Transcript Ministry of Education, University and Research Lombardy Educational Authority Languages of schooling and the Language Education Policy Profile: the case of Lombardy Gisella Langé Gisella Langé [email protected] Strasbourg, June.

Ministry of Education, University and Research
Lombardy Educational Authority
Languages of schooling
and the Language
Education Policy Profile:
the case of Lombardy
Gisella Langé
Gisella Langé
[email protected]
Strasbourg, June 8, 2009
LOMBARDY
Population:
10.065.440
Area:
23.859 kmq
Foreign language
teachers: 10.258
1 million students
Gisella Langé
Strasbourg, June 8, 2009
http://www.coe.int/t/dg4/linguistic/Source/Lombardy_Profile_FR.doc
http://www.coe.int/t/dg4/linguistic/Source/Lombardy_%20Profile_EN.doc
www.progettolingue.net
Scope of Lombardy Profile

Importance of policy analysis at a time of change

Awareness raising on specific issues including
 promotion of plurilingualism
 diversification of the range of languages

Process supported by Italian national authorities
 possible contribution of the Profile to a policy
debate at national level
Gisella Langé
Strasbourg, June 8, 2009
Suggested Actions
Policies and curricula linked to contexts:
– Schools in context – significance of school headteachers
– Learners and their ‘language history’
For region: regional council/centre – policy and
curricula for region (regional devolution)
For (groups of) schools – policy and curricula for
context and for learners (school autonomy)
For learners – planning for own learning (learner
autonomy)
Gisella Langé
Strasbourg, June 8, 2009
(2006)
After the Profile
 political changes at national level
 regional devolution on the way
 implementation of the School Reform Law voted in
2003
 new documents of reference at national level that
take into consideration the CEFR and the
E.U. Recommendation on the 8 key competences
 critical remark: more focus on English than on
Gisella Langé
Strasbourg, June 8, 2009
plurilingualism at national level
Consequences of the Profile
Holistic/global approach
Plurilingualism
Coherence
Qualitative improvement
Curriculum and syllabi development
Indicators
Gisella Langé
Strasbourg, June 8, 2009
A new Department within the
Lombardy Regional Education Authority
Area Multilinguismo e
Internazionalizzazione
Gisella Langé
Strasbourg, June 8, 2009
Language learning (1)
• Developing common templates for language curricula
• Favouring languages of origin
- Arabic in primary schools
- Rumanian in primary and secondary schools
• Improving foreign language learning by starting at an
early age
- English as 1st foreign language at primary school, but also
other languages in some schools
Gisella Langé
Strasbourg, June 8, 2009
Language learning (2)
• Improving foreign language learning by focusing on
meaningful contents
- promotion and expansion of CLIL/EMILE or bilingual
courses (tandem teaching: subject teachers and FL
teachers)
- improvement of intercultural competences in international
cooperation (e.g school exchange, educational stays,
international projects, internships)
- international diplomas (ex ESABAC), language certificates,
language competitions and other language projects
Gisella Langé
Strasbourg, June 8, 2009
Language learning (3)
• developing student autonomy
using the European Language Portfolio,
special projects (ex. Certilingua, etc)
Gisella Langé
Strasbourg, June 8, 2009
FOREIGN LANGUAGES
up to 2006
English = from primary school to
upper secondary school
French, German, Spanish
= in all lower and some upper secondary schools
Russian = in some upper secondary schools
Arabic, Chinese, Japanese
mostly in extra-curricular courses
in upper secondary schools
FOREIGN LANGUAGES after 2006
English, French, German, Spanish
Russian: same as before 2006
Arabic, Chinese, Japanese
mostly in extra-curricular courses
in upper secondary schools
BUT now also in curricular courses
ARABIC offered in PRIMARY schools
ROMANIAN offered in PRIMARY, Lower and
Upper Secondary Schools
The Profile brought together teachers from
languages of schooling (especially what we
call Language as Subject i.e. teachers of
Italian) and Foreign Language teachers:
• descriptors of competences for Italian as a
subject and Italian as a foreign language
have been developed
• certifications for Italian as a FL are been
introduced
Gisella Langé
Strasbourg, June 8, 2009
Teachers of other subjects
• know what the CEFR is
• show great interest in the way levels,
descriptors and competences are defined in it
• are trying to describe and grade competences
for their subjects…
CLIL/EMILE training activities favour awareness
and cooperative work on language learning…
Gisella Langé
Strasbourg, June 8, 2009
Summing up
• Visible short and medium term consequences
• Ongoing public debate, conferences, round tables,
articles, etc.
• General understanding of the importance of
plurilingual education and languages of schooling
• More attention to the linguistic integration of
young and adult migrants
• Relevant effects on curriculum development
assessment
vulnerable groups
(chidren of migrants)
institutions
Gisella Langé
Strasbourg, June 8, 2009
Politicians
Administrators
Parents
Journalists
Publishers
Languages of schooling
University
Professors
Inspectors
Headteachers
Teachers
Trainers
Cultural Agencies
Associations
Trade Unions
World of work
Next project in Lombardy…
Languages of Schooling
Gisella Langé
Strasbourg, June 8, 2009
2009: European Year of Creativity and Innovation
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Gisella Langé
Strasbourg, June 8, 2009