Konferenssi kielten oppimisen tärkeydestä

kielten-oppimisen-tarkeydesta

 

Suomen Goethe instituutti järjesti konferenssin “Kielten oppimisen tärkeydestä” Kulttuuritalon Alvar-auditoriossa perjantaina 18.11.2016.

Päivän ohjelma oli erittäin monipuolinen: Klikkaa: 2016-konferenssi-kielten-oppimisen-tarkeydesta

Seminaarissa keskusteltiin monikielisyydestä, kielten oppimisesta ja opetuksesta, alan tutkimuksesta, itsearvioinnista ja yhteistyöstä eri toimijoiden välillä.

Pidin seminaarissa kaksi esitystä:

“Kaksikielinen opetus Helsingin ranskalais-suomalaisessa koulussa” –  hrsk-goethe-institut-esitys

“European school language teaching” – european-schools-language-teaching

Yleisesti oltiin huolestuneita siitä, että uuden opetussuunnitelman myötä koulujen kielivalikoima on kaventunut ja kouluissa opiskellaan vähemmän kieliä kuin aiemmin. Erityisen valitettavaa on ranskan ja saksan kielten opiskelijoiden määrän väheneminen.

Seminaarissa pohdittiin, miten kieliä voisi markkinoida ja miten innostaa ja motivoida oppilaita valitsemaan ”harvinaisempia” kieliä.

Sekä Goethe Instituutti että Ranskan kulttuuri-instituutti esittelivät monipuolista tarjontaansa kouluille, opettajille ja nuorille. Kannattaa käydä heidän sivuillaan katsomassa, mitä kaikkea toimintaa heillä on tämän lukuvuoden aikana!

Kari Kivinen

Rehtori

Helsingin ranskalais-suomalainen koulu

geothe

 

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The educational challenge of multilingualism in Europe

Greek title

La 25ème Conférence adressée aux enseignants grecs en Europe, le 7 mars 2016, sur le sujet «Le multiculturalisme en Europe et l’éducation grecque face à de nouveaux défis».

Après les derniers développements dans la crise de l’immigration et les attaques terroristes sur les villes européennes, l’Union Européenne a
besoin de la sécurité, la stabilité sociale, la croissance et la cohésion sociale. L’école étant un des premiers cadres ou les jeunes peuvent utiliser
la diversité des nationalités et des cultures de façon constructive, c’est à dire en apprenant le respect mutuel, la coopération, la tolérance
et la solidarité, il est absolument nécessaire d’identifier les moyens pédagogiques et politiques pour achever ces buts.
La Conférence, qui se déroule sous le patronage du Président du Comité Economique et Social Européen M Georges Dassis, est organisé par le
Bureau du Conseiller de l’Education de l’Ambassade de Grèce à Bruxelles en collaboration avec les Services de l`UE (DG COMM) dans les locaux
de la Commission Européenne.

You can find here the presentation of Dr Kivinen in English: “Multilingual challenge of Europe “!

 

grec

 

Multilingualism and our children


European Commission, Translation Forum

Poster translation forumjpeg

Multilingualism and our children: what the future holds

Speaker: PhD Kari Kivinen, Secretary General of the European Schools

Moderator: Filip Majcen, Director B

2 June 2015 at 10.30 – 12.30, Quêtelet Room, BECH building, Luxembourg,

4 June 2015 at 10.30 – 12.30, G–12 3/18, Brussels,

forumpieni

See the presentation here: Translation forum 04062015

See also www.marnixplan.org

Second annual Marnix Plan public event – 27.9.2014

Marnixjpg

Trilingualism FR-NL-EN also for Brusselers with yet another home language? Relevant experiments inside and outside schools

Second annual event of the Marnix Plan for a Multilingual Brussels

Question: Does the objective of French-Dutch-English trilingualism make sense for the growing number of children and adults in Brussels who have none of these languages as their home language?
Date and place:

Saturday 27 September, 9.30 am-1pm, VUB, U-Residence, Boulevard Général Jacques 271, 1050 Brussels
Language regime: French, Dutch, English, no simultaneous translation
Provisional programme 

9.00: Registration

9.30: Introductory plenary session

Introduction to the theme of the day by Piet Vervaecke (directeur, Onderwijscentrum Brussel) and Nicole Bya (responsable Langues, Secrétariat de l’enseignement catholique)
The challenge: proportions of pupils with a home language other than the school language in Brussels schools
How is the challenge currently addressed and how could and should it be addressed?

10.00-11.30: Parallel workshops

(a) Accommodating to pupils with diverse linguistic background

“Mijn taal” project of the Brussels Onderwijscentrum: experience at the Gemeentelijke Basisschool Sint-Joost-aan-Zee (Mara LeSage, volunteer at the school, and Elke Van den Ende, OCB)

Experience of the classes passerelles for newcomers in French-medium Brussels schools (Elodie Oger, assistante à l’UCL et enseignante en classe passerelle à l’Institut Ste Marie, Schaarbeek)

European School pupils without linguistic section in their native language (Kari Kivinen, Secretary General of European Schools) See presentation here: SWALS PRESENTATION VUB

(b) Practicing languages outside school

BxBrussels: helping 1000 young football players to improve their French, Dutch and English (Pieter Van Leemputten)

Huis van het Nederlands : six golden rules for language learning by volunteers in Dutch-speaking associations (Lauriane Van der Eecken)

11.30-12: Coffee break

12-13: Concluding plenary session

How realistic is the Marnix Plan in the light of the outcomes of the experiments and the governments’ commitments?
Some conclusions from the workshops by Alex Housen, Anna Sole-Mena, Piet Vervaecke and Nicole Bya (tbc)
Overview of the commitments relevant to language learning in Brussels in the programmes of the five relevant governments (RBC-BHG, FWB, VG, COCOF, VGC) and discussion of future actions and activities (Philippe Van Parijs)

http://marnixplan.org/

 

Potentiel et limites de l’apprentissage des langues

Image

 

Plan Marnix : Evénement inaugural

Samedi 28 septembre 2013, 10h-18h, Salle Zinneke, Brussels Information Point, 10-11 Place Royale 

LE PLAN MARNIX POUR UN BRUXELLES MULTILINGUE

est un effort collectif pour promouvoir au sein de l’ensemble de la population bruxelloise l’apprentissage aussi précoce que possible de plusieurs langues.

Il accorde une priorité au français, au néerlandais et à l’anglais, tout en encourageant la transmission de toutes les langues maternelles.

10h-11h30 : Séance plénière

• Introduction: 

• Les objectifs du plan Marnix et les convictions qui le sous-tendent (Philippe Van Parijs, Chaire Hoover, UCL,)

• Apprendre plusieurs langues à la maison : possibilités et défis (Anna Sole-Mena, CE, auteure de Multilingues desde la cuna)

• Apprendre plusieurs langues à l’école: possibilités et défis (Alex Housen, professeur de linguistique appliquée, VUB

Potentiel et limites de l’apprentissage des langues

– dans le système scolaire du Grand-Duché du Luxembourg (Kasper Juffermans, assistant-chercheur à l’Université du Luxembourg)

dans les écoles européennes de Bruxelles (Kari Kivinen, secrétaire général du Conseil supérieur des Ecoles européennes

– dans les classes d’immersion de l’enseignement francophone bruxellois (Jessica Mathy, chargée de mission à la Fédération des associations de parents de l’enseignement officiel)

– dans les écoles néerlandophones bruxelloises comptant de nombreux élèves non-néerlandophones (Piet Vervaecke, Directeur Onderwijscentrum Brussel)

 

 

Voila ma presentation: 28-09-2013-Language-potential-FR

Educational Challenge of the Children of Mobile Workers in a Linguistically Diversified Europe

SYMPOSIUM: INTERNATIONAL EDUCATION CONNECTS

“Building Bridges – Creating New Opportunities“

University for Teacher Education, Vienna

November 27, 2012

Synopsis of Presentations 

Educational Challenge of the Children of Mobile Workers in a Linguistically Diversified Europe?

PhD Kari Kivinen, the Secretary-General of the European Schools

The European Union has promoted freedom of movement. European citizens have now-a-days a real freedom to choose in which country they want to study, work or live.In addition, there is rather important change of the nature of assignments in progress at this moment.  People work on shorter contracts, work part-time, and change their place of work more frequently. Outsourcing is increasing in all sectors. The workplaces of the Europeans are more mobile and project-oriented than ever before. 
These two elements create new educational challenges in most European capitals: How can we to meet the needs of the children of these mobile workers in a linguistically diversified Europe? On the other side – What kind of international schooling should be offered in the European capitals to attract high level professionals? The 27 EU member states have developed their own model, creating 14 European schools, accepting children across the whole age range and offering the European Baccalaureate, recognized in all the Member States of the European Union.

The mission of the European Schools is to provide a broad education of high quality, from nursery level to university-entrance and offer an opportunity for pupils to stay connected with their Mother Tongue while being educated in a multi-lingual and multi-cultural environment, to become open minded citizens.

Based on the recommendation of the European Parliament, the European Schools have started to open up its curricula, syllabuses and European Baccalaureate to national Schools. At this moment there are 8 Accredited European Schools, and there are several new ones in pipeline. About 27.000 pupils have access to the European Schooling at present in 11 Member states.

See the pdf-file of the presentation: 

 Educational Challenge of the Children of Mobile Workers in a Linguistically Diversified Europe

EDUCATION – WHAT DOES THE FUTURE HOLD

Download 121015-Education poster

 

SEMINAR: EDUCATION – WHAT DOES THE FUTURE HOLD

EUROPEAN PARLIEMENT ON THE 15.10.2012

HOW TO MEET THE NEEDS OF THE CHILDREN OF MOBILE WORKERS IN A LINGUISTICALLY DIVERSIFIED EUROPE?

PhD Kari Kivinen

Dear quests,

As Secretary-General of the European Schools, I wish to congratulate the European Union on winning the 2012 Nobel Peace Prize. The European Schools have been closely connected with EU and what it stands for since 1953. We are really proud that European Union has been awarded a highly respected prize for its contribution to the advancement of peace and reconciliation, democracy and human rights!

Mr Jean Monnet, one of the founding fathers of the European Union, had a pragmatic idea that the most effective way to create a unified Europe would be through multicultural and multi-linguistic education! The European Schools were created 6o years ago based on his vision of united Europe. Therefore I think we can all be proud to be part of the movement, which have been awarded the Nobel Peace Prize 2012!

During the past 60 years, European Union has not only promoted peace, but also freedom of movement. European citizens have a real freedom to choose in which country they want to study, work or live.

There is rather important change of the nature of assignments in progress at this moment. People work on shorter contracts, work part-time, and change their place of work more frequently. Outsourcing is increasing in all sectors. The workplaces of the Europeans are more mobile and project-oriented.

These two elements create new educational challenges in most European capitals: How are we to meet the needs of the children of these mobile workers in a linguistically diversified Europe? On the other side – What kind of international schooling should be offered in the European capitals to attract high level professionals? And what are we to say to those families that include children with ‘special educational needs’?

In my view, our new challenge is to serve these regionally mobile families and to provide access to an educational system that meets a wide variety of learning needs.

Most of the European capitals might have some international schools such as Deutche Schule, Lycee Français or English speaking International School. Unfortunately they often have limited number of places, high fees and they do not necessarily get support from the governments.
The 27 EU member states have developed their own model, creating 14 European schools, accepting children across the whole age range and offering the European Baccalaureate, recognized in all the Member States of the European Union. Pupils of different nationalities are educated side by side from an early age. They are not affected by prejudices that can be divisive and they are familiar with all the great and good aspects of the different European cultures. As they get older, they realise that they somehow belong together. They are still proud of their own countries and their own languages, but mentally they feel European. Their education has taught them that their job now is to complete and build on the work of earlier generations, with the aim of creating a united and thriving Europe.
Based on the recommendation of the European Parliament, European Schools have started to open up its curricula, syllabuses and European Baccalaureate to national Schools. At this moment there are 8 Accredited European Schools, and there are several new ones in pipeline. About 27.000 pupils have access to the European schooling in 11 Member states.

Both the international schools and the European Schools offer workable alternatives that serve the children of the newly mobile Europeans. Both approaches have achieved considerable success, but their effect in the European scale is still very modest. Both models could be further examined and developed!

I believe that all European children deserve the same educational opportunities in united Europe. This means that basic schooling should support:
• the child’s mother tongue, to retain cultural identity and facilitate re-integration
• language learning, giving access to the main language of instruction, and opportunities to learn key European languages, facilitating better international communication and relocation across Europe

Finally, the most challenging task is to provide support for the children who learn differently, with a range of special educational needs.