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: 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: 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: 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: 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: 225
Multilingualism and 'linguistic flexibility' and the more 'provisional loyalties' that they necessarily engender are routes to both the preservation of identity as opposed to the nihilism represented by the events of September 11, and to the mutual intelligibility that will rescue us from that destruction at all its levels
Reference:
Davies, V. (2003) 'Tools of diplomacy: the language policy of the Foreign and Commonwealth Office and what it means for higher education' in Head, D. et al. Setting the Agenda for Languages in Higher Education (London: CILT), pp.43-59
Related Keywords:
Identity, International relations, Multilingualism
Reason: 316
Ultimately, to make sense of a community's identity, we need to look at its language
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Identity
Reason: 317
A language encapsulates its speakers’ history. It does this, most obviously, by expressing, through the grammar and lexicon of its texts, the events which form its past. Even the most casual glance at the reference section of any library conveys the extent to which people are reliant on written language for a full sense of their origins and development, as a nation
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Diversity, Historical dimension, Identity
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: 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: 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: 418
One of the cultural shocks of September 11 is, overwhelmingly that English is simply not enough. We cannot understand the world in English, much less search out intelligence, build ever larger coalitions of friends, and heal some of the long-standing wounds of the past. We need to be aware as never before of foreign languages and of the ways in which languages identify and represent their cultures
Reference:
Footitt, H. (2001) 'Lost for words' in the Guardian, Tuesday October 23 2001
Related Keywords:
Culture, Global English, Identity, International relations, National security, Understanding
Reason: 424
A key form of knowledge and understanding developed amongst students of languages and related studies is the ability to compare the view of the world from their own cultures with the view of the world from the languages and cultures they have acquired. The analytical skills they have developed can be used equally well in the study of their own culture and in particular in comparing, contrasting and mediating between the two (or more) societies with which they are familiar. The lived experience of time spent abroad as part of the curriculum further enhances the sense of self and others as products of particular language communities at particular moments in their respective histories
Reference:
Quality Assurance Agency for Higher Education (2002) Languages and Related Studies: Subject Benchmark Statements (Gloucester: QAA)
Related Keywords:
Academic skills, Culture, Experiential learning, HE (Higher Education sector), Identity, Intercultural competence, Related subjects, Residence abroad
Reason: 676
The year abroad {as part of a languages degree programme} has a powerful role in allowing language students to develop in the domains of the self and the world which in turn helps progression in the domain of reason, and feeds into their ability to engage critically with academic work
Reference:
Johnston, B., Myles, F., Mitchell, R., Ford, P. (2004) The Year Abroad: A Critical Moment. (Paper presented at Navigating the New Landscape for Languages, LLAS and CILT Conference, SOAS, University of London, 30 June - 1 July, 2004)
Related Keywords:
Academic skills, Critical thinking, HE (Higher Education sector), Identity, Personal and social development, Residence abroad
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...