Complexities and orientations

1
Complexities and orientations

• Conference
• Languages of Schooling within a European
  Framework for Languages of Education Learning,
  Teaching, Assessment.
•  
• Prague, 8-10 November 2007
• Council of Europe, Language Policy Division
•  
• Piet-Hein van de Ven
• Radboud University Nijmegen, The Netherlands

2

1. Points of departure
2. Complexities
3. Languages in Education
4. Aims and Values

3
Points of departure

• 1 Language is ensuring
• - cultural diversity
• - democratic citizenship
• - social inclusion
• - access to/success in the school curriculum.
• 2 Curriculum decisions about policy and
  practice take place in the context of a complex
  network of aims and values.
•  

4
Complexities

1. Forms of plurality
2. Globalisation and unifying
3. The Knowledge Society

5
Complexities

• Forms of plurality (1)
• Linguistics and literature studies
• polyparadigmatic domain
• Several different subdisciplines
• Language and literature
• several systemic dimensions (syntaxis, semantics,
  pragmatics literary and social repertoires)
• several and different discourses (genres)
• - etc.

6
Complexities Forms of plurality (2)

• Knowledges populations/groups
• - resources histories
• - methods education
• Languages -views
• semiotic systems - systems
• Identities religions
• Principles economic systems
• - actions Learning
• - values

7
Complexities Globalisation and unifying
tendencies

• Globalisation processes (industry, cultural
  practices,
• fashion, English, )
• National unification (nation, people, heritage,
• history, religion, )
• European c-ordination (Common European
• Framework of References for Languages)

8
Complexities Knowledge society

• Economic growth
• High(er) level of education
• learning to learn life long learning
• obsolete knowledge
• forms of knowledge
• knowledge competences

9
Languages in / of education

• The field

10
Languages in /of education

• Not all languages in school are languages of
  school education
• Languages in school different categories,
  different status, but change is possible
• Language(s) of schooling keystone of all
  languages of school achieving schools
  objectives and pupilssuccesses.
• Concern The relationship between main language
  (s) of school and languages of pupils

11
Aims and Values

• Bildung - personal growth, cultural heritage,
  economic growth, equality, ...
• Transmission/construction of knowledge, skills,
  attitudes, , metacognition
• Cultures and competences ethics, civic,
  emotional, creative, critical, aesthetic,
  linguistic, technical, scientific, physical     

12
Bildung

• to develop and bring out the full potential of a
  human being, based on his/her nature, but
  stimulated and structured by education (nurture).
  This dynamic concept encompasses the product or
  relative state reached by a human being as well
  as the process of becoming educated/becoming
  ones own self. During this process the mental,
  cultural and practical capacities as much as the
  personal and social competencies are being
  developed and continuously widened in a holistic
  way (Vollmer, 2006, p. 7).