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Parte Prima
Verso la scuola di domani
www.
edises
.it
of
cultural diversity
and an interest and curiosity in languages and
intercultural
communication
”.
In January 2007, the Commissioner Leonard Orban was appointed to boost
multilingualism in Member States, especially in workplaces, in view of the
European Year of Multicultural Dialogue (2008).
A public consultation promoted by the European Commission took place with
the aim of gathering opinions from European citizens on linguistic policies.
The results of this research came together in a new Communication published
in September 2008 entitled:
“Multilingualism: an asset for Europe and a shared
commitment”
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.
Language diffusion became the European States’ shared and
unavoidable task, with the intention of strenghthening citizens’ opportunities
in life by facilitating access to services and rights and increasing mobility
through a better intercultural dialogue. In particular, the Communication
confirmed that
“Europe’s linguistic diversity constitutes a major linguistic asset and it
would be wrong for the European Union to restrict itself to a single main language”
and
it referred to
“the importance of promoting and supporting the development of
innovative
pedagogical models
and approaches for language teaching in order to encourage the
acquisition of language skills and to raise awareness and motivation among citizens”.
European states needed to raise citizens’ awareness of the value and
opportunities presented by linguistic diversity within the European Union and
encourage the removal of barriers to intercultural dialogue.
Referring to lifelong learning, the Communication stressed how students of the
education and training system
“should have access to
practice-oriented
language
provision, tailor-made to their occupation and relevant to their future employment”.
In the “
Europe strategy 2020”,
adopted by the EU after the European Council
Summit 17 June 2010, the focus is placed on informal learning, inclusive work
strategy, active participation of society, capillary diffusion of mobility in the
European market, transformation within the next ten years of young people’s
entrepreneurial skills, and finally an economy with a “
smart, sustainable and
inclusive growth”.
In particular, the
“Council conclusions on the role of education and
training in the implementation of the ‘Europe 2020’ strategy”
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intended to afford
young people
“opportunities for voluntary activities, self-employment and working
and learning abroad”.
1.2
Common European Framework of Reference for
Languages
As previously stated the CEFR is an important document for foreign language
teachers. It is the starting point for the teacher planning a programme and the
point of reference for assessment and self-assessment of the learning process.
It is a truly European basis which provides uniform criteria for foreign language
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CM/Rec (2008) 566 September 18, 2008.
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(2011/C 70/01) March 4, 2011.