Reason: 43
In a European context, language education contributes to the political project of creating a more integrated market and transnational political entity
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:
Economic, social and political dimension, European Union (EU)
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: 67
Knowledge in non-European languages will become an important economic and political asset. We need to be plurilingual and have English as only one of the languages
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Diversity, Economic, social and political dimension, Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Multilingualism
Reason: 95
In the context of the Lisbon strategy of economic, social and environmental renewal launched in March 2000, the European Union is developing a society based upon knowledge as a key element in moving towards its objective of becoming the most competitive knowledge-based economy in the world by the end of the decade. Learning other languages contributes to this goal by improving cognitive skills and strengthening learners’ mother tongue skills, including reading and writing
Reference:
Commission of the European Communities (2003) Promoting Language Learning and Linguistic Diversity: An Action Plan 2004-2006
Related Keywords:
Academic skills, Economic, social and political dimension, English Mother Tongue, European Union (EU), Knowledge, Language learning skills
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: 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: 258
Monolingual speakers of any variety of English - American or British - will experience increasing difficulty in employment and political life
Reference:
Graddol, D., cited by Schmid, R. (2004) 'Sun may set on English Language, experts say' in Los Angeles Daily News, Friday February 27, 2004
Related Keywords:
Economic, social and political dimension, Employability, Global English, Multilingualism
Reason: 274
In a knowledge economy which relies heavily on communication, high levels of linguistic skill are essential.
Reference:
Wicksteed, K. (2004) 'Languages and the Baccalaureate' in Languages, Mathematics and the Baccalaureate (London: The Nuffield Foundation), pp. 12-17
Related Keywords:
Communication, Economic, social and political dimension, Knowledge
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: 337
Our relationship with Europe needs more than English. Europe is emerging not only as a single market but also as a social and political forum in which English serves as a second language. There is a danger that European monolinguals will find themselves marginalised - unable to take a full part in the new institutions and opportunities in the economic, cultural and educational fields. For English monolinguals there is no single other language which will suffice: we need to explore the means of creating diversity of provision and language expertise in both the major and minor European languages
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Culture, Diversity, Economic, social and political dimension, Education Studies, Equality (equal opportunities), European Union (EU), Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Multilingualism, UK
Reason: 340
English alone will not sustain word-class excellence - operating successfully in a highly competitive world economy and maintaining world-class standards involve more than muddling through in the short term and include as a minimum the acquisition of the range of skills which our competitors offer. Given that so many people all over the world now speak, or are learning English, knowledge of English no longer confers an automatic advantage on the British workforce
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Business, Economic, social and political dimension, Employability, Global English, UK
Reason: 366
The languages deficit in the UK has become an urgent economic, social and political question
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:
Economic, social and political dimension, UK
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: 374
Many common vocabulary groups deal with the environment of the home and foreign countries and provide excellent opportunities for raising important contemporary issues. Consistent cross-references between the home and foreign countries can help learners to stand back from received opinions and come to a more balanced view of both cultures
Reference:
The Department of Education and Science; Welsh Office (1990) Modern Foreign Languages for Ages 11 to 16 (London: HMSO)
Related Keywords:
Economic, social and political dimension, Intercultural competence, Secondary sector
Reason: 387
What makes language learning essential to a child’s development and crucial to any young person’s personal and professional prospects lies first and foremost in what makes the world of today a place where political, economic and personal relations are ruled by global communication. Furthermore, plurilingualism and cultural diversity need to be safeguarded not only to protect individual identities but also to guarantee the opening of the mind to otherness
Reference:
Monsieur Daniel Bernard, S.E. l’Ambassadeur de France au Royaume-uni (record of the symposium, 'Why languages matter', held on 6 March 2002 (The English-Speaking Union, The Nuffield Foundation)
Related Keywords:
Communication, Diversity, Economic, social and political dimension, Employability, Globalisation, Identity, Intercultural competence, International relations, Multilingualism
Reason: 388
The UK is a member of the European Union and our economy is integrated into that of the other member states. There will be a high price to pay if we do not have the linguistic competence to play a full part
Reference:
Record of the symposium, 'Why languages matter', held on 6 March 2002 (The English-Speaking Union, The Nuffield Foundation)
Related Keywords:
Economic, social and political dimension, European Union (EU), UK
Reason: 413
In a few years time, when Europe, the USA and Canada are lesser and lesser economic players globally, as seems likely, even native-like English will not be a guarantee of advantage as there will be too many people who possess that qualification
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Economic, social and political dimension, Global English, Globalisation
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: 670
Learning a language means that you can read the foreign press which perhaps gives a different stance/viewpoint on world events
Reference:
language undergraduate
Related Keywords:
Critical thinking, Economic, social and political dimension, Information acquisition
Reason: 673
Learning another language gives you a wider understanding of world affairs
Reference:
language undergraduate
Related Keywords:
Economic, social and political dimension, Understanding

700 Reasons to study languages...