CITIZED How does learning a modern language help promote

CITIZED
How does learning a modern language help promote
citizenship education?
The languages most frequently taught in schools now are French, Spanish and German. We
do not learn and teach languages simply so that pupils are able to converse when they go to
the country: language learning is far more than that. It is through learning a foreign language
that we grow in our ability to understand our own language and culture, and for many pupils it is
the first, and possibly only, opportunity to explore the world through the eyes and ears of
another. It is also a time when pupils recognise that they might even be that “other”. The very
fact of approaching another language and culture shows that we recognise the diversity in the
world - and in our own community – and are entering into that diversity. Pupils learn to develop
a degree of tolerance of and interest in those around them. Learning a language is being a
citizen both of the country of origin and of the new country, as pupils get to grips with the
traditions, religious celebrations, school and work life (amongst other topics) in other countries.
Pupils are actively using and developing those skills which are so important for active
citizenship.
1.
Communication
The language classroom is very different to that of other “arts” subjects. For a start pupils have
to listen very carefully and talk very slowly! Before they are even able to give their point of view
they have to open up to and absorb the language of another culture. And then, once they do
have language at their disposal they can begin the task of communication.
At its elementary stages this involves being competent in getting around the host country:
asking for directions; understanding a menu; inviting a friend out; purchasing a train ticket, for
example. By the time pupils reach GCSE, however, they should be able to communicate
confidently on topics such as work experience, advantages and disadvantages of the work and
the availability of suitable work. So pupils are gaining confidence in formulating an opinion in a
foreign language on an issue which is relevant to their life as a young citizen:
Oral questions for GCSE German on the world of work:
Welche Arbeitsgelegenheiten git es in deiner Gegend?
Hast du einen Job?
Was sind die Vorteile und Nachteile von deinem Job?
Was sind deine Berufspläne?
2.
Enquiry
An important skill pupils are expected to develop in the AQA
Citizenship course is enquiry. From GCSE level, language students
read news articles of increasing difficulty and are expected to use
their knowledge of the target language country to respond to these.
Pupils also listen to news articles and respond to questions based on
these. In these tasks pupils are learning how to engage with a journalistic text set in an
unfamiliar context. Doing this in a foreign language serves pupils well in performing similar
tasks in their native tongue. At Key Stage 5 students are expected to engage more critically,
formulating opinions on texts and understanding how the media can present the same issue in
very different ways.
3.
Expressing opinions formally
Through language learning pupils reach a point where they are able to engage in a debate
which could be as elementary as discussing their opinions on school or family life, but at the
higher end will cover issues such as race, poverty and ecological problems. Students have to
have a variety of tools at their disposal to engage with others in this way. At higher level
French GCSE, for example, students would be expected to use some of the following phrases:
À mon avis… - in my opinion…
Je pense que… - I think that….
d’une part….d’autre part… - on the one hand…on the other hand…..
Certains disent que… - Some people say that…
And at AS Level this would be taken further with pupils forming coherent arguments on issues
and presenting to the class. By A2 level pupils should be able to debate confidently on issues,
many of which are related to citizenship (see below).
4.
Engaging with diversity
In studying another culture pupils learn the importance of accepting different countries’
traditions and the variety of ways of dealing with the same issue or problem. They learn that it
is not only the language which is different, but also the education system, the legal ages at
which adolescents gain certain rights and the role of the state. Students are expected in
languages GCSE to discuss topics with regard to their own lifestyle and that of others including
communities where French is spoken. As with Spanish pupils are taken beyond the borders of
Europe and are invited to see the global nature of the target language and the variety of
cultures which share that language.
Below is the text of a question taken from the AQA June 2008 French Higher GCSE reading
paper: It is a very interesting text written by a young French student about his holiday in
Morocco. He mentions the fact that it was a former French colony, and he talks about the
French influence on the country, the language, the transport system and the cuisine. He even
comments on the difference in attitudes to work:
En février j‛ai fait le tour du Maroc avec ma famille.. …. Les routes étaient
assez bonnes, mais parfois difficiles dans les montagnes. Les autoroutes
françaises sont, cependant, meilleures.
Le Maroc était une colonie française jusqu‛en 1956 et l‛influence se
voit partout, dans les rues des nouveaux quartiers de chaque ville, par
exemple, et parce qu‛on parle français aussi bien qu‛arabe. A mon avis la
nourriture française est plus variée. … je préfère manger
chez nous. J‛ai aimé les monuments historiques et religieux, mais ils sont tous
un peu pareils. J‛aime mieux les châteaux et les anciens sites de la
France. …..Notre guide était amical mais un peu paresseux. Il était souvent
en retard. En France, il aurait perdu son poste de guide!
So by the end of the languages GCSE course pupils are engaging with texts which have an
analytical and comparative nature, almost exclusively set in a another culture and encourage
pupils to look at that difference with an open mind. Pupils are able to express opinions
confidently on their own and another culture and are able to engage in dialogue about
relationships, environmental concerns and the world of work.
5.
AS/A2 Level
It is at Key Stage 5 in languages that pupils are tackling issues of national and European
citizenship, asylum and immigration, inequality in wealth and environmental problems in depth.
The following material can be used in an AS or A2 language lesson and is designed to get
pupils to think about European identity and use their skills of communication and enquiry to
learn more about the EU and the rights and responsibilities associated with membership:
L’EUROPE
Êtes-vous citoyen européen?
C'est quoi être citoyen européen ? Depuis 15 ans, les
citoyens des pays membres de l'Union européenne sont
aussi citoyens européens. Cela leur confère un certain nombre de droits, comme
la liberté de circulation dans l'UE et le droit de vote aux élections européennes.
Comme citoyen on a le droit de séjourner, s'installer, travailler et étudier dans les
autres Etats membres de l'Union. On a le droit de non-discrimination en raison
de la nationalité.
Pour autant, se sentent-ils vraiment citoyens de l'Union européenne ? Des
millions d'Européens vivent au quotidien leur citoyenneté européenne, en
étudiant, travaillant ou résidant dans un Etat de l'UE où ils ne sont pas nés : la
liberté de circulation reste l'un des piliers de la citoyenneté européenne.
L'Union européenne agit dans de nombreux domaines
de la vie sociale : éducation et jeunesse, santé, sport.
L'exemple le plus symbolique et le plus souvent cité
reste le programme Erasmus, dont 1 million et demi
de jeunes Européens ont déjà bénéficié.
Erasmus finance les échanges entre les
universités. Les étudiants passent une
période de 9- 12 mois dans un autre pays
européen pour mieux comprendre la
culture et la langue...c’est une aventure
européen! D'où vient ce nom ? Le
programme Erasmus tire son nom du
savant néerlandais Erasme qui traversa
l'Europe au XVe siècle mû par une grande
soif de connaissance. Il a aussi milité
pour la paix en Europe.
L'Europe, c'est aussi une diversité de cultures que
l'Union cherche à promouvoir, tout en mettant en
valeur l'héritage culturel commun partagé par tous ses
citoyens. L’UE vise à faciliter l'accès du citoyen européen à la culture (danse,
opéra, peinture, sculpture, photographie, architecture, patrimoine immobilier),
soutenir les échanges culturels non commerciaux, promouvoir la diversité
culturelle des pays de l'Union et contribuer au rayonnement de la culture
européenne dans le monde.
AVEZ-VOUS COMPRIS ?
A
Trouvez dans le texte le(s) mot(s) français pour :
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
B
citizen
to impart/confer
in their daily lives
freedom of movement
most quoted
to promote
to emphsasise
to aim to
architectural heritage
influence
Answer the following questions in English using the text above:
1.
2.
3.
4.
What rights does a European citizen have ?
How do many European citizens live out their citizenship on a daily
basis ?
What is the Erasmus programme and how did it get its name ?
In which areas of culture is the EU trying to increase access ?
Qui est citoyen européen ?
Un citoyen de l’UE est toute personne
ayant la nationalité d'un État membre. La
citoyenneté de l'Union complète la
citoyenneté nationale mais ne la remplace
pas.
Recherche!
1.
Faites des recherches sur l’internet pour trouver les 27 États
membres de l’Union européene.
2.
Qu’est – ce qu’un pays doit faire pour devenir membre de l’UE ?
Écrivez vos réponses en français.
C
Pour discuter (These questions ask pupils to consider their own
status as European citizens and the advantages and disadvantages this
brings).
1. Quelle est votre conception de la citoyenneté européenne ?
2. Vous sentez vous davantage anglais ou européen ?
3. Qu'est ce qui vous rapproche des autres Européens ?
4. Quels sont les avantages et les inconvénients pour un pays d’être
membre de l’Union européen ?
Stretch & Challenge
Les français s’expriment !
Read these opinions of French citizens about the European Union. For
each one, summarise what they consider to be the advantages
/disadvantages of EU membership.
Aurélie, 25 ans, de Reims
Nos agriculteurs sont ceux qui gagnent le plus d'argent de l'Europe. En vérité, ce
que nous payons à l'Europe, l'Europe nous en reverse une grande part pour
l'agriculture. Et même si ce modèle n'est pas exempt de défauts, je préfère ça à
faire couler l'agriculture et bouffer des OGM américains.
Patrick, 30 ans, Paris
Depuis que nous sommes passés à l’euro, l’inflation nous a fait baisser notre
pouvoir d’achat de façon impressionnante. Déjà que l’économie n’est pas stable,
cette augmentation générale des prix n’a rien fait pour aider… Alors si l’idée
d’union européenne c’est ça, alors non je ne suis pas un européen très
convaincu.
Theo, 42 ans, Lille
Les commissaires européens et les hauts fonctionnaires européens, ne font que
suivre les directives données par les chef de gouvernement des pays membres
(qui sont toutes des démocraties) ou des règlements décidés par ces mêmes
gouvernement et acceptées par le Parlement Européen (composé d'euro-députés
démocratiquement élus). Ce sont les décisions qui ne vous plaisent pas, pas la
manière dont elles sont prises ! Le terme "dictature" me parait totalement
déplacé.
Ophélie, 22 ans, Bordeaux
Face aux grands pouvoir l'Europe Unie est la seule qui défend les Européens. Ce
n’est pas parce qu’il y a des mécontents que les choses auraient pu être mieux
sans l’Europe, pensez y surtout face à cette déstabilisation économique qui a l’air
de toucher le monde.
Jean-Charles, 43 ans, Landes
L’Europe, ce beau projet humaniste de rapprochements des peuples, est en train
tout simplement de perdre sa raison d’être à grand coup de lobbying et de
raisons économiques.
Je prends juste un exemple: le prix des matières premières augmente
notamment le lait, et les nouvelles directives européenne imposent aux
agriculteurs de se doter de nouvelles salles de traite hi tech. Ce qui fait que les
deux derniers agriculteurs de vache à lait de ma commune vont arrêter d’ici
quelques mois car ils n'ont pas les fonds nécessaires alors que tous les deux ont
rénové leurs outils de travail il y a moins de cinq ans. Déjà qu’il nous manquait du
lait mais alors là les cours du lait ne sont pas prêt de baisser si l'offre se raréfie!
Monique, 27 ans, La Rochelle
Restons réaliste, l´Europe est et sera une communauté des nations, les
gouvernements de chaque pays auront toujours un rôle majeur à jouer.
L´important est d´instaurer une double nationalité. La citoyenneté européenne ne
contredit pas la citoyenneté nationale, elle la complète, c´est ce qui importe.
couler = to wreck/ruin
un OGM = organisme génétiquement modifié
CITIZENSHIP LESSONS
How might we integrate pupils’ knowledge and skills as MFL students into
Citizenship? As outlined above, there are plenty of opportunities in language
lessons to learn about and comment on citizenship issues. There are also
opportunities in the Citizenship classroom for pupils to use their knowledge of
another country and expand on it in researching issues of citizenship. Here are
some examples of cross-curricular activities for the Citizenship classroom:
Are you bright enough to become a citizen?
In September 2008 Germany introduced a new multiple-choice citizenship test
that every immigrant has to pass to gain a German passport. As well as
demonstrating knowledge about the German government, constitution and
national history immigrants are expected to have sufficient command of the
German language, no criminal record and an income which would mean they
needed no social welfare. Potential citizens are expected to answer 17 out of 33
questions correctly, including questions on the region in which they hope to
reside.
Opinions are divided on the efficacy of the test. Many politicians and
commentators felt it was far too difficult and put immigrants under unnecessary
strain. Within Germany's 2.4 million-strong Turkish community there were many
who said the new exam was too hard, even for most born-and-bred Germans.
The citizenship test has been described as another barrier for legal permanent
residents hoping to become Germans. The business-friendly Free Democratic
Party criticised the fact that the questions would be published, thus making it
easier for those who can learn things by heart. Some of the questions such as
one about the former Chancellor Willy Brandt kneeling down in the former
Warsaw ghetto in 1970 were seen as ridiculous. Those who support the test say
that most of the questions are easy and the potential citizen is simply expected to
have some of the knowledge of the man on the street, which will help them
integrate themselves more smoothly and quickly into the community.
Task 1:
Using your own knowledge and the internet find the answers to these
questions taken from the German citizenship test:
1.
2.
3.
4.
5.
6.
What is the population of Germany?
What does the term Reformation mean to you and who started it?
Explain the term Holocaust.
What happened on May 8th 1945?
Where are the basic rights of German citizens laid down?
November 9 has a particular meaning in German history. Which events
took place on that date in a) 1938 and b) 1989?
7. Explain the term “freedom of religion”.
8. School attendance is compulsory for children and young people in
Germany. At what age does compulsory school attendance start and end?
9. What is the reason for compulsory school attendance?
10. Germany is a federal state. What does this mean?
11. Name three German philosophers.
12. If someone said: "Free media are indispensable to a democratic society",
would you agree or disagree?
Some questions are about historical facts; others are about political values. What
values underpin German notions of citizenship?
Task 2
Compare the German test with the British citizenship test. What are the key
similarities/differences?
Task 3
Devise your own citizenship test. Think of 10 questions that you think reflect your
idea of British identity. Think about the kind of cultural issues you think are
central to an understanding of ‘Britishness’? What values do you think are
important to your understanding of ‘Britishness’?
Stretch and Challenge
What is British identity? Does it actually exist? Is it discovered, created or
imposed? Give reasons for your answer.