Reason: 36
Languages play a crucial role in defining the idea of citizenship
Reference:
Abdallah-Pretceille, M. ‘Intercultural communication: elements for a curricular approach’ in Kelly et al. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education’ (Bern: Peter Lang), pp. 131-141
Related Keywords:
Citizenship
Reason: 129
Multilingualism is part and parcel of both European identity/citizenship and the learning society
Reference:
European Commission (1995: 67) cited in Byram, M. (2002) 'Foreign language education as political and moral education - an essay' in the Language Learning Journal, No. 26, pp. 43-47
Related Keywords:
Citizenship, European Union (EU), Identity, Learning, Multilingualism
Reason: 132
Citizenship education calls for the teaching of values, understanding and skills as well as knowledge about life in other communities to help pupils develop a respect for cultural diversity. Language teachers have particular experiences to draw on (many will have spent a year abroad) which give them a vital role to play in the teaching of citizenship in schools. Language teachers have much more personal experiences of the issues that lie at the heart of citizenship education
Reference:
Brown, K., Brown, M. (2003) ‘Introduction - opening the debate on citizenship and modern foreign languages in Brown, K., Brown, M. (eds) Reflections on Citizenship in a Multilingual World (London: CILT), pp. 1-14
Related Keywords:
Citizenship, Diversity, Secondary sector, Teaching, Understanding, Values
Reason: 134
Language learning has the potential to help learners to develop their identities as cosmopolitan citizens in a global context
Reference:
Starkey, H., Osler, A. (2003) ‘Language teaching for cosmopolitan citizenship’ in Brown, K., Brown, M. (eds) Reflections on Citizenship in a Multilingual World (London: CILT), pp. 25-35
Related Keywords:
Citizenship, Globalisation, Identity
Reason: 136
The pedagogy associated with language learning provides a further contribution of languages to citizenship. Communicative methodology is itself democratic. Skills developed in language classes are thus directly transferable to citizenship education, i.e. discussing in pairs, expressing opinion, working with others, taking part in public discourse
Reference:
Starkey, H., Osler, A. (2003) ‘Language teaching for cosmopolitan citizenship’ in Brown, K., Brown, M. (eds) Reflections on Citizenship in a Multilingual World (London: CILT), pp. 25-35
Related Keywords:
Citizenship, Communication, Democracy, Key skills, Teaching, Teamwork
Reason: 138
The relationship between community languages and citizenship in the curriculum is potentially rich and thought-provoking
Reference:
Anderson, J., Chaudhuri, M. (2003) ‘Citizenship and community languages: a critical perspective’ in Brown, K., Brown, M. (eds) Reflections on Citizenship in a Multilingual World (London: CILT), pp. 53-65
Related Keywords:
Citizenship, Secondary sector, UK Community Languages
Reason: 229
Both foreign language learning and mother-tongue acquisition in oral and written form, should be stimulated as complementary tools for better preparation of citizens to the challenges of today's society
Reference:
Council of the European Union (2001) Report from the Education Council to the European Council on the concrete future objectives of education and training systems (http://europa.eu.int/comm/education/policies/2010/doc/rep_fut_obj_en.pdf)
Related Keywords:
Citizenship, English Mother Tongue
Reason: 232
Language learning is a key component of education for democratic citizenship; a participative process, which inter alia: equips mean and women to play an active part in public life and to shape in a responsible way their own destiny and that of their society; aims to instil a culture of human rights; prepares people to live in a multicultural society and to deal with difference knowledgeably, sensibly, tolerantly and morally; strengthens social cohesion, mutual understanding and solidarity
Reference:
Council of Europe (1999) cited in Starkey, H. (2002) 'Citizenship, human rights and intercultural education' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer, The Open University), pp. 95-111
Related Keywords:
Citizenship, Democracy, Diversity, European Union (EU), Inclusion, Social cohesion, Understanding, Values
Reason: 236
At A-level [in a foreign language] the syllabus is awash with thorny political issues, including: social issues; the environment; law and order; politics The study of such issues provides opportunities for developing two of the three main aspects of Citizenship as defined in the National Curriculum, namely 'social and moral responsibility' and 'political literacy'
Reference:
Starkey, H. (2002) 'Citizenship, human rights and intercultural education' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer, The Open University), pp. 95-111
Related Keywords:
Citizenship, Personal and social development, Qualifications, Related subjects, Secondary sector
Reason: 240
Foreign languages can play a crucial part in educating pupils to become citizens of the world
Reference:
Swarbrick, A. (2002) 'Positioning Modern Foreign Language teaching in schools: issues and debates' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer, The Open University), pp. 3-22
Related Keywords:
Citizenship, Education Studies, Globalisation
Reason: 333
English alone is not enough. In the face of such widespread acceptance and use of English the UK's complacent view of its limited capability in languages is understandable. It is also dangerous. In a world where bilingualism and plurilingualism are commonplace, monolingualism implies inflexibility, insensitivity and arrogance. Much that is essential to our society, its health and interests - including effective choice in policy, realisation of citizenship, effective overseas links and openness to the inventions of other cultures - will not be achieved in one language alone
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Citizenship, Economic, social and political dimension, Global English, Inclusion, Intercultural competence, International relations, Multilingualism, UK, Values
Reason: 370
The use of a foreign language to communicate with other people, whether fellow-learners or native speakers, fosters the spirit of co-operation and provides practical proof of the value of learning a foreign language. This lays the basis for understanding the potential of linguistic competence in adult work and leisure: it helps learners to appreciate that they are citizens not only of the United Kingdom but also of Europe and the rest of the world. It encourages them to enter into and respect the attitudes and customs not only of other countries but also of the different communities making up their own society. With developing linguistic competence comes an enhanced awareness and heightened awareness of another culture, which enables pupils to gain access to and participate in that culture
Reference:
The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
Related Keywords:
Citizenship, Communication, Culture, Intercultural competence, Secondary sector, Teamwork, Understanding, Values
Reason: 373
The study of a modern foreign language can contribute to cross-curricular dimensions and themes, e.g. personal and social education, multicultural perspectives, the European dimension in education, citizenship, careers education and guidance, economic and industrial understanding, environmental education and health education
Reference:
The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
Related Keywords:
Citizenship, Education Studies, Multidisciplinarity, Personal and social development, Secondary sector
Reason: 391
All young people should have the knowledge and values that will enable them to function responsibly as citizens, not only of the UK but of Europe and the world. There is little prospect of promoting better international understanding and greater tolerance of otherness if we persist in giving young people the message that they need make no effort to meet others half way
Reference:
Response from the Steering Group of the Nuffield Languages Programme to the consultation document 14-19: extending opportunities, raising standards, 20 May 2002
Related Keywords:
Citizenship, International relations, Knowledge, Understanding, Values
Reason: 396
Education in languages at school has an essential role to play in preparing all students for citizenship of the wider society. If it helps them become sensitive to the languages and cultures of others and develops in them sufficient confidence and competence to be able to use their languages, however modestly, in their interactions with other citizens, then they are more likely to understand others and to be respected by them. In this way the wider society becomes more open, democratic and inclusive
Reference:
Scottish Executive, Ministerial Action Group on Languages (2000) Citizens of a Multilingual World: Key Issues (www.scotland.gov.uk-library3-education-mwki-07.asp)
Related Keywords:
Citizenship, Communication, Democracy, Inclusion, Intercultural competence, Personal and social development, Secondary sector, Understanding, Values
Reason: 440
In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. For too long we have lagged behind in our capability to contribute fully as multilingual and culturally aware citizens.
Reference:
DfES (2002) Languages for All: Languages for Life: A Strategy for England (London: DfES)
Related Keywords:
Citizenship, Intercultural competence, Knowledge, Multilingualism, UK

700 Reasons to study languages...