Reason: 106
Learning other languages can help you make foreign people feel more welcome in your country
Reference:
Sixth Former
Related Keywords:
Inclusion, UK, Values
Reason: 230
Improving language learning in the European Union is a key factor in the Lisbon strategy, as an essential building block of almost all aspects involved, from economic efficiency to mobility, from the creation of more and better jobs to social inclusion and cohesion
Reference:
European Commission DGEAC Summary of the First Report on the activities of the working group on languages (July 2002-June 2003)
Related Keywords:
Economic, social and political dimension, European Union (EU), Inclusion, Mobility, Social cohesion
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: 244
If languages are indeed inessential to the UK Government’s main educational agenda, and therefore to be left to choice, opportunity and clusters of local initiatives, we might do well to address the results of this policy with a detailed mapping of the foreign language take-up by social class. We may find that the ‘unlanguaged’ are increasingly located within the postcodes of social deprivation, those socio-economic categories IV and V that the Government has identified as its main targets for raising educational aspirations and widening university participation
Reference:
Footitt, H. (2003) ‘Hunting the snark: international perspectives on language policies’ in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 75-88
Related Keywords:
Education Studies, Equality (equal opportunities), Inclusion
Reason: 247
Not only is understanding a language the gateway to understanding a culture, but MFL proficiency helps the individual to relativise human differences, and to realise we are all linked to, and yet different from the other. Ignorance of the Other leads to fear and confirms primeval notions of absolute difference: to deny pupils of any socio-economic or cultural background the experience of prepared structured contact with a foreign culture is to deny them one of the experiences they most need in order to emerge strengthened from the chrysalis of adolescence
Reference:
Nott, D. (2003) 'National language strategies post-Nuffield' in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 119-130
Related Keywords:
Culture, Inclusion, Intercultural competence, Secondary sector, Values
Reason: 249
Language learning can contribute to lifelong learning in an inclusive outward-looking society
Reference:
Tinsley, T. (2003) 'Promoting languages in higher education: lessons from the European Year of Languages (EYL 2001)' in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 146- 155
Related Keywords:
Inclusion, Lifelong learning, Values
Reason: 295
The growth in the multilingual population in the UK indicates the need for a wider range of language provision related to the public services, namely Health, Law and Local Government
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Employability, Health, Inclusion, Language for specific purposes, Law, UK, UK Community Languages
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: 350
Languages support communities. Language marks out a community in a unique way and can help bind it together .. the next generation should be encouraged to view our society as richer and stronger because of its many language communities
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Diversity, Inclusion, Social cohesion, UK, UK Community Languages
Reason: 367
In the knowledge society of the 21st century multilingualism is better. It is better for countries and states whose shared ambitions are for peace, growth and prosperity. It is better for business whose purpose is increased trade, greater competitiveness and greater employability. It is better for communities in their desire for social inclusion, mutual tolerance and an appreciation of their past and present heritages. It is better for individuals - for their sense of self and their openness to the world, for opportunities for economic and personal growth. At this time of great fear and dangers in the world, it is better for humanity in its vital quest for peace, stability and enrichment. Only through multilingualism can we really understand and appreciate the stranger
Reference:
King, L., Johnstone, R. (2001) An agenda for languages (produced by CILT for the Birmingham Conference of October 2001, http://www.eyl2001.org.uk/agenda.pdf)
Related Keywords:
Business, Economic, social and political dimension, Employability, Historical dimension, Identity, Inclusion, International relations, Knowledge, Multilingualism, National security, Social cohesion, Understanding, Values
Reason: 395
It would be unacceptable if the opportunities arising from 'mobility' were to be available only to elite groups within the population. Advice received from the business community suggests that there are opportunities and needs for languages both here and abroad across a wide spectrum of achievement and activity: not only for the high-powered international manager, the MEP, the diplomat or the international news reporter but also for the lorry-driver, the secretary, the shop assistant, the receptionist and the taxi-driver
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:
Accessibility, Business, Employability, Equality (equal opportunities), Inclusion, Mobility
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: 403
Each country lives its national life through its national and in some cases regional languages. Foreign visitors or residents who know nothing of that language ..... are likely to find themselves marginalised, even isolated. They will have access only to that information which is directed to the outsider
Reference:
Trim, J. (1997: 7) cited in 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:
Equality (equal opportunities), Inclusion, Mobility
Reason: 726
Languages are a social justice issue
Reference:
Phipps, A., Gonzalez, M. (2004) Modern Languages Learning and Teaching in an Intercultural Field (London: Sage Publications)
Related Keywords:
Inclusion, Social cohesion
Reason: 731
Languages are signs of belonging
Reference:
Phipps, A., Gonzalez, M. (2004) Modern Languages Learning and Teaching in an Intercultural Field (London: Sage Publications)
Related Keywords:
Identity, Inclusion

700 Reasons to study languages...