Ministero della Pubblica Istruzione
Ufficio Scolastico Regionale per la Lombardia
Direzione Generale Affari Internazionali per l’Istruzione
Language Education
Policy Profile e l’esperienza in
Lombardia
Imperia, 3 aprile 2008
Gisella Langé
Imperia, 3 Aprile 2008
Gisella Langé
1
Lombardy Language Education Policy Profile:
SUPPORT GIVEN BY
THE GENERAL DIRECTORATE OF INTERNATIONAL
RELATIONS
Università agli Studi di Milano
Antonio Giunta La Spada, D G Affari Internazionali – MIU
Milano, 14 Febbraio 2006
Language Education Policy Profile
a self-evaluation of our policies: an opportunity
offered by the Council of Europe to Authorities
Not an external evaluation
Council of Europe Experts = catalysts
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Gisella Langé
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Council of Europe Experts’ team
Jean Claude Béacco
Michael Byram
Paul Caffrey
Hartmut Ebke
Philia Thalgott
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Phases:
Oct 2004: preparatory visit
April 2005: interviews
November 2005: reports
February 2006: roundtable
September 2006: profile
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Why did we do it?…
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Language policy…
… a tool to manage language
behavior and practice
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Language Education Policy Profile
 Reflection on current situation & possible future
developments in language education of all kinds
 Dialogue between Council of Europe, Authorities & Civil
society > Forum
 Promotion of plurilingualism and of a diversification of
languages on offer
 13 applications < 2002: Lombardy 1st Region
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Scope of Lombardy Profile
• Importance of policy analysis at a time of
change
• Awareness raising on specific issues incl.
promotion of plurilingualism
Diversification of the range of languages
• Process supported by national authorities
Possible contribution of the Profile to a policy
debate at national
level ?
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What we did…
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The Profile: Process
• Prepatory meeting (October 2004)
• Elaboration of the Regional Report (Feb 2005)
• Study Visit of the Council of Europe Team
(25-29 April 2005) with interviews
• Production of Experts’ Report and discussion in
Strasbourg (Sept. 2005)
• Round Table: February 2006 in Milan
• Elaboration of the Profile
• October 2006: Publication & Official Launch
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– > Dissemination of the Profile & Regional Report
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Feb 2005 Round Table: Objectives
• Open debate
 Experts analytic Report = stimulus
 Council of Europe team = international perspective
• Discussion on specific issues
• Take stock of reactions & feedback
• Profile supplied by results of discussions
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Politicians
Administrators
Parents
Journalists
Publishers
Language Education Policy Profile
University
Professors
Inspectors
Headmasters
Teachers
Trainers
Cultural Agencies
Associations
Trade Unions
Results…
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Product n. 1
Regional Report
Feb 2005
http://www.coe.int/t/dg4/linguistic/Source/Lombardyre
gional%20report_EN.pdf
Product n. 2
Experts’ Report
Dec 2005
Product n. 3
Profile
Aug 2006
Version française
Product n. 4
English version
http://www.coe.int/t/dg4/linguistic/Source/Lombardy_Profile_FR.doc
http://www.coe.int/t/dg4/linguistic/Source/Lombardy_%20Profile_EN.doc
Product n. 5
Sept 2006
www.progettolingue.net
October 2006
Launch
Key words
holistic/global approach
coherence
plurilingualism
qualitative improvement
materials and curriculum development projects
indicators
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Being realistic and holistic
• ‘Mastery’ is impossible – even in L1
• Using the CEFR to set realistic targets (and
assess success)
• Holistic view of plurilingualism means holistic
view of education for plurilingualism:
– “Not distinct competences but composite competence
on which user may draw”
– “language learning curriculum” (all languages in
different ways at different stages throughout
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schooling – and beyond)
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Actions
• Policies and curricula linked to contexts:
– Schools in context – significance of school
principals
– Learners and their ‘language history’
• For region: regional council/centre – policy
and curricula for region (regional devolution)
• For (groups of) schools – policy and curricula
for context and for learners (school
autonomy)
• For learners – Imperia,
planning
for own learning
3 Aprile 2008
Gisella Langé
(learner autonomy)
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Specific measures (Part 4 of Profile)
• Re-consider English:
– “as global English makes the transition from ‘foreign
language’ to basic skill’, it seems to generate an even
greater need for other languages” Graddol, 2006:
English Next.
•
•
•
•
consider regional measures: council/centre
Train teachers for ‘education for plurilingualism’
Plan school curricula for plurilingualism
Develop quality assurance and confidence in
public qualifications
• Include Italian (and
varieties)
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3 Aprile 2008 in education for
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plurilingualism
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Concrete measures to propose...
 Dissemination of reference document
Language Education Policy Profile –
Lombardy
 Objectives: cf. promotion of plurilingual
competence; quality in language teaching
 Methods: cf. flexibility in language provision;
plurilingual education
 Strategies: cf. pilot project for development
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and implementation
of
language policy
Gisella
Langé
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A THINK TANK
A group of experts and
stakeholders working on
languages
A Regional Council???
A Regional Centre???
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Final points:
YOU CAN‘T HAVE INNOVATIVE
PRACTICE WITHOUT
INNOVATIVE POLICIES
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YOU CANNOT HAVE
INNOVATIVE PRACTICE
ON A LARGE SCALE
UNLESS YOU INVOLVE
ALL STAKEHOLDERS
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IT CERTAINLY HELPS IF
YOU CAN INFLUENCE
POLICY DEVELOPMENT AT
NATIONAL LEVEL...
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