Language in all subjects: the Council of Europe’s perspective
-
Jean-Claude Beacco
Abstract
The Language Policy Unit of the Council of Europe has been engaged in language planning for quite some time now. If, in the past, the unit’s work was mainly focused on multilingualism – benchmarking, description and assessment – as in the development of the Common European Framework of Reference for Language (CEFR), it has recently taken on the task of developing proficiency descriptors for school subjects. Its aim is to contribute to the debate on the language deficit in many European education systems -in accordance with the Recommendation CM/Rec(2014)5 of the Committee of Ministers to the member states on the importance of competences in the language(s) of schooling for equity and quality in education and for educational success. This paper addresses the rationales, procedures and major concerns of the Language Policy Unit when creating an ideology of language(s) of schooling and developing tools for their study as a new paradigm in Europe, as well as describing the initiatives implemented to date: to find a common ground among different national traditions in discourse studies; to explore how subject teachers can interpret their courses in linguistic terms; to map subject genres for curriculum innovation; and to outline a discursive evolution that is coherent in all school subjects.
Note
This paper will often be based on existing studies commissioned by the Council of Europe, which the author of this paper has co-authored and which he intends to present here.
References
Benveniste E. (1966 et 1974).Problèmes de linguistique générale. Paris : Gallimard.Search in Google Scholar
Beacco J.-C (1992). Les genres textuels dans l'analyse du discours: écriture légitime et communautés translangagières. Langages 105, 8–27.10.3406/lgge.1992.1621Search in Google Scholar
Beacco J.-C. & Byram M. (2007). De la diversité linguistique à l'éducation plurilingue. Guide pour l’élaboration des politiques linguistiques éducatives en Europe. Strasbourg : Conseil de l’Europe. Search in Google Scholar
Beacco J.-C., Coste D., van de Ven P.-H. & Vollmer H. (2010). Langue et matières scolaires. Dimensions linguistiques de la construction des connaissances dans les curriculums. Strasbourg : Conseil de l’Europe.Search in Google Scholar
Beacco J.-C., Goullier F., Fleming M., Thürman E. & Vollmer H. (2016). Les dimensions linguistiques de toutes les matières scolaires. Strasbourg : Conseil de l’Europe.10.3917/europ.beac.2016.01Search in Google Scholar
Bouquet S. (dir.) (2004). Les genres de la parole. Langages 153.Search in Google Scholar
Bullock, A. (1975). The Bullock Report. A language for life. London: Her Majesty's Stationary Office.Search in Google Scholar
Charaudeau P. (1992). Grammaire du sens et de l’expression. Paris : Hachette.Search in Google Scholar
Charaudeau P., & Maingueneau D. (2002). Dictionnaire d'analyse du discours. Paris : Seuil.Search in Google Scholar
[Collectif INRP] (1983). Eveil scientifique et modes de communication. Institut national de la recherche pédagogique (INRP), Recherches pédagogiques, 117.Search in Google Scholar
Conseil de l’Europe (2001). Cadre européen commun de référence pour les langues. Apprendre, enseigner évaluer. Strasbourg : Conseil de l’Europe.Search in Google Scholar
Coste D., Courtillon J., Ferenczi V., Martins-Baltar M., Papo E. & Roulet E. (1976). Un niveau-seuil. Strasbourg : Conseil de l’Europe et Paris : HatierSearch in Google Scholar
Cummins J. (1979): “Linguistic interdependence and the educational development of bilingual children”, Review of Educational Research 49, p. 222–251. Search in Google Scholar
Cummins J. (2008). BICS and CALP: Empirical and Theoretical Status of the Distinction. In: Street B. & Hornberger N. H. (eds.). Encyclopedia of Language and Education, 2nd Edition, Volume 2: Literacy. New York: Springer Science + Business Media LLC.p. 71–83. 10.1007/978-0-387-30424-3_36Search in Google Scholar
Gadet F. (2003). La variation sociale en français. Paris : OphrysSearch in Google Scholar
Halliday M. A.K. (1974 ;traduction française). La base fonctionnelle du langage. In : Langages 34. p. 54–73.10.3406/lgge.1974.2259Search in Google Scholar
Hymes D. (1967). Models of the interaction of language and social setting. Journal of social issues, 23(2), p. 8–28.10.1111/j.1540-4560.1967.tb00572.xSearch in Google Scholar
Kostopoulou (2014). A corpus based Analysis of the Lexica, Demands that Irish Post-primary Textbooks Make on Immigrant Students IN : Little D., Leung C. & Van Avermaet P. (eds). Managing Diversity in Education. Languages, Policies, Pedagogies. Bristol : Multilingual Matters. p. 147- 16-.Maingueneau D. (1992). Le tour ethnolinguistique de l'analyse du discours. Langages 105. p.114–125.Search in Google Scholar
Pêcheux M. (1969). Analyse automatique du discours. Paris : Dunod.Search in Google Scholar
Schleppegrell M. J. (2004). The language of schooling: A functional linguistics perspective. Oxon : Routledge.10.4324/9781410610317Search in Google Scholar
Schleppegrell, M. J. (2015). Teaching the languages of schooling for equity and quality in education.Address to the Council of Europe Intergovernmental conference on The language dimension in all subjects: Equity and quality in education. Strasbourg, 14–15 October 2015 http://www.coe.int/t/dg4/linguistic/Source/LE_texts_Source/LE%202015/Schleppegrell%20Teaching%20the%20languages%20of%20schooling.pdfSearch in Google Scholar
Swales, J (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.Search in Google Scholar
Zuin E. (2015). Le basi scientifiche e methodologiche di LES (Leggere e scrivere matematica, fisica e scienze). In Zuin E. (ed.). Leggere e scrivere matematica, fisica e scienze. Mori : IPRASE Trento. p. 11–16.Search in Google Scholar
© 2017 Walter de Gruyter GmbH, Berlin/Boston
Articles in the same Issue
- Frontmatter
- Languages of Schooling: Explorations into Disciplinary Literacies: an Introduction
- Language in all subjects: the Council of Europe’s perspective
- Languages of schooling in European policymaking: present state and future outcomes
- Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development
- Teachers’ perceptions on the changing role of language in the curriculum
- Negotiating language across disciplines in pre-service teacher collaboration
- Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing
- Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre
- On AILA Europe
- GALA: The Greek Applied Linguistics Association
- Research Projects for Europe
- Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
Articles in the same Issue
- Frontmatter
- Languages of Schooling: Explorations into Disciplinary Literacies: an Introduction
- Language in all subjects: the Council of Europe’s perspective
- Languages of schooling in European policymaking: present state and future outcomes
- Pluriliteracies Teaching for Learning: conceptualizing progression for deeper learning in literacies development
- Teachers’ perceptions on the changing role of language in the curriculum
- Negotiating language across disciplines in pre-service teacher collaboration
- Improving writing in social studies through professional development: Effects on teachers’ beliefs, classroom practice and students’ writing
- Learning to meet language demands in multi-step mathematical argumentations: Design research on a subject-specific genre
- On AILA Europe
- GALA: The Greek Applied Linguistics Association
- Research Projects for Europe
- Multilingual Development: A Longitudinal Perspective – Mehrsprachigkeitsentwicklung im Zeitverlauf (MEZ)
