by province of Fryslân and municipality of Ljouwert/Leeuwarden

Mercator Network

 2009-2011: EU funded      Mercator Ljouwert (Fryslân) “ lead partner ” Aberystwyth – Barcelona – University of Wales Ciemen Boedapest – Hungarian Academy of Sciences Eskilstuna (Sweden) – M ä lardalen University

Mercator Research Centre at Fryske Akademy

       Scientific research & data collection Information centre & platform function Data base of experts Newsletter & website Network of Schools Q & A service Regional Dossiers

Regional Dossiers

    40 language descriptions Author = local expert Update every 5-7 years Online available

Research themes

 Minimum Standards of RML education  Added value of multilingualism  Bi- and Trilingual Schooling

Report on Minimum Standards on Education in RMLs (2007)  On request of the Congress of Local and Regional Authorities (CLRAE) of the Council of Europe  Recommendations to the Council of Ministers of the Council of Europe

Themes of analysis

      Educational goals & models Time spent Teaching materials Teacher training Inspectorate Legal position

Member States & Languages         Austria: Germany: Netherlands: Slovakia: Slovenia: Spain: Sweden: Slovenian, Croatian Sorbian Frisian Hungarian Italian Catalan Sami United Kingdom: Welsh

Added Value of Multilingualism  In co-operation with Ikerbasque, co funded by the Ministry of Eduation of the Basque Autonomous Community   Focus on secondary school Focus on English as a third language

Trilingual primary schooling

 Inventory study on provisions of  trilingual primary education 10 case studies, a.o.: - Basque Country; Catalunya; - Finland (Vaasa); Italy (Ladin); - Luxembourg; - North-Frisia (Germany); - Frisian (the Netherlands):

Trilingual education in Fryslân

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Model used (with flexibility):

- Group 1-6: 50 % Frisian, 50 % Dutch - Group 7-8: 40 % Frisian, 40 % Dutch, 20% English 

Systematic use of Frisian, Dutch and English as a medium of instruction

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Concious and strictly separated use of languages: person / time / themes

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Interactive language education

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Mercator Network of Schools

> 90 members > 30 language communities 15 EU member states News bulletins Website:

- teaching materials - projects

Kaart fan NOS

Partner in European Projects - 1  NPLD: Network to Promote Linguistic Diversity (regional authorities & NGO’s) - Platform to EU institutions  - Projects with EU funding MELT: Multilingual Early Language Transmission (= pre-school sector): - Toolkit practitones & awareness raising for the “informed choice”

Partner in European Projects - 2  EUNoM: European Network of Universitites on Multilingualism:  - research & Master Multilingualism Language Rich Europe (British Council):  - documentation language policies Civil Society Platform on Multilingualism: on request EU

Mercator Conferences 2011

 7-8 April: in co-operation with SOAS Theme: languages of the wider world, maintenance, shift & revitalisation  26-27 May: in co-operation with Basque Government Theme: What can languages add to the multicultural society?

Intended

Network of Teacher Training Institutes   Aiming at: Relationship between teacher training  and primary / secondary education Teacher’s competences in  multilingualism Didactic methods towards continuity

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 Leafst bern yn de klasse

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Köszönöm Tankewol

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Eskerrik asko

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Grazia

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Mercé plan

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Dankscheen

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Graciis

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Kiitos

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Diolch

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Hvala

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Trugarez

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Dz'akuju so

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Merci

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Multumesc

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Mange Takk