Learning to Belong: School, Language, and Identity in North Schleswig in the 1980s

In a seminar in 1982 for “leading members” of the German minority in Nordschleswig, one of the statements which “crystallised” was that “the spiritual basis of the German minority is the declaration of allegiance to German-ness” (emphasis added) and, it was said in the seminar report, “The declaration must be clearly and self-confidently made visible vis à vis the surrounding society” . The need to review the contemporaneous situation behind closed doors perhaps betrays a fear that all was not well, that some people, mainly in the youngest generation, were losing interest in or commitment to their (social) identity as members of the minority, and needed to be encouraged to maintain their “German-ness”. One of my purposes here is to capture the experience and views of the young people about whose commitment there was some doubt and who were the carriers of identity and German-ness into the future. They were pupils in one of the minority’s schools and I shall show that schooling and language learning were crucial in facilitating the process of socialisation into and identification with the minority. My focus on schooling and schools is a consequence both of the visibility and strength of the minority’s school system in the life of the minority and of the scholarship which has demonstrated the power of schools in any society to create social identities, not least identification with a national or ethnic group, in this case the Norschleswiger

Politics, origins and futures of the CEFR

The CEFR was conceived as part of the Council of Europe’s project ‘Language Learning for European Citizenship’. The social and political context out of which this project grew has often been lost from view. This is perhaps due to the success of the CEFR not only within Europe but also worldwide. That success is largely due to the quality of the scaling of competences in the CEFR. The CEFR is used for planning and evaluating curricula, certifications, examinations, textbooks and so on. There is however little attention to the political context of its past and the possible scenarios of its future. Here I locate the CEFR in its political context and purpose, and analyse some of the ideas of its origins. Although time has passed, the contemporary socio-political situation in Europe is such that we should attend to the educational philosophy of the CEFR and consider how it and its companion volume, can be part of the response of language teaching to the demands of our time. Finally, I demonstrate how language teaching can take a proactive role in, and have a much closer relationship with, (active) citizenship and a European, internationalist education for citizenship

Languages, choice of languages, and other priorities in the Leathes Report to the British Government (1918)

The Leathes Report on the teaching of modern languages in Britain was commissioned by the British government and published in 1918 as part of planning for post-war educational change. It made recommendations on matters of policy, methodology, teaching force and the choice of languages to be offered to learners in schools and universities. This analysis focuses on the report’s recommendations concerning choice of language and then places this question in the broader context of education in post-war Europe and in Britain in particular. A key recommendation was the use of the term ‘modern studies’ instead of ‘modern languages’ to indicate that language study should be for a purpose, including the study of other countries, and not just a study for its own sake. This question is analysed in the context of the role of schools in creating nationalism. It might be expected that the effects of war would lead to a reduction in the emphasis given in schools to the development of nationalist sentiments and that modern language teaching might be seen as a key element. However although there were contemporary calls elsewhere in society for internationalism and a reduction of the emphasis on nationalism, there is no trace of this in the Leathes Report in general nor in the question of choices of languages in particular.Le Leathes Report sur l’enseignement des langues modernes en Grande Bretagne fut publié en 1918 comme élément de la planification de changements dans le système d’éducation après-guerre. Le Rapport fit des recommandations à propos de la politique des langues, de leur offre à l’école et à l’université, des objectifs et de la méthodologie de leur enseignement et de la formation des professeurs. L’analyse de l’article présent focalise sur les recommandations concernant le choix de langues pour placer ensuite cette question dans le contexte plus large de l’éducation en Europe, et en Grande Bretagne en particulier, dans la période après-guerre. Une recommandation clé était l’utilisation de l’expression ‘études modernes’, au lieu de ‘langues modernes’, pour indiquer que l’étude d’une langue devrait avoir un but, y compris le but d’étudier d’autres pays, et non pas simplement l’étude de la langue en soi. Cette question est analysée dans le contexte du rôle de l’école dans la création du nationalisme. On s’attendrait à ce que les effets de la guerre auraient mené à une réduction du poids accordé dans le système d’éducation au développement de sentiments nationalistes et que l’enseignement de langues en serait un élément clé. Pourtant, malgré des appels à l’internationalisme et à la réduction du nationalisme, on n’en trouve aucune trace dans le Leathes Report en général ni dans les réflexions sur le choix de langues en particulier

Languages, choice of languages, and other priorities in the Leathes Report to the British Government (1918)

The Leathes Report on the teaching of modern languages in Britain was commissioned by the British government and published in 1918 as part of planning for post-war educational change. It made recommendations on matters of policy, methodology, teaching force and the choice of languages to be offered to learners in schools and universities. This analysis focuses on the report’s recommendations concerning choice of language and then places this question in the broader context of education in post-war Europe and in Britain in particular. A key recommendation was the use of the term ‘modern studies’ instead of ‘modern languages’ to indicate that language study should be for a purpose, including the study of other countries, and not just a study for its own sake. This question is analysed in the context of the role of schools in creating nationalism. It might be expected that the effects of war would lead to a reduction in the emphasis given in schools to the development of nationalist sentiments and that modern language teaching might be seen as a key element. However although there were contemporary calls elsewhere in society for internationalism and a reduction of the emphasis on nationalism, there is no trace of this in the Leathes Report in general nor in the question of choices of languages in particular.Le Leathes Report sur l’enseignement des langues modernes en Grande Bretagne fut publié en 1918 comme élément de la planification de changements dans le système d’éducation après-guerre. Le Rapport fit des recommandations à propos de la politique des langues, de leur offre à l’école et à l’université, des objectifs et de la méthodologie de leur enseignement et de la formation des professeurs. L’analyse de l’article présent focalise sur les recommandations concernant le choix de langues pour placer ensuite cette question dans le contexte plus large de l’éducation en Europe, et en Grande Bretagne en particulier, dans la période après-guerre. Une recommandation clé était l’utilisation de l’expression ‘études modernes’, au lieu de ‘langues modernes’, pour indiquer que l’étude d’une langue devrait avoir un but, y compris le but d’étudier d’autres pays, et non pas simplement l’étude de la langue en soi. Cette question est analysée dans le contexte du rôle de l’école dans la création du nationalisme. On s’attendrait à ce que les effets de la guerre auraient mené à une réduction du poids accordé dans le système d’éducation au développement de sentiments nationalistes et que l’enseignement de langues en serait un élément clé. Pourtant, malgré des appels à l’internationalisme et à la réduction du nationalisme, on n’en trouve aucune trace dans le Leathes Report en général ni dans les réflexions sur le choix de langues en particulier

Culture and language in second and foreign language teaching

I will try to do three things in this paper: - to begin what I consider to be the necessary development of a theory of cultural learning for language teachers - whether involved in second or foreign language teaching. - to demonstrate how research and theory in second language or bilingual/bi-cultural situations can be usefully linked with foreign language teaching in schools. - to suggest that cultural learning must become a more explicit and structured part of foreign language teaching if it is to have the positive effects on pupils' attitudes and perceptions which are vital in any society which wishes to belong to the international community

Novels of Tom Kristensen

The dissertation consists of five chapters. The first contains a brief introduction to Tom Kristensen as a central cultural figure in Denmark in the decade 1920 to 1930. It also contains an explanation of the point of view and method used in the later chapters. It is explained that Kristensen’s novels aimed to communicate with the public and that, given this kind of work, it is useful to place it in a "literary communication paradigm" adapted from the analysis of ordinary communication. The paradigm helps to relate the work to the society and culture within which it was written, which in turn help us to a fuller understanding of the work’s meaning and significance. The emphasis is therefore very much on the work, but the method leads to accounts of the ideas and emotions of a particular section of Danish society. Such accounts go no further than the requirements for the interpretation of the novels, but they show how the novels lead into and clarify aspects of social, political and cultural life otherwise hidden. It is suggested that Kristensen first used art as a means of exploring and simultaneously sheltering from the crises and brutality experienced throughout Europe in the immediate post-1918 period, (in Livets Arabesk, 1921). Kristensen’s "use" of his art is compared with contemporary attitudes and beliefs about the artist’s social situation and purpose, and Kristensen is related to the contemporary scene. The contextualisation of the second novel (En Anden, 1923) serves above all to relate its epistemological content to an important debate running through contemporary philosophical and critical discussion. The analysis serves to draw out the authorial attitudes and these are given a particular political significance in the described context. The chapter on Hærværk attempts to show how Kristensen’s critical and artistic attitudes change in the mid-1920’s and how these indicate a change in political alignment. The analysis of the novel itself describes the formal and content patterns in the text and brings these together in a total interpretation of meaning. The account of the novel’s context then allows us to assign political significance to the meaning. The final chapter begins with an account of the conceptual and emotional development and change from novel to novel culminating in the "classic of modern Danish literature", Hærværk. As such this chapter makes explicit the links between the preceding three. It also, finally, returns to a point raised in the introductory chapter, the discussion of Tom Kristensen as a typical figure of the post-war decade. A distinction is drawn between a "typical" figure which Kristensen is not, and a "representative" figure which he is. The limitations of his work are then accounted for in terms of his representativeness

Developing intercultural competence by teaching literature : principles and practice from a case-study in two Algerian universities

This study investigates the use of literary texts for intercultural learning using a Master course of English as a foreign language in Algeria as an empirical example. We first define essential concepts that guided this course -'culture', 'language-culture nexus' and 'intercultural competence' - before we explain the socio-linguistic and socio-cultural context in Algeria, as it is the foundation of the choice of literary texts. The empirical study was an action research project that took place in two universities. We explain the research methodology and teaching methodology in which lessons were planned on the basis of Byram's model (1997) of intercultural communicative competence. Inthe analysis we draw on the existing literature and extracts from the students' discussions and worksheets to argue for the significance of using literary texts in encouraging 'aesthetic reading' leading to empathetic responses that were significant in developing intercultural communicative competence. Finally, we provide recommendations in terms of theory and practice for teachers and syllabus designers who intend to use literary texts for intercultural learning.En este artículo se analiza la utilización de textos literarios para el aprendizaje intercultural partiendo de un curso de Máster de inglés lengua extranjera en Argelia como ejemplo empírico. En primer lugar, se definen los conceptos esenciales que sirvieron de guía en dicho curso - "cultura", "nexo entre lengua y cultura" y "competencia intercultural" - antes de exponer el contexto sociolingüístico y sociocultural de Argelia, que fundamentó la selección de los textos literarios. El trabajo empírico se enmarca en un proyecto de acción-investigación realizado en dos universidades. Se presenta la metodología de dicha investigación así como la metodología didáctica aplicada, basada en el modelo de competencia comunicativa intercultural propuesto por Byram (1997). El análisis se apoya en la literatura existente y en extractos de debates y actividades realizados por los alumnos para demostrar la importancia del empleo de textos literarios que promuevan una "lectura estética" que facilite respuestas empáticas que favorezcan a su vez el desarrollo de la competencia comunicativa intercultural. Finalmente, ofrecemos recomendaciones tanto en lo que atañe a la teoría como a la práctica a profesores y programadores de cursos que pretendan emplear textos literarios para el aprendizaje intercultural.Cette contribution présente une recherche sur l'utilisation de textes littéraires pour l'apprentissage interculturel à partir de l'exemple empirique d'un cours de Master d'anglais langue étrangère en Algérie. Nous définissons en premier lieu les concepts essentiels adoptés pour ce cours : "culture", "lien entre langue et culture" et "compétence interculturelle". Est présenté ensuite le contexte sociolinguistique et socioculturel à partir duquel a été effectué le choix des textes littéraires. L'étude empirique est un projet d'action-recherche mené dans deux universités. Nous présentons la méthodologie de la recherche et la méthodologie didactique suivie, conçue sur le modèle de compétence communicative interculturelle proposé par Byram (1997). L'analyse prend pour référence à cet égard la littérature existante ainsi que des extraits de débats et d'activités réalisés par les étudiants qui prônent l'importance de l'emploi de textes littéraires qui encouragent la "lecture esthétique" afin de susciter des réponses empathiques favorisant le développement de la compétence communicative interculturelle. Finalement, nous formulons des recommandations concernant la théorie et la pratique destinées aux enseignants et aux concepteurs de programmes d'études désireux d'employer des textes littéraires pour l'apprentissage interculturel

A curriculum for action in the community and intercultural citizenship in higher education

The purpose of the project described here is to demonstrate how the introduction of subject matter and principles from citizenship education into foreign language education combines objectives from both in order to give meaning to language education on the one hand and extend citizenship education beyond a focus on the local and the national on the other. In doing so, the educational aims of foreign language teaching – as well as its instrumental purposes – can be met and the scope of citizenship education is extended to include intercultural citizenship. The project was located in Higher Education in Argentina, where 76 students were learning English, and in Britain, where 23 students were learning Spanish. It focused on human rights violations during the football World Cup that took place in Argentina in 1978 during a period of military dictatorship and it was carried out in 2013 during a fourth-month period. Data were collected then and comprise documentary data (posters, PowerPoints, videos, etc.) and conversational data (online communication between the Argentinian and British students using Skype). This article describes the processes of the project and the ways in which students reacted, particularly the Argentinian students who felt personally involved, and demonstrates how the combination of language and citizenship education, when given the additional viewpoint of an insider and outsider perspective, leads to significant developments in learners’ lives: an identification with a transnational group and perspective, and a willingness to become directly and critically involved in action in the community.Facultad de Humanidades y Ciencias de la Educació

Channelling discomfort through the arts: A Covid-19 case study through an intercultural telecollaboration project

In this article we argue, in the context of the current dominance of the performative and instrumental drives characterizing the accountable university, that language and intercultural communication education in universities should also be humanistic, addressing ‘discomforting themes’ to sensitize students to issues of human suffering and engage them in constructive and creative responses to that suffering. We suggest that arts-based methods can be used and illustrate this with an intercultural telecollaboration project created in response to the Covid-19 pandemic of 2020. In this way language and intercultural communication education can become a site of personal and social transformation albeit modest and piecemeal as part of a longer process. Through arts-based methodologies and pedagogies of discomfort, Argentinian and US undergraduates explored how the theme of the Covid-19 crisis has been expressed artistically in their countries, and then communicated online, using English as their lingua franca, to design in mixed international groups artistic multimodal creations collaboratively to channel their suffering and trauma associated with the pandemic. This article analyses and evaluates the project. Data comprise the students’ artistic multimodal creations, their written statements describing their creations, and pre and post online surveys. Our findings indicate that students began a process of transformation of disturbing affective responses by creating artwork and engaging in therapeutic social and civic participation transnationally, sharing their artistic creations using social media. We highlight the powerful humanistic role of education involving artistic expression, movement, performativity, and community engagement in order to channel discomforting feelings productively at personal and social levels