Reason: 12
Increasingly, people find themselves working in a multilingual or multicultural environment locally
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Employability, Intercultural competence, Multilingualism, UK Community Languages
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: 139
Community languages have important contributions to make both to issues of equality and diversity within British society and to understanding our roles and responsibilities within the global community
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:
Equality (equal opportunities), Globalisation, UK, UK Community Languages
Reason: 155
Those of you who already speak one of the UK’s community languages have a very useful qualification to add to your CV - particularly if you see yourself eventually working in social work or a related career such as health care, child care, youth work, education, legal aid, immigration law, welfare and community development
Reference:
King, A., Thomas, G. (1999) The Guide to Languages and Careers (London: CILT)
Related Keywords:
Careers, Education Studies, Employability, Health, Law, UK Community Languages
Reason: 175
The profile attached to Welsh, Scots Gaelic and Irish is an expression of respect towards the indigenous cultures of these regions. This argument is also relevant to the study in school of the languages spoken by immigrant populations
Reference:
Williams, K. (2001) ‘Towards a rationale for foreign language education: re-stating my reservations’ in the Language Learning Journal, No. 24. pp. 43-47
Related Keywords:
Secondary sector, UK, UK Community Languages, Values
Reason: 272
For children whose mother tongue is not English, formal learning of their first language helps them to access the wider curriculum and raises their self-esteem and aspirations
Reference:
Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
Related Keywords:
Accessibility, Education Studies, Personal and social development, UK Community Languages
Reason: 277
It is hard to see how we can create a society of mutual respect if this respect is not extended to the languages our children speak
Reference:
Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
Related Keywords:
Social cohesion, UK, UK Community Languages, Values
Reason: 278
It would help to counter prejudice if the languages of our significant minority communities, such as those of the Asian subcontinent, became mainstream choices for young people
Reference:
Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
Related Keywords:
UK, UK Community Languages, 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: 312
Local languages are seen to be valuable because they promote community cohesion and vitality, foster pride in a culture and give a community (and thus a workforce) self-confidence
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Diversity, Less Widely Used and Lesser Taught (LWULT) Languages, Social cohesion, UK Community Languages, 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: 397
Children from heritage and community language backgrounds going through school will in many cases bring aspects of their culture with them, including their language. For them a modern language such as French, German, Spanish or Italian may be their third or fourth language, and English not necessarily their first. In line with current policies favouring respect for ethnic diversity and social justice, it will be important to provide opportunities for linguistic development and accreditation for those who wish to continue to develop their skills in a heritage or community language or who wish to develop a language which is a significant part of their cultural identity, including British Sign Language
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:
Culture, Diversity, Equality (equal opportunities), Identity, Qualifications, Secondary sector, UK Community Languages
Reason: 398
Teaching a modern language then fits into a broader framework of 'languages and learning' at school. It has a central role to play in helping all students connect the notion of linguistic and cultural diversity here with the notion of linguistic and cultural diversity in the wider Europe where many millions of people speak a language (whether an indigenous language such as Breton, Catalan, Basque, Frisian, Friulian, Ladino, Sorbian or an indigenised language such as Turkish in Germany or Portuguese in Luxembourg) that is not the majority language of the country in which they live
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:
Diversity, Equality (equal opportunities), Intercultural competence, Less Widely Used and Lesser Taught (LWULT) Languages, Secondary sector, UK Community Languages
Reason: 632
Languages can provide opportunities nowadays here in the UK even if you don't want to go and work abroad because of the multicultural society we live in
Reference:
language undergraduate
Related Keywords:
Employability, UK, UK Community Languages
Reason: 678
In the multicultural environment we live in today, languages are necessary to widen business scope
Reference:
language undergraduate
Related Keywords:
Business, Employability, UK Community Languages
Reason: 721
The teaching and learning of community languages in a context close to home promotes community cohesion
Reference:
Higher Education Advisory Panel
Related Keywords:
Social cohesion, Teaching, UK Community Languages
Reason: 724
Recognition of existing languages in communities in the UK would contribute to community cohesion
Reference:
Higher Education Advisory Panel
Related Keywords:
Social cohesion, UK, UK Community Languages

700 Reasons to study languages...