The importance of plurilingual and intercultural education for democratic culture E-Book

Collective

• Herausgeber: Council of Europe
• Kategorie: Geisteswissenschaft
• Sprache: Englisch
• Veröffentlichungsjahr: 2022

Seitenzahl: 59

Beschreibung

The efficient functioning of democracies depends on social inclusion and societal integration, and these in turn depend on an understanding of, respect for and engagement with linguistic and cultural diversity. The Council of Europe advocates plurilingual and intercultural education as a means of achieving these goals. Recommendation CM/Rec(2022)1 draws on previous Council of Europe documents to define the key concepts that underpin plurilingual and intercultural education and sets out a comprehensive list of measures that member states are invited to take. While acknowledging that full implementation of these measures is the work of many years, the Recommendation points out that much can be achieved in the short term within existing policy frameworks. Together with its explanatory memorandum, Recommendation CM/Rec(2022)1 is essential reading for policy makers, curriculum developers, teachers, teacher educators, textbook authors, examination agencies, parents’ organisations, educational associations and leaders of civil society.

Leseprobe

 

THE IMPORTANCE OF PLURILINGUAL

AND INTERCULTURAL EDUCATION

FOR DEMOCRATIC CULTURE

 

Recommendation CM/Rec(2022)1

adopted by the Committee of Ministers

of the Council of Europe

on 2 February 2022

and explanatory memorandum

 

Contents

Click here to see the whole table of contents, or go on the « Table of contents » option of your eReader.

Recommendation CM/Rec(2022)1

of the Committee of Ministers to member States on the importance of plurilingual and intercultural education for democratic culture

(Adopted by the Committee of Ministers on 2 February 2022 at the 1423rd meeting of the Ministers’Deputies)

Preamble

The Committee of Ministers, under the terms of Article 15.b of the Statute of the Council of Europe,

Considering that the aim of the Council of Europe is to achieve a greater unity between its member States and that this aim may be pursued in particular by the adoption of common action in the fields of education and culture;

Recalling that the essential mission of the Council of Europe is the promotion and protection of human rights, democracy and the rule of law;

Reaffirming the commitment of member States to ensure that every citizen has access to equitable and inclusive education and enjoys the right to education as enshrined in the Convention for the Protection of Human Rights and Fundamental Freedoms (ETS No. 5) and its protocols, and that this right shall be fully respected, protected and exercised;

Considering that the aim of the European Cultural Convention (ETS No. 18) is to develop mutual understanding among the peoples of Europe and reciprocal appreciation of their cultural diversity, to safeguard European culture, to promote national contributions to Europe’s common cultural heritage respecting the same fundamental values and to encourage in particular the study of the languages, history and civilisation of the parties to the convention;

Having regard to the obligations and commitments undertaken in conformity with other relevant international and European conventions, more specifically the revised European Social Charter (ETSNo. 163), the Framework Convention for the Protection of National Minorities (ETS No. 157), the European Charter for Regional or Minority Languages (ETS No. 148) and the United Nations Convention on the Rights of the Child;

Having regard to recommendations and resolutions that address issues in education in general, and more specifically issues in language education relevant to this recommendation:

Recommendation CM/Rec (2012) 13 of the Committee of Ministers to member States on ensuring quality education;

Recommendation CM/Rec (2014) 5 of the Committee of Ministers to member States on the importance of competences in the language (s) of schooling for equity and quality in education and for educational success;

Recommendation CM/Rec (2008) 7 of the Committee of Ministers to member States on the use of the Council of Europe’s Common European Framework of Reference for Languages (CEFR) and the promotion of plurilingualism;

Recommendation CM/Rec (2008) 4 of the Committee of Ministers to member States on strengthening the integration of children of migrants and of immigrant background;

Recommendation Rec (2005) 3 of the Committee of Ministers to member States on teaching neighbouring languages in border regions;

Resolution on the European Language Portfolio adopted at the 20th Session (2000) of the Standing Conference of the Ministers of Education of the Council of Europe;

Resolution Res (94) 10 on an enlarged Partial Agreement establishing the European Centre for Modern Languages;

Having regard also to other recommendations that are relevant to the promotion of plurilingual and intercultural education for democratic citizenship:

Recommendation CM/Rec (2019) 10 of the Committee of Ministers to member States on developing and promoting digital citizenship education;

Recommendation CM/Rec (2010) 7 of the Committee of Ministers to member States on the Council of Europe Charter on Education for Democratic Citizenship and Human Rights Education;

Recommendation CM/Rec (2007) 6 of the Committee of Ministers to member States on the public responsibility for higher education and research;

Bearing in mind the recommendations related to language education of the Parliamentary Assembly and the Congress of Local and Regional Authorities of the Council of Europe:

Parliamentary Assembly Recommendation 2143 (2018) on protecting and promoting sign languages in Europe, as well as the reply to this recommendation adopted by the Committee of Ministers;

Parliamentary Assembly Recommendation 1740 (2006) on the place of mother tongue in school education, as well as the reply to this recommendation adopted by the Committee of Ministers;

Parliamentary Assembly Recommendation 1539 (2001) on the European Year of Languages, as well as the reply to this recommendation adopted by the Committee of Ministers;

Congress of Local and Regional Authorities Recommendation 222 (2007) on language education in regional or minority languages;

Considering the related aims of the European Union, the Organization for Security and Co-operation in Europe (OSCE) and the United Nations:

the Council of the European Union Recommendation on a comprehensive approach to the teaching and learning of languages (2019/C 189/03);

the OSCEHigh Commissioner on National Minorities Ljubljana Guidelineson Integration of Diverse Societies (2012);

the United Nations Sustainable Development Goals (SDGs) 2030 and in particular SDG 4, which aims at ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all;

Having regard to other official declarations, conclusions, policy documents and survey findings relevant to the promotion of plurilingual and intercultural education for democratic citizenship:

the Political declaration on the education response to the COVID crisis endorsed by the Informal Conference of Ministers of Education organised under the Greek Chairmanship of the Committee of Ministers (2020) and its accompanying road map for action;

the 25th anniversary Declaration of the European Centre for Modern Languages of the Council of Europe (ECML), “Quality language education for a democratic, socially cohesive and peaceful Europe: nine ECML cornerstones”;

the conclusions of the 2010 Council of Europe IntergovernmentalLanguage Policy Forum “The right of learners to quality and equity in education –The role of linguistic and intercultural competences”;

the Council of Europe White Paper on Intercultural Dialogue “Livingtogether as equals in dignity” (2008);

the United Nations Educational, Scientific and Cultural Organization (UNESCO) “Survey of intercultural dialogue 2017: analysis of findings”(2017);

UNESCO’s Policy Paper 24 “If you don’t understand, how can you learn?” (2016);

Bearing in mind policy guidelines and frameworks that provide conceptual and practical support for plurilingual and intercultural education for democratic citizenship, in particular:

the Reference Framework of Competences for Democratic Culture (2018);

the Common European Framework of Reference for Languages: Learning,teaching, assessment (CEFR 2001) and the CEFR Companion volume (2020);

A Framework of Reference for Pluralistic Approaches to Languages and Cultures (2012);

From Linguistic Diversity to Plurilingual Education: Guide for theDevelopment of Language Education Policies in Europe (2007);

Recognising the cognitive, linguistic and societal benefits of learning a range of languages and the disadvantages for learners who have access to only one additional language;

Recognising that the preservation and promotion of Europe’s linguistic diversity are preconditions for the cohesion of European societies;

Reaffirming that linguistic and cultural diversity within a country reflects the vitality and richness of Europe’s culture;

Recognising that language is essential to understanding, assessing and formulating the arguments and opinions that are essential to democracy;

Recognising that quality language education plays a crucial role in developing the will and ability of individuals and societies to understand those whose backgrounds and views are different from their own;