- Reason: 26
- England’s monolingualism symbolises an expectation that others reach out to the nation via the medium of English. This ultimately implies a difference in the relationship of power: it is perceived as a remnant of colonial attitudes
- Reference:
- Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
- Related Keywords:
- Equality (equal opportunities), Global English, Multilingualism, Values
- Reason: 32
- The Intercultural speaker is defined as having three main characteristics: Multilingual competence; Sensitivity to the identities present in interlingual and cross-frontier interaction; Ability to mediate/relate one’s own and other cultures with intercultural communicative competence
- Reference:
- Byram, M. (1999) cited in Chambers, A. ‘Intercultural communication: the role of virtual mobility’ in Kelly et al. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education’ (Bern: Peter Lang), pp. 47-57
- Related Keywords:
- Communication, Intercultural competence, Multilingualism, Values
- Reason: 39
- Intercultural communication is important for the building of mutual respect between cultural groupings in Europe and also in Europeans’ relations with members of other cultures.
- Reference:
- Kelly, M., Elliott, I., Fant, L. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education (Bern: Peter Lang)
- Related Keywords:
- Communication, European Union (EU), Intercultural competence, International relations, Values
- Reason: 40
- The promotion of respect for diversity of languages and of learning more than one foreign language at school is significant..It is a matter of helping learners: to construct their linguistic and cultural identity through integrating it into a diversified experience of otherness; to develop their ability to learn through this same diversified experience of relating to several languages and cultures
- Reference:
- Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Cambridge: Cambridge University Press)
- Related Keywords:
- Diversity, Identity, Intercultural competence, Learning, Multilingualism, Secondary sector, Values
- Reason: 44
- The teaching of foreign languages particularly to adults, has a clear political agenda based on the creation of a democratic peaceful Europe.
- Reference:
- Starkey, H. (1999) ‘Foreign language teaching to adults: implicit and explicit political education’ in Oxford Review of Education, Volume 25, Nos 1 & 2, pp. 155-169
- Related Keywords:
- Democracy, Economic, social and political dimension, European Union (EU), Values
- Reason: 47
- Racism is precisely what language teaching in a democratic European context is trying to forestall
- Reference:
- Starkey, H. (1999) ‘Foreign language teaching to adults: implicit and explicit political education’ in Oxford Review of Education, Volume 25, Nos 1 & 2, pp. 155-169
- Related Keywords:
- Democracy, Teaching, Values
- Reason: 52
- Language learning has potential for offering alternatives to inward-looking insularity, for addressing a lack of preparedness to engage with the notion of otherness and for tackling negative stereotypes
- Reference:
- Pachler, N. (2000) ‘Review Article’ in the Language Learning Journal, No. 22, pp. 70-74
- Related Keywords:
- Intercultural competence, Values
- Reason: 53
- Language teachers have a clear role in counterbalancing the human tendency to exaggerate and generalise differences
- Reference:
- Pachler, N. (2000) ‘Review Article’ in the Language Learning Journal, No. 22, pp. 70-74
- Related Keywords:
- Teaching, Values
- Reason: 55
- Many of the strategies suggested by psychologists as influential in inducing attitude change are already present in the canon of language teaching methodology
- Reference:
- Morgan, C. (1993) ‘Attitude change and foreign language culture learning’ in Language Teaching, 26 (2), pp. 63-75
- Related Keywords:
- Teaching, Values
- Reason: 57
- The intercultural dimension in language teaching aims to develop learners as intercultural speakers or mediators who are able to engage with complexity and multiple identities and to avoid the stereotyping which accompanies perceiving someone through a single identity
- Reference:
- Byram, M., Gribkova, B., Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers (Strasbourg: Council of Europe)
- Related Keywords:
- Communication, Identity, Intercultural competence, Teaching, Values
- Reason: 60
- Visits {to the target country} are a holistic learning experience which provides the means of using intercultural skills and acquiring new attitudes and values
- Reference:
- Byram, M., Gribkova, B., Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers (Strasbourg: Council of Europe)
- Related Keywords:
- Experiential learning, Intercultural competence, Learning, Study abroad, Values
- Reason: 61
- Language learners can acquire the skills of critical analysis of stereotypes and prejudice in texts they read or see
- Reference:
- Byram, M., Gribkova, B., Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching: A Practical Introduction for Teachers (Strasbourg: Council of Europe)
- Related Keywords:
- Critical thinking, Values
- Reason: 70
- The contribution of language teaching to the culture of peace is not limited-far from it- to the building up of linguistic skills enabling individuals to communicate beyond the borders of their own country. There are many ways that langage teaching can make a contribution, but perhaps first and foremost, is the fact that it can make learners aware of the relative vision of the world inherent in their own language and society
- Reference:
- Candelier, M., MacDonald-Smith, F., Reig-Garganta, D. The contribution of modern language teaching to peace (Graz: European Centre for Modern Languages, Workshop Report, 30 September-3 October 1998)
- Related Keywords:
- Communication, Intercultural competence, International relations, Language learning skills, Teaching, Values
- Reason: 71
- Because it tries to foster positive attitudes to all that is different, language awareness is an integral part of the contribution of language teaching to peace
- Reference:
- Candelier, M., MacDonald-Smith, F., Reig-Garganta, D. The contribution of modern language teaching to peace (Graz: European Centre for Modern Languages, Workshop Report, 30 September-3 October 1998)
- Related Keywords:
- Language awareness, Teaching, Values
- Reason: 76
- To varying degrees foreign language users exhibit the following: openness towards and interest in new experiences, other persons, ideas, peoples, societies and cultures; a willingness to relativise their own cultural viewpoint and cultural value system; a willingness and ability to distance themselves from conventional attitudes to cultural difference
- Reference:
- Lonergan, J. (2000) ‘Graduateness, transferable skills and employability’ in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 137-143
- Related Keywords:
- Culture, Intercultural competence, Values
- Reason: 78
- The impact of dominant languages on minority languages is a matter of universal concern, and the role of English is especially implicated
- Reference:
- Crystal, D. (2003) 'Taking account of the linguistic revolution' in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 9-23
- Related Keywords:
- Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Values
- Reason: 80
- In modern languages and classical studies the study of other languages and cultures contributes to pupils’ understanding and values, beliefs and attitudes by offering them insights into and points of comparison with, the ways in which other peoples, whether today or in the past, have interpreted the world around them
- Reference:
- OFSTED (1994: 18) cited in Smith, D. (2002) ‘Spiritual development in the language classroom: interpreting the National Curriculum’ in the Language Learning Journal, No. 26, pp. 36-42
- Related Keywords:
- Culture, Related subjects, Secondary sector, Understanding, Values
- Reason: 81
- It seems reasonable to expect that exposure to another culture through the medium of its language could lead to various changes in understanding, values, beliefs, attitudes and hence contribute to spiritual development
- Reference:
- Smith, D. (2002) ‘Spiritual development in the language classroom: interpreting the National Curriculum’ in the Language Learning Journal, No. 26, pp. 36-42
- Related Keywords:
- Culture, Personal and social development, Understanding, Values
- Reason: 82
- Given the pervasive role of language in the formation, maintenance and expression of personal identity, the experience of learning a new language and a growth in language awareness might reasonably be supposed to have some potential role in the learner’s spiritual growth
- Reference:
- Smith, D. (2002) ‘Spiritual development in the language classroom: interpreting the National Curriculum’ in the Language Learning Journal, No. 26, pp. 36-42
- Related Keywords:
- Education Studies, Identity, Language awareness, Personal and social development, Values
- Reason: 83
- The modern language classroom is a place where people come to learn not only the foreign language but also to learn to live and act together as a social group, to learn what is expected and what is accepted within that social reality, to learn how to interpret the daily goings on in the classroom
- Reference:
- Brooks , F. (1993: 238) cited in Smith, D. (2002) ‘Spiritual development in the language classroom: interpreting the National Curriculum’ in the Language Learning Journal, No. 26, pp. 36-42
- Related Keywords:
- Secondary sector, Social cohesion, Values
- Reason: 84
- The particular ethos and forms of relationship encountered as students explore the social aspects of target language use and interact with one another in the modern language classroom can be seen as a potential arena for spiritual development. For instance, students and teachers must regularly attend to others’ halting attempts to convey meaning, and they may do so with respect, empathy, indifference or even derision. Students often find themselves making very public mistakes, and need both the humility to learn from them and the security that comes from expecting that they will be received with compassion and support. Students may find that they need to apologise or forgive, and they may need to be forgiven; all of these are language functions that can be met and practised in the target language. If spiritual development includes growth in qualities such as empathy, respect for others, mercy and humility, then such interactions are potentially fertile ground
- Reference:
- Smith, D. (2002) ‘Spiritual development in the language classroom: interpreting the National Curriculum’ in the Language Learning Journal, No. 26, pp. 36-42
- Related Keywords:
- Communication, Language learning skills, Personal and social development, Secondary sector, Values
- Reason: 87
- Most businesses agree that their own business dealings are not significantly affected by lack of language skills, but there is widespread acknowledgment that it would certainly be ‘nice’ to be able to speak foreign languages and would likely be seen as a great compliment to their customers
- Reference:
- Stevick, L. (2003) BCC Language Survey: The Impact of Foreign Languages on British Business - Part 1: The Qualitative Results (British Chambers of Commerce, November 2003)
- Related Keywords:
- Business, Values
- Reason: 90
- By its nature, the study of languages frequently confronts learners with their own and others' attitudes to many issues to do with gender, race, nationality, religion or class
- Reference:
- The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
- Related Keywords:
- Equality (equal opportunities), Values
- Reason: 93
- Building a common home in which to live, work and trade together means acquiring the skills to communicate with one another effectively and to understand one another better. Learning and speaking other languages encourages us to become more open to others, their cultures and outlooks
- Reference:
- Commission of the European Communities (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
- Related Keywords:
- Communication, European Union (EU), Intercultural competence, Understanding, Values
- Reason: 102
- Learning another language gives you greater respect for foreigners who are trying to speak English, whatever their level
- Reference:
- Sixth Former
- Related Keywords:
- Values
- 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: 131
- International and foreign language education is a break with the focus on our own society in order to find new perspectives which allow us to be critical of our assumptions
- Reference:
- 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:
- Critical thinking, Values
- 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: 135
- At A-level [in a foreign language], one important contribution to antiracism is the inclusion of vocabulary that helps learners to talk about cultural diversity
- 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:
- Culture, Diversity, Equality (equal opportunities), Qualifications, Secondary sector, Values
- Reason: 137
- The pedagogy of Communicative Language Teaching is based on the democratic principles of freedom of expression and equal opportunities for participation
- 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:
- Communication, Democracy, Equality (equal opportunities), Teaching, Values
- Reason: 144
- You are far more likely to gain your customer’s respect and to be able to play a controlling part in business negotiations if you are able to communicate directly in his/her language.
- Reference:
- King, A., Thomas, G. (1999) The Guide to Languages and Careers (London: CILT)
- Related Keywords:
- Business, Communication, Values
- Reason: 174
- Part of the reason for having second or foreign languages in the curriculum is the signal which this provision sends regarding the room which a school very visibly makes for the study of other cultures
- 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:
- Culture, Secondary sector, Values
- 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: 177
- For the English-speaking countries themselves, the emergence of English as an international lingua franca is not an unmixed blessing. For Britain especially, it masks the effects of the loss of imperial dominance, encourages complacency and perpetuates a sense of superiority as a result of a position in unequal international communication based simply on linguistic advantage but no longer corresponding to the realities of political and economic relations
- Reference:
- Trim, J. (1999) ‘Language education policies for the twenty-first century’ in Tosi, A., Leung, C. (eds) Rethinking Language Education: From a Monolingual to a Multilingual Perspective (London: CILT)
- Related Keywords:
- Communication, Economic, social and political dimension, Equality (equal opportunities), Global English, International relations, Values
- Reason: 181
- The person who has never ventured outside his or her own language is incapable even of realising how parochial he or she is
- Reference:
- Hawkins, E. (1981) Modern Languages in the Curriculum (Cambridge: Cambridge University Press)
- Related Keywords:
- Values
- Reason: 189
- Faced with the likelihood of losing half of the world’s languages within the next century, and of the distinct possibility of a world with only one language in it a few hundred years hence, it is this generation which needs to make the decisions
- Reference:
- Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
- Related Keywords:
- Diversity, Less Widely Used and Lesser Taught (LWULT) Languages, Sustainability, Values
- Reason: 193
- Language study is an apprenticeship in empathy and in seeing how the world looks from someone else's viewpoint.
- Reference:
- Hawkins, E. (1981) Modern Languages in the Curriculum (Cambridge: Cambridge University Press)
- Related Keywords:
- Values
- Reason: 194
- A unique contribution of foreign languages to emancipation lies in preventing the school community itself lapsing into parochialism
- Reference:
- Hawkins, E. (1981) Modern Languages in the Curriculum (Cambridge: Cambridge University Press)
- Related Keywords:
- Equality (equal opportunities), Secondary sector, Uniqueness, Values
- Reason: 211
- Language learning can enable students to communicate, share experiences and values and set in motion a whole series of both inductive and deductive processes that students need in both academic lives and future professional ones
- Reference:
- DiNapoli, R. (2000) 'Reflection and professionalisation in language teaching: the case of 'Polylang' at the University of Westminster' in King, A. (ed) Languages and the Transfer of Skills (London: CILT), pp. 45-51
- Related Keywords:
- Academic skills, Communication, Employability, HE (Higher Education sector), Institution-Wide Language Programmes (IWLPs), Values
- Reason: 215
- A study into the effects of a school exchange visit found that post visit there was a marked attitudinal shift noticeable in the work of a number of pupils
- Reference:
- Taylor, A. (2000) cited in Fisher, L., Evans, M., (2000) ‘The school exchange visit: effects on attitudes and proficiency in language learning’ in the Language Learning Journal, No. 22, pp. 11-16
- Related Keywords:
- Experiential learning, Secondary sector, Study abroad, Values
- 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: 233
- Language teaching is a vehicle for transmitting such knowledge and understanding of human rights and a policy instrument for promoting intercultural understanding in a spirit of human rights
- 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:
- Equality (equal opportunities), Intercultural competence, Teaching, Values
- Reason: 235
- Through foreign language education, learners have the opportunity to engage with people with other values, meanings and behaviours, potentially but not necessarily in a pluralist mode... for a multicultural society
- Reference:
- Byram, M., Guilherme, H. (2000) 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:
- Intercultural competence, Networking, Values
- Reason: 241
- Pupils need to confront other cultures if they are to be broadly educated and to understand the arrogance of the monolingual position
- 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:
- Culture, Education Studies, Multilingualism, Secondary sector, Understanding, Values
- 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: 275
- A society in which young people are engaged in learning foreign languages is less likely to foster xenophobic attitudes
- Reference:
- Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
- Related Keywords:
- Equality (equal opportunities), Values
- Reason: 276
- Inclusion of languages within the curriculum is often the catalyst for an international ethos across the school or college
- Reference:
- Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
- Related Keywords:
- Secondary sector, Values
- 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: 299
- Perhaps a global language will cultivate an elite monolingual linguistic class, more complacent and dismissive in their attitudes to other languages
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Global English, Values
- Reason: 300
- Perhaps those who have such a [global] language at their disposal - and especially those who have it as a mother tongue - will be more able to think and work quickly in it, and to manipulate it to their own advantage, at the expense of those who do not have it, thus maintaining in a linguistic guise the chasm between rich and poor
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Equality (equal opportunities), Global English, Social cohesion, Values
- Reason: 301
- Perhaps a global language will hasten the disappearance of minority languages, or - the ultimate threat - make all other languages unnecessary... Linked with this is the unpalatable face of linguistic triumphalism - the danger that some people will celebrate one language's success at the expense of others
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Diversity, Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Values
- Reason: 302
- The use of a single language by a community is no guarantee of social harmony or mutual understanding, as has been repeatedly seen in world history
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Multilingualism, Social cohesion, Understanding, Values
- Reason: 303
- The presence of more than one language in a community does not necessitate civil strife
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Multilingualism, Social cohesion, Values
- Reason: 305
- Clear signs of linguistic complacency, common observation suggests, are already present in the archetypal British or American tourist who travels the world assuming that everyone speaks English, and that it is somehow the fault of the local people if they do not
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Global English, Mobility, Values
- Reason: 308
- It is inevitable that, in a post-colonial era, there should be a strong reaction against continuing to use the language of the former colonial power, and in favour of promoting the indigenous languages
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Diversity, Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Values
- Reason: 309
- People have a natural wish to use their own mother-tongue, to see it survive and grow, and they do not take kindly when the language of another culture is imposed on them. Despite the acknowledged values which the language of that culture can bring, the fact remains that English has an unhappy colonial resonance in the minds of many, and a history where local languages could easily be treated with contempt
- Reference:
- Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
- Related Keywords:
- Diversity, Equality (equal opportunities), Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Values
- Reason: 310
- As one reflects on the war zones of the world in the last decades of the 20th century, it is striking just how many of them are in countries which are predominantly monolingual - Vietnam, Cambodia, Rwanda, Burundi... It is, in short, a total myth that the sharing of a single language brings peace
- Reference:
- Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
- Related Keywords:
- Multilingualism, Social cohesion, Values
- 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: 313
- Arguments which support the need for biological diversity also apply to language... The whole concept of the ecosystem is based on the insight that living entities exist through a network of interrelationships. Diversity has a central place in evolutionary thought... In the language of ecology, the strongest ecosystems are those which are the most diverse... The point has often been made that our success in colonizing the planet has been due to our ability to develop diverse cultures which suit all kinds of environments. The need to maintain linguistic diversity stands squarely on the shoulders of such arguments. If diversity is a prerequisite for successful humanity, then the preservation of linguistic diversity is essential, for language lies at the heart of what it means to be human. If the development of multiple cultures is so important, then the role of languages becomes critical, for cultures are chiefly transmitted through spoken and written languages. Accordingly, when language transmission breaks down, through language death, there is a serious loss of inherited knowledge
- Reference:
- Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
- Related Keywords:
- Culture, Diversity, Knowledge, Less Widely Used and Lesser Taught (LWULT) Languages, Networking, Sustainability, Values
- Reason: 321
- There are good grounds for conceiving the natural condition of the human being to be multilingual. The human brain has the natural capacity to learn several languages and most members of the human race live in settings where they naturally and efficiently use their brains in precisely this way... People who belong to a predominantly monolingual culture are not used to seeing the world in this way, because their mindset has been established through centuries of being part of a dominant culture, in which other people learn your language and you do not learn theirs
- Reference:
- Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
- Related Keywords:
- Equality (equal opportunities), Health, Multilingualism, Values
- Reason: 322
- Humanity gains so much from each expression of itself in a language
- Reference:
- Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
- Related Keywords:
- Knowledge, Sustainability, Values
- 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: 344
- Recruitment patterns reflect a changing world .. Language skills can confer a distinct advantage in what is now a very competitive employment market. Employers are taking a more global view of recruitment and the profile of the desirable employee is changing. - Preference is often given to people with language skills, not merely because they can communicate across borders but because language skills tend to go hand in hand with the ability to adapt and an awareness of the importance of empathising with others
- Reference:
- The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
- Related Keywords:
- Communication, Employability, Globalisation, Intercultural competence, Values
- Reason: 349
- Successful language learning fosters tolerance and respect
- Reference:
- The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
- Related Keywords:
- Values
- Reason: 351
- Language competence implies other transferable skills- Employers value language competence as an indicator of wider communication skills: language learning promotes understanding of the need to listen carefully, to engage with others and to empathise with people in a wide range of working and social contexts
- Reference:
- The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
- Related Keywords:
- Communication, Employability, Intercultural competence, Key skills, Language learning skills, Understanding, Values
- Reason: 354
- The image of the UK is enhanced abroad - Even the most basic phrases and common courtesies send positive signals and convey a sense of respect for other people and their languages
- Reference:
- The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
- Related Keywords:
- International relations, UK, Values
- Reason: 356
- Modern Foreign Languages provides opportunities to promote: Social development, through exploring different social conventions, such as forms of address, through developing pupils’ ability to communicate with others, particularly speakers of foreign languages, in an appropriate, sympathetic and tolerant manner, and through fostering the spirit of cooperation when using a foreign language to communicate with other people, whether other learners or native speakers
- Reference:
- DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
- Related Keywords:
- Communication, Personal and social development, Secondary sector, Teamwork, Values
- Reason: 362
- Learning another language is part of making the civilised world go round, so start early
- Reference:
- Sir Peter Parker, Chair, DTI National Languages for Export Campaign cited in DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
- Related Keywords:
- International relations, Values
- Reason: 363
- It is arrogant to assume that we can get by in English or that everyone else will speak our language. Learning a foreign language is polite, demonstrates commitment and in today’s world is absolutely necessary
- Reference:
- Sir Trevor McDonald, Chair, Nuffield Languages Inquiry cited in DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
- Related Keywords:
- Global English, Values
- 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: 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: 378
- Linguistic diversity is one of the European Union’s defining features. Respect for the diversity of the Union’s languages is a founding principle of the European Union
- Reference:
- Commission of the European Communities (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
- Related Keywords:
- Diversity, European Union (EU), Values
- 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: 401
- Those who are monolingual in English may run the risk of being perceived by others as having a limited and possibly arrogant outlook on life
- 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:
- Equality (equal opportunities), Global English, Multilingualism, Values
- Reason: 402
- A monolingual mentality is not the same as a multilingual one. There is therefore an educational reason for learning a modern language which is that it can allow students to operate two or more different systems of representation and thereby acquire the flexibility of perspective shared by the rest of the world who speak more than one 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:
- Education Studies, Multilingualism, Values
- Reason: 408
- Languages departments have for long made an important contribution to the intercultural ethos of schools, not only through language teaching but also through school visits abroad and reciprocal school exchanges. The foreign language assistant has been a cultural ambassador valued by many staff beyond those who teach languages
- 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:
- Experiential learning, Intercultural competence, Secondary sector, Study abroad, Teaching, Values
- Reason: 415
- Through the study of languages, young people can develop an awareness that others have different perceptions, values, priorities and attitudes
- 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:
- Intercultural competence, Values
- Reason: 426
- Through their studies and their contact with the target language and associated cultures and their related studies, all students of languages and related studies will develop sensitivity to and awareness of the similarities and dissimilarities between other cultures and societies and their own. In particular, their competence in the target language means they will have an appreciation of the internal diversity and transcultural connectedness, and an attitude of curiosity and openness towards other cultures. The skills and attributes concerned include: a critical understanding of a culture and practices other than one's own: an appreciation of the uniqueness of the other culture(s): an ability and willingness to engage with other cultures: an ability to appreciate and critically evaluate one's own culture
- Reference:
- Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
- Related Keywords:
- Critical thinking, Culture, HE (Higher Education sector), Intercultural competence, Related subjects, Values
- Reason: 429
- The multidisciplinary and language-specific nature of programmes in languages and related studies encourages the development of a wide range of key transferable skills including, interpersonal skills and personal attributes: communication, presentation, interaction; the ability to work creatively and flexibly with others as part of a team; mediating skills, qualities of empathy; self-reliance, initiative, adaptability and flexibility; intercultural competence
- Reference:
- Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
- Related Keywords:
- Communication, Creativity, Employability, HE (Higher Education sector), Intercultural competence, Key skills, Language learning skills, Personal and social development, Related subjects, Teamwork, Values
- Reason: 437
- There are socio-political arguments for language study which are concerned with helping students to understand issues of power, domination, and subordination related to language, language use, language status and language attitudes
- Reference:
- Reagan, T. (2004) 'Don't know much about the French I took' in Arts and Humanities in Higher Education, Volume 3 (2), pp. 229-239
- Related Keywords:
- Economic, social and political dimension, Equality (equal opportunities), Values
- Reason: 438
- In any communicative interaction where one person is speaking his or her native language, and the other is using that language as a second or additional language (fairly typical of the linguistic encounters of native speakers of English with speakers of other languages), the former have a huge advantage over the latter. This fundamental inequity in the linguistic interactions between native speakers and non-native speakers is both powerful and problematic..this type of linguistic inequity is by no means eliminated by language study, but the process of language study may at least make the former speaker more aware of and sensitive to his or her dominance of the communicative interaction
- Reference:
- Reagan, T. (2004) 'Don't know much about the French I took' in Arts and Humanities in Higher Education, Volume 3 (2), pp. 229-239
- Related Keywords:
- Communication, Equality (equal opportunities), Global English, Values
- Reason: 445
- Languages enable you to travel to other countries and feel part of the culture, respect the people living there by making an effort to communicate and not feel like a tourist
- Reference:
- Sixth Former
- Related Keywords:
- Communication, Culture, Intercultural competence, Mobility, Values
- Reason: 460
- A foreign language enables you to communicate adequately in that country and to help people from those countries when they come here
- Reference:
- Sixth Former
- Related Keywords:
- Communication, Mobility, UK, Values
- Reason: 461
- A language enables you to communicate with others without seeming arrogant enough to expect them to speak English
- Reference:
- Sixth Former
- Related Keywords:
- Communication, Global English, Values
- Reason: 492
- A language shows a wider understanding and an open mind
- Reference:
- Sixth Former
- Related Keywords:
- Understanding, Values
- Reason: 494
- A language widens peoples' horizons, encouraging them to see past their own countries and to be less narrow-minded or arrogant
- Reference:
- Sixth Former
- Related Keywords:
- Intercultural competence, Personal and social development, Values
- Reason: 505
- Another language helps you to overcome the stereotype of English not making any effort to speak foreign languages on holiday etc.
- Reference:
- Sixth Former
- Related Keywords:
- Global English, Mobility, UK, Values
- Reason: 506
- Another language helps you to realise that there is a world around you
- Reference:
- Sixth Former
- Related Keywords:
- Values
- Reason: 511
- Modern Foreign Languages provides opportunities to promote.. Moral development, through helping pupils formulate and express opinions in the target language about issues of right and wrong
- Reference:
- DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
- Related Keywords:
- Personal and social development, Secondary sector, Values
- Reason: 515
- Modern Foreign Languages provides opportunities to promote: Spiritual development, through stimulating pupils' interest and fascination in the phenomenon of language and the meanings and feelings it can transmit
- Reference:
- DFEE, QCA (1999) Modern Foreign Languages: The National Curriculum for England (London: HMSO)
- Related Keywords:
- Language awareness, Personal and social development, Secondary sector, Values
- Reason: 516
- England and the UK in general tend to be very insular because we speak the world language which can isolate us from other European countries. Speaking a foreign language could improve international relations
- Reference:
- Sixth Former
- Related Keywords:
- Global English, International relations, UK, Values
- Reason: 538
- In general terms a language shows a commitment beyond England
- Reference:
- Sixth Former
- Related Keywords:
- International relations, Values
- Reason: 541
- It’s polite to speak the language if possible when abroad
- Reference:
- Sixth Former
- Related Keywords:
- Communication, Mobility, Values
- Reason: 545
- It's polite to learn languages. We shouldn't expect other people to speak English
- Reference:
- Sixth Former
- Related Keywords:
- Global English, UK, Values
- Reason: 550
- Language learning enables you to demonstrate to other countries that not everyone is ignorant towards their language
- Reference:
- Sixth Former
- Related Keywords:
- International relations, UK, Values
- Reason: 552
- Language learning helps you to reach an understanding with people whose first language is not English
- Reference:
- Sixth Former
- Related Keywords:
- Understanding, Values
- Reason: 561
- Language learning promotes tolerance and understanding
- Reference:
- Sixth Former
- Related Keywords:
- Understanding, Values
- Reason: 564
- Language learning suggests a more open-minded attitude in general and hopefully combats xenophobia
- Reference:
- Sixth Former
- Related Keywords:
- Personal and social development, Values
- Reason: 586
- Languages give you a more open mind and help you to be less ignorant when travelling abroad
- Reference:
- Sixth Former
- Related Keywords:
- Knowledge, Mobility, Values
- Reason: 596
- Languages help to keep the peace between countries
- Reference:
- Sixth Former
- Related Keywords:
- International relations, Values
- Reason: 608
- Languages promote empathy
- Reference:
- Sixth Former
- Related Keywords:
- Values
- Reason: 622
- The fact that you're actually willing to go out and learn another language makes you more open-minded than other people
- Reference:
- language undergraduate
- Related Keywords:
- Values
- Reason: 629
- Language learning allows you to sympathise with other people when they may be learning English. You know when you talk to them you can understand how when they're trying to say something, they may not be as direct as an English person
- Reference:
- language undergraduate
- Related Keywords:
- Understanding, Values
- Reason: 630
- Language learning makes you more sensitive to other behaviour patterns that people demonstrate in different cultures. You can fit in better, at least you don't offend people
- Reference:
- language undergraduate
- Related Keywords:
- Intercultural competence, Personal and social development, Values
- Reason: 631
- Learning another language makes you look at different points of view. When you're talking to people from different countries sometimes you have an idea about something but then you find out other ideas and interesting points of view. Sometimes you can express things differently depending on the language
- Reference:
- language undergraduate
- Related Keywords:
- Communication, Critical thinking, Values
- Reason: 644
- Language learning promotes cultural heterogeneity. If people can learn, understand and have an affinity with another language, cultural harmony can only be increased by that
- Reference:
- language undergraduate
- Related Keywords:
- Intercultural competence, Social cohesion, Understanding, Values
- Reason: 664
- If you are travelling around the world, speaking the language is better than shouting
- Reference:
- undergraduate: IWLP
- Related Keywords:
- Communication, Mobility, Values
- Reason: 683
- Language learning promotes cultural sensitivity
- Reference:
- language undergraduate
- Related Keywords:
- Intercultural competence, Values
- Reason: 690
- Languages connect the world and increase peace
- Reference:
- language undergraduate
- Related Keywords:
- International relations, Social cohesion, Values
- Reason: 695
- People learning languages are not selfish and they acquire an extensive understanding of the ‘other’
- Reference:
- language undergraduate
- Related Keywords:
- Intercultural competence, Understanding, Values
700 Reasons to study languages...
