Acceso usuarios
Ursula Lanvers
The European Union’s (EU) high regard for multilingualism and linguistic diversity is expressed through its language education policy (LEP), a policy adopted by the European Parliament, which represents all EU member states. However, as education falls within the remit of the member states, EU LEP has an advisory function only. Support for the LEP at national level is thus crucial. By analysing a significant parliamentary discussion by Members of the European Parliament (MEPs), this article asks what evidence there is that MEPs support the EU’s goals of learning the mother tongue plus two foreign languages (1+2), and of learning a diversity of languages at school. Secondly, the article investigates current evidence of the success of EU LEP in terms of developing dual language capacities, and of maintaining diversity in language learning. Figures on the learning of two languages, on the learning of English, and on linguistic diversity are compared, covering the last decade. The results reveal that although the training of dual linguists has stagnated, no MEP expressed concerns that the EU goals of 1+2 are not being met. MEPs are, however, concerned with protecting ‘their’ national languages, and the smaller ‘their’ own language(s), the more so. Furthermore, only representatives of large EU languages express concern over English dominance in the EU’s education systems. Thus, parliamentary representatives of smaller languages unite in solidarity for greater status recognition of their language, while MEPs’ support for the EU LEP goal of 1+2 is at best patchy. The article concludes that, given the limited remit of EU LEP, discrepancies between European recommendations and national practices are somewhat inevitable, and that to improve on the 1+2 goal and counter English dominance across education systems in the EU, member states need to be better supported to appreciate and disseminate the rationales for dual language learning (1+2) and diversity in language learning.
