International Conference on Minority and Regional Languages

[Harold F. Schiffman]

International Conference on 10-11 May

Conference Programme

Registration Form

Hotel and Travel information

The aim of the conference:

Presentation and in depth discussion of the Report Development of Minimum
Standards for Education in Regional or Minority Languages'. The study for
this report has been carried out by Mercator on behalf of the Provincial
Government of Frysln / Friesland. The initiative was taken by dr. Albertes
MULDER, member of the Executive of the provincial administration of Frysln
/ Friesland and special rapporteur for this project at the Congress of
Local and Regional Authorities (CLRAE) of the Council of Europe. The
report will be discussed during the spring session (29 March) and approved
at the plenary meeting of the CLRAE (end of May). The results of the
presentations and the outcomes of the discussions held at this conference
on various themes of this report will be used to make recommendations to
the CLRAE and the Committee of Experts of the European Charter for
Regional or Minority Languages.

By means of this conference the European Research Centre would like to
make contacts with relevant researchers, professional workers and
policymakers in the field of language acquisition and language learning.
The Centre would like to mobilise the expertise in this field and to
contribute to the transfer of research results to the day-to-day practice.
The presentations and discussions of this conference will focus on the
cross roads of research results, language policy developments and good
practices.

Thursday 10 May:

Language Policy & Research

Conference Theme:
Towards Common Goals & Minimum Standards in RML education

Input: The Development of Minimum Standards on Language Education in
Regional and Minority Languages. This report is presented to the Council
of Europe by the rapporteur dr. A.J. Mulder

Theme 1:
Common goals and minimum standards
Presentations of examples fitting to the level ii: substantial part / iii:
integral part of the curriculum (article 8 of the European Charter on
Regional or Minority Languages) with regard to the setting of core goals /
targets and the level of language command to be achieved in terms of the
CEFR by the end of primary schooling respectively by the end of obligatory
school attendance.

Expected outcomes:
Identification of wishes and needs regarding research concerning the
central themes of minimum standards in RML education.
Suggestions for the improvement of the various aspects; examples of
successful teaching models and exams.
Suggestions for research in terms of the European Language Barometer /
European Language Indicator


Theme 2:
Levels of ratification in practice
Various levels of ratification of article. 8 Education of the European
Charter for Regional and Minority Languages substantial part / integral
part) in relationship to:
- education models (time investment, continuity of teaching, teaching in
and teaching of the RMLs);
- quality of teachers; qualification of teachers training courses (initial
training, in service training);
- continuity of teaching and learning with particular attention to the
step (or: shed) between primary school and secondary education.;
- the application of the Common European Framework of Reference for
regional and minority languages (both: mother-tongue and second language
learning).

Expected outcomes:
Recommndations for the improvement of the continuity of teaching and
learning in practice.
Proposals for the applications of the Common European Framework of
Reference (CEFR) and the European Language Portfolio in multilingual
schooling.
Proposal for further research of the continuity of teaching and learning
with the emphasis on the step from primary to secondary schooling.
Suggestions for test-models independent of teaching materials used and to
be related to the CEFR.



Friday 11 May:
educational practice  the case of Friesland

Theme 3:
Language acquisition in a multilingual context (at home, at school, in the
peer group)
Ynput: Bernetaalntwikkeling
Wurkpleats ndersyk: Wat is it ferlet oan ndersyk foar taalferwerving (yn
thssitewaasje, yn skoallesitewaasje), bygelyks yn de foarm fan
streef-wurdlisten en toetsen foar pjutten (yn Frysk, yn Nederlnsk)?

Expected outcomes:
Suggestions for the educational practice: systematic approach and reading
practice (books, songs and verses) etc.
Suggestions for further research in terms of multilingual language
acquisition at home and at school.



Theme 4:
Education models and the curriculum in multilingual schools
Special emphasis on the early start of trilingual schooling (Netherlands:
group 5, age 8; Basque Country: age 15)
Models of bilingual / trilingual education and the expected results of
them.

Expected outcomes:
Recommendations for research on the development of language skills in a
multilingual setting.
Project proposal form common project of primary schools / secondary
schools with regard to continuity of teaching and learning for ILLP /
Comenius



Theme 5:
Integrated language policy at school
What does mean integrated language policy in educational practice?
Which need for research projects can be expressed for the improvement of
integrated language practice?
Input: Nota Boppeslach (2007-2010) and beyond.

Expected outcomes:
Suggestions for research projects in terms of the Nota Boppeslach
Suggestions for further development of the trilingual school (curriculum,
teaching of and teaching in three languages).





Venue: It Aljemint / Fryske Akademy,
Address: Doelestrjitte 2-4  Ljouwert / Leeuwarden ( Netherlands )

Registration Form

Hotel and travel information..

http://www.mercator-education.org/news/international-conference-on-10-11-may

***********************************************************************************

N.b.: Listing on the lgpolicy-list is merely intended as a service to its members
and implies neither approval, confirmation nor agreement by the owner or sponsor of
the list as to the veracity of a message's contents. Members who disagree with a
message are encouraged to post a rebuttal.

***********************************************************************************