United in in div iversity - The European school approach Kari - - PowerPoint PPT Presentation

United in in div iversity - The European school approach

Kari Kivinen, PhD 26.10.2018 Forum IX on Intercultural Learning and Exchange, Brussels

Multicultural vs. intercultural “World is not divided into subjects”

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Internationalisation at home

• The school as learning community is part of

culturally transforming and diverse society where the local and global overlap.

• Different identities, languages, religions and

worldviews coexit and interact.

• Internationalisation at home is an important

resource for learning community.

• The community appreciates and draws upon

the country’s cultural heritage and national languages as well as cultural, linguistic, religious and philosophical diversity in the community itself and in its environment.

Finnish National Core Curriculum for Basic Education, 2014

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Mission

The European Schools and the Accredited European Schools are educational institutions set up in the European Union’s Member States. They provide children with a multilingual and multicultural education at nursery, primary and secondary levels. The Schools follow a specific curriculum and offer the European Baccalaureate diploma.

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European school educational principles

• Basic instruction is given in the official languages of

the EU – mother tongue

• The conscience and convictions of individuals are

respected.

• To foster the unity of the school and encourage

genuine multi-cultural education, there is a strong emphasis on the learning, understanding and use of foreign languages.

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STRUCTURE

Each school comprises several language sections. The curricula and syllabuses are the same in all sections.

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Case: Bru russels

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European schools

• 13 European schools
• 14 Accredited

European schools

• 5 schools in the

accreditation process

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Early education

The European Schools are rich multi-linguistic and multi-cultural environments which offer advantages and complex challenges to children’s learning and development. The schools work in partnership with parents to promote and support children in their development.

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The values of Early Education in European Schools

• The underlying values are human rights, equality, democracy,

environmental sustainability, multiculturalism and respect for the mother tongue.

• Early Education promotes responsibility, a sense of community

and respect for the rights and freedom of the individual.

• The basis of European School education is European culture,

the character of the country where the school is located as well as the unique culture existing in the schools.

• Education supports the development of the children’s linguistic

and cultural identity, their part in the European School society, and in the global world. Education promotes tolerance, inter- cultural understanding and a European Spirit.

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ME AND THE OTHERS - LEARNING TO BE

Objective I learn to respect and share my own cultural heritage and that of other children. Description School is a place where different cultures meet together, especially in European Schools. Children discover and develop a tolerant awareness of different cultures. Children develop a positive self-image and sense of belongin to a community. Awareness of different cultures, views and beliefs are enriched through art, music, literature and language : understanding of the world. Outcomes The child  names some similarities and differences between other cultures and her/his own.  shows interest and appreciation in cultural diversity e.g. enjoys stories of different cultures.

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ME AND THE OTHERS - LEARNING TO LIVE WITH OTHERS

Description Children become aware of different cultures. They continue to build and develop their own culture and learn to share and respect the culture of

• thers.

Rhymes, stories, songs, modern media, ICT, and others’ experiences add to children’s cultural understanding and knowledge. Art, literature, music, sports etc. are all rich sources of stimulus. Shared activities together with

• ther language sections give real opportunities to explore cultural issues

through joint activities, festivals, and other work. Outcomes The child

• knows that there are other languages and cultures in different countries.
• meets people speaking different languages.
• works in a space other than their own classroom with interest.

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ME AND THE OTHERS - LEARNING TO DO AND TO KNOW

Description

• Personal identity is important for children, especially in the European
• Schools. Children build their knowledge of their own country and, by

contrast, those of others’.

• Teachers give children opportunities in the class and recreation to develop

this knowledge.

• Traditions, festivals, art, literature, geography and areas of special national

interest can be explored as well as flags, cities and national anthems.

• In towns and cities where children live there are opportunities to discover

aspects of cultural heritage e.g. museums, shows exhibitions, etc.

• Parents are involved in exploring aspects of their own countries, their

language and traditions. Outcomes

The child

• knows few key aspects of her/his own country and those of the others in the

class and school.

• respects and recognises aspects of other cultures.

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Early Education teachers

• Early Education teachers face complex and rich

challenges working with young children and bring many skills, training, knowledge and personal qualities to the work of teaching.

• Within the European Schools there is a rich and

diverse range of professionals from many European countries.

• Teachers should take advantage of this and explore

educational ideas with these colleagues.

• Children in the European Schools embrace a European

Spirit – celebrating their own culture and that of Europe as a whole; their special multi-lingual development is recognised and supported by teachers.

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EUROPEAN HOURS

The European Hours syllabus in Primary years 3, 4 and 5 promotes a European spirit of tolerance and intercultural understanding.

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The intercultural, interactive nature of the European Schools creates the opportunity for engagement, sharing and learning across cultures. The syllabus emphasises the concept of our being an inherent part of Europe and yet Europe being a part of the world and it contributes to the realisation of this. A European Hours syllabus should

• help to develop knowledge and to foster in pupils an

awareness of their national and European heritage (present and past) and

• identity, together with a global awareness and a

respect and care for the rights and beliefs of others in order to create tolerant and caring members of society. As citizens of Europe and of the world, the pupils will have an understanding and critical appreciation of the values of other citizens, while nurturing a sense of personal identity, self- esteem and awareness of their particular capabilities.

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European competence knowledge, skills and attitude

THINK European KNOWLEDGE FEEL European ATTITUDES ACT European SKILLS

Pupils acquire basic knowledge in specified CONTENT AREAS from a European point of view:

• Facts and figures (important

names, places, objects, representatives, activities, events, numbers, ...)

• Past, present, future (origin,

periods, traditions, state of affairs)

• Differences and similarities

(Europe – regional, national, international) Related to the specified topic pupils gain a personal growth mindset to understand and respect:

• Differences and similarities in

Europe and between Europe and

• ther regions, countries,

continents (regarding people, traditions, events, opinions, ...)

• Various attitudes, opinions and

ideas about Europe

• Advantages and disadvantages of

a united Europe

• Existing European values

Pupils develop cooperative skills that support:

• Working and playing together,

joining forces

• Expressing feelings with respect

for others (other opinions, other ways of communication)

• Using/incorporating elements

from different regions, countries and continents in their work

• Trying different strategies, using

creativity and imagination

• Sharing commitment and visions
• Being equal in intercultural

communication

• Using different languages

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Attainment descriptors of European competence

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LANGUAGE LEARNING

“Language learning and intercultural communication are at the core of the European schools’ genesis and ethos.”

Leaton Gray, Scott, Mehisto (2018: 49).

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Multilingual education & intercultural competence

”It is generally assumed that multilingual education is the vehicle ‘of intercultural education’ and ‘that acquiring a deep knowledge and an active command of languages other than one’s mother tongue has the effect of expanding the mind and enhancing intercultural competence’ (Allemann-Ghionda 2012: 126). The assumption implies that intercultural competence may be an incidental side effect of multilingual education.” Leaton Gray, Scott, Mehisto (2018: 56).

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Languages learning in the European schools

• All the mother tongues of 28 countries + Maltese and Gaelic are

taught

• Schools have 3-16 language sections
• Students without language sections = SWALS
• 3 vehicular languages: English, French, German
• European Hours in primary and
• History, Geography, Economy, Art, Music, Sport etc are taught in

the vehicular languages in Secondary school cycle

• L2 starts at 1st primary
• L3 starts at 1st secondary
• L4 starts at 4 secondary
• L5 = Complementary course 6-7
• + Latin (s2-) and ancient Greek (s4-)

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LANGUAGE REFERENCE TABLE

based on European Framework of Reference for Languages BASIC PROFIENCY LEVEL IN DIFFERENT CYCLES Early education Primary Secondary 3 Secondary 5 Secondary 7 L2 A2 B1 B2 C1 L3 A1+ A2+ B1+ L4 A1 A2+ ONL A 1.1 oral A 1.2 A2 B1 B2

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• European Hours
• Art
• Music
• Physical Education
• History
• Geography
• Religion or ethics
• Etc.

CLIL* TYPE APPROACH

*Content and Language Integrated Learning

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Languages: 3-section model for Early education, Primary and Secondary 1-5

Cycle Level AGE English section Spanish section French section Upper secondary s7 18 s6 17 Lower Secondary s5 15 L4 L3 L2 L4 L3 L2 L4 L3 L2 s4 14 s3 13 s2 12 s1 11 Primary p5 10 p4 9 p3 8 L1 L1 L1 p2 7 p1 6 Early education n2 5 English Spanish French n1 4

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Language section / SWALS

Cycle Level AGE Language section SWALS Upper secondary s7 18 L1 Choices L2 L2 Choices L1 s6 17 Lower Secondary s5 15 L4 L3 ECO L2 L4 L3 ECO L1 s4 14 s3 13 L1 Hi, Geo, Rel L2 Hi, Geo, Rel s2 12 Art & Mus Art & Mus s1 11 Primary p5 10 European European p4 9 Hours Hours p3 8 L1 L2 p2 7 p1 6 Early education n2 5 L1 L2 L1 n1 4

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Educated side by side

• The European Schools are rich multilinguistic and multicultural

environments which offer advantages and complex challenges to children’s learning and development.

• Intercultural approach is strongly build in into European school

values and curricula

• The fast growing number of the accredited European schools

shows, that there is a huge need for multilingual / intercultural school environments in Europe.

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Isabelle, Bruxelles, 14

• The heart is Spanish (because I feel

Spanish)

• The brain is French (but it doesn’t mean

that I think in French), I just have to use a lot the French to live in Belgium,...

• The feet are Belgian, because I live in

Belgium.

• The hands are English, because English

language is important to communicate with people (really often).

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Unterweger, B. (2009) Students’ attitudes towards multilingualism with English at a European School

More information

• Allemann-Ghionda, C. (2012) ‘Can Intercultural Education Contribute

to Equal Opportunities?’, Studi Emigrazione/Migration Studies, XLIX, 186: 215–27.

• Early Education curriculum, https://www.eursc.eu/Syllabuses/2011-

01-D-15-en-4.pdf

• Leaton Gray, S., Scott, D., Gutierrez-Peris, D., Mehisto, P., Pachler, N.

and Reiss, M. (2015) External Evaluation of a Proposal for the Reorganisation of 170 References Secondary Studies in the European School System, London: UCL Institute of Education.

• Leaton Gray, S, Scott, D, Mehisto, P. (2018). Curriculum Reform in

the European Schools Towards a 21st Century Vision, Palgrave Macmillan, Cham https://doi.org/10.1007/978-3-319-71464-6

• Plan Marnix for multilingual Brussels,

http://www.marnixplan.org/sommaire?lang=en

• Syllabus European Hours in the primary cycle,

https://www.eursc.eu/Syllabuses/2016-08-D-17-en-3.pdf

• Unterweger, B. (2009) Students’ attitudes towards multilingualism

with English at a European School

www.eursc.eu kivinen.wordpress.com

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TOGETHER ENSEMBLE ZUZAMMEN

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Most of the photos by Julie de