Málfríður - 15.05.2003, Qupperneq 30

lærðum í Graz til sem flestra, innan og utan kennarastéttarinnar, og að það miði að því mikilvæga takmarki að bæta stöðu tungumálakennara. Við vorum einmitt ítrekað hvött til þess að vera dugleg að dreifa „fagnaðarerindinu“ og fjallaði Peter Radaí aðalstjórnandi hópsins í því skyni sérstaklega um „dissemination“ undir lok vinnustofunnar. Skilgreining hans á „dis- semination“ var eftirfarandi: „Those in- volved involve the uninvolved" (Peter Radaí, 2003). Ef lesendur þessarar greinar eru aðeins „involveraðri“ um þau málefni sem fjallað var um í Graz en áður en lest- ur hennar hófst, líklegri til að afla sér frek- ari upplýsinga á heimasíðu Tungumála- miðstöðvarinnar og meðvitaðri um mikil- vægar breytingar í nánustu framtíð tungu- málakennara, var ferð mín svo sannarlega ekki til einskis. Margrét Helga Hjartardóttir, frönskukennari við Kvennaskólann í Reykjavík
Vinnustofa í Tungumálamiðstöðinni í Graz, 3.-8. febrúar 2003
“The status of language deucators”
Innlegg Frank Heyworth
A new paradigm for language education
Existing (19th/20th century model) New model
Focus on nation-state and national language as source of identity Emphasis on European citizenship and linguistic diversity
Multilingualism is a problem for society Multilingualism enriches society (isn’t it sometimes a problem?)2
Assumes learners start from monolingual base Takes into account diverse language experiences outside the classroom
Bilingualism and diverse cultural backgrounds “silenced” Bihngualism and diverse cultural backgrounds celebrated
Bilingual children’s education is seen as problematic — focus is on developing national language Bihngualism welcomed — focus on developing abihtiy in mother tongue as weh as other languages
Speakers of other languages are “foreign” Speaking another language is the norm (frequent, natural, accepted...)
Learning another language is difflcult Learning another language is natural
Near-native speaker competence is the ultimate goal Even low levels of competence are valuable and add to communicative repertoire — to be built on throughout hfe
Language teaching focuses mainly on hnguistic goals. Cultural element tends to be poor, or focused solely on “high” culture Language teaching has strong cultural element and includes intercultural awareness
Language learning focuses on one language at a time Language learning focuses on links between languages, and on language awareness in general
Language learning tends to be élitist and problematic for the majority Language learning can be successful for everyone (what about those who have real problems learning languages?)
© Frank Heyworth, 2003
3 Það sem er skáletrað eru viðbætur sem fram komu í umræðum hópsins um töflu Franks
Heyworth.