languages of schooling and the language education policy profile: the case of lombardy gisella...

Gisella Langé Strasbourg, June 8, 2009

Languages of schooling and the Language

Education Policy Profile: the case of Lombardy

Gisella Langé

gisella.lange@istruzione.it

Ministry of Education, University and Research

Lombardy Educational Authority

Gisella Langé Strasbourg, June 8, 2009

LOMBARDYPopulation:

10.065.440

Area:

23.859 kmq

Foreign language teachers: 10.258

1 million students

http://www.coe.int/t/dg4/linguistic/Source/Lombardy_%20Profile_EN.doc

http://www.coe.int/t/dg4/linguistic/Source/Lombardy_Profile_FR.doc

www.progettolingue.net

Gisella Langé Strasbourg, June 8, 2009

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

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)

Suggested Actions

Gisella Langé Strasbourg, June 8, 2009

After the Profile (2006)

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 plurilingualism at national level

Gisella Langé Strasbourg, June 8, 2009

Consequences of the Profile

Holistic/global approach

Plurilingualism Coherence

Qualitative improvement

Curriculum and syllabi development

Indicators

Gisella Langé Strasbourg, June 8, 2009

Area Multilinguismo e Internazionalizzazione

A new Department within the Lombardy Regional Education Authority

Gisella Langé Strasbourg, June 8, 2009

• 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

Language learning (1)

Gisella Langé Strasbourg, June 8, 2009

• 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

Language learning (2)

Gisella Langé Strasbourg, June 8, 2009

• developing student autonomy

using the European Language Portfolio,

special projects (ex. Certilingua, etc)

Language learning (3)

FOREIGN LANGUAGESup 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, SpanishRussian: 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

Gisella Langé Strasbourg, June 8, 2009

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

Languages of schooling

PoliticiansAdministrat

ors

ParentsJournalistsPublishers

Cultural AgenciesAssociationsTrade UnionsWorld of work

University ProfessorsInspectors

Headteachers

TeachersTrainers

Gisella Langé Strasbourg, June 8, 2009

Next project in Lombardy…Languages of Schooling

2009: European Year of Creativity and Innovation

Gisella Langé Strasbourg, June 8, 2009

SLO GAN