Naslov
Multilingualism in the European Union

Autori
Filipan-Žignić, Blaženka ; Sobo, Katica ; Legac, Vladimir

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
1st Internationa Conference on Research and Education : Challenges Toward the Future (ICRAE 2013) / Bushati, Josef - Skadar, 2013

Skup
1st Internationa Conference on Research and Education : Challenges Toward the Future (ICRAE 2013)

Mjesto i datum
Skadar, Albanija, 24.05.2013. - 25.05.2013

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
multilingualism; EU documents; CEFR; the English language

Sažetak
Based on a comparative analysis, this paper aims to provide a review of the development of the idea of multilingualism in European documents between 1919 and 2010 by starting from the following hypotheses: H1 - Numerous documents of the European institutions emphasize the importance of multilingualism and multiculturalism ; H2 - All the languages in Europe have the same cultural value ; H3 - The policy of multilingualism is implemented in EU member states ; H4 - CEFR has a strong influence on the teaching of foreign languages in Europe ; H5 - Rise of multilingualism has been noticed in the 21st century. Based on the analysis, a diachronic review of the language policy in Europe is given. Research has shown that European documents continuously emphasize the importance of multilingualism (H1), but the formal will of the documents is not implemented in the actual communicative practice in many countries (H2). This is shown by a comparison of the language situation in many EU countries, where only one foreign language is taught, which is mainly English (H3). CEFR is applied in the majority of EU countries and has a great influence on the methodology of foreign language teaching (H4). Multilingualism is one of the basic factors of the European language policy in the 21st century, but at the same time the first doubts about its successful implementation have occurred (H5). The authors point out that linguistic diversity is not sufficiently reflected in European schools (95% of the foreign language instruction in EU countries is concentrated on only five language /English, German, French, Spanish and Russian / with a very dominant English language). Therefore it is necessary, that through better cooperation with all EU member states, linguistic and intercultural skills of all the individuals are developed and that they become aware of them, so that the final goal of the Council of Europe – plurilingualism can be achieved, i.e. communication of every individual in his or her mother tongue plus two more languages.

Izvorni jezik
Engleski

Znanstvena područja
Filologija

POVEZANOST RADA