CITIZED How does learning a modern language help promote
Transcription
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.