Málfríður - 15.03.2005, Qupperneq 26

26 MÁLFRÍÐUR
- The commitment to life-long language learning,
accepting that it is unlikely that schools can pre-
dict exactly which languages their students are
going to need, and that therefore the aim should
be to train them to become good language
learners, capable of acquiring language skills
based on their own needs as they meet them.
- The idea that language study offers opportuni-
ties to acquire independence and autonomy
as learners, that it can be learnt in ways which
encourage cooperation and other social values.
(Heyworth, 2003)
The first aim calls for an integration of teaching
about cultural similarities and differences into the
subject matter of language learning. It goes beyond
the kind of stereotypes often presented in language
courses such as the ‘strict German’ or the ‘eccen-
tric Englishman’. It would include raising learners’
awareness of their own cultural preconceptions and
identity, while learning to appreciate other ways of
looking at the world.
The second aim entails changing the focus of
language teaching so that the objective is not just to
teach a particular language, but to train learners to
become good language learners, capable of assessing
their language needs and being aware of language
learning strategies that suit them best. Examples
of language needs could range from survival skills
for travel to advanced reading skills for academic
purposes.
The final aim is coupled with the belief that lan-
guage learning is a powerful factor in intellectual
development, encouraging open-mindedness and
flexibility, and contributing to the development of
other skills. Learning a language provides learn-
ers with opportunities to take responsibility for
their own learning through self-reflection and auto-
nomous learning, if the approaches are effectively
used in the learning process. Increased attention
is being given to reflective and autonomous learn-
ing approaches in Europe as seen in the Common
European Framework of Reference for Languages
and the European Language Portfolio.
A great deal of discussion and debate has been taking
place in Europe about the future of language educa-
tion and its important role in society. The following
extract is taken from a policy paper produced for the
Council of Europe in the Guide for the Development
of Language Education Policies in Europe, 2003:
The Council of Europe and its member States
have taken the position that it is the promotion
of linguistic diversity which should be pursued
in language education policy. For in addition
to mobility, intercomprehension and economic
development, there is the further important aim
of maintaining the European cultural heritage, of
which linguistic diversity is a significant constitu-
ent. This means then that language teaching must
be seen as the development of a unique individ-
ual linguistic competence (‘knowing’ languages
whichever they may be) and also as education for
linguistic tolerance.
This policy is reflected in broad aims of language
teaching currently being discussed in Europe.
- The development of European citizenship, with
an educated European understanding several
languages, able to study and travel in many
countries, knowledgeable about and with respect
for many different nationalities and national or
ethnic cultures
Samuel Lefever er lektor
við Kennaraháskóla Ís -
lands og fjallar í grein
sinni um hlutverk tungu-
málakennslu í fjölmenn-
ingarlegri Evrópu fram-
tíðarinnar.
Samuel Lefever
Samuel Lefever, lektor við Kennaraháskóla Íslands
The role of language teaching –
looking to the future