corsican - mercator research centre...speak corsican, and there are 43,000 speakers in continen-tal...

European Research Centre onMultilingualism and Language Learning

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CORSICAN

The Corsican language in education in France | 2nd Edition |

The CorsiCan language in eduCaTion in FranCe

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 12392nd edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This Regional dossier was originally compiled by Jacques Fusina. Jean-Marie Arrighi, aca-demy inspector, updated the dossier in 2011. All educational statistics come from the Aca-demy of Corsica. Unless otherwise stated academic data refer to the 2010/2011 school year.

AcknowledgementsThe author wishes to express his gratitude to all those who provided elements through their publications and to the Mercator Research Centre for having suggested clarifications when needed.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Hungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

Contents

Glossary ..............................................................................2

Foreword ..............................................................................3

1 Introduction...........................................................5

2 Pre-schooleducation..........................................13

3 Primaryeducation..............................................15

4 Secondaryeducation..........................................18

5 Vocationaleducation..........................................24

6 Highereducation................................................27

7 Adulteducation...................................................30

8 Educationalresearch..........................................32

9 Prospects............................................................36

10 Summarystatistics.............................................37

Endnotes................................................................................38

EducationsysteminFrance...................................................40Referencesandfurtherreading..............................................41Addresses...............................................................................49

Otherwebsitesonminoritylanguages...................................57

WhatcantheMercatorResearchCentreofferyou?..............58

ContentsGlossary2Foreword 31 Introduction52 Pre-schooleducation133 Primaryeducation 154 Secondaryeducation185 Vocationaleducation246 Highereducation 277 Adulteducation 308 Educationalresearch329 Prospects 3610 Summarystatistics 37Endnotes 38EducationsysteminFrance 40StructureoftheeducationsysteminFrance,2011/2012 40Referencesandfurtherreading 41Addresses49Otherwebsitesonminoritylanguages 57WhatcantheMercatorResearchCentreofferyou? 58

Education and lEssEr usEd languagEs

2

Glossary

APIC Atelier de pratique individualisée du corse (individual profes-sionalworkshops)

Bacpro Baccalauréatprofessionnel(professionalcertificate)BEP Brevetd’étudesprofessionnelles (professionaleducationcerti-

ficate)BTS Brevetdetechniciensupérieur(certificateofadvancedtechni-

cian)CAP/SES Sectionspréparantaucertificatd’aptitudeprofessionelle/classes

d’enseignement specialise (sections preparing students for theprofessionalaptitudecertificate/specialeducationclasses)

CAPES Certificatd’aptitudeauprofessoratde l’enseignementdusec-ond degré (professional degree for teachers of secondaryeducation)

CRDPdeCorse CentreRégionaldeDocumentationPédagogique(regional centreofpedagogicaldocumentation)CTC CollectivitéTerritorialedeCorse (TerritorialPublicAuthorityof

Corsica)INSEE Institut national de la statistique et des études économiques

(NationalInstituteofStatisticsandEconomicStudies)IUFM Institut Universitaire de Formation desMaîtres (TeacherTrai-

ningInstituteforprimaryandsecondaryteaching)IUT Institut Universitaires de Technologie (University Institutes for

Technology)LMD Licence-Master-DoctoratLV LangueVivante(livinglanguage)MC Mention Complémentaire (supplementary statement is a na-

tional diplomaonprofessional level. It is intended to comple-mentamoregeneraltraining)

thE corsican languagE in Education in FrancE

3

Foreword

background The Mercator European Research Centre on Multilingualismand Language Learning aims at the acquisition, circulation,andapplicationofknowledgeinthefieldofregionalandminor-ity language education. Regional or minority languages arelanguages that differ from the official language of the statewheretheyarespokenandthataretraditionallyusedwithinagiventerritorybynationalsofthatstateformingagroupnumeri-callysmallerthantherestofthestate’spopulation.Forseveralyears an importantmeans for theMercator ResearchCentreto achieve the goal of knowledge acquisition and circulationhas been the Regional dossiers series. The success of thisseriesillustratesaneedfordocumentsstatingbrieflythemostessential featuresof theeducation systemof regionswithanautochthonouslesserusedlanguage.

aim Regional dossiers aimat providing a concise description andbasicstatisticsaboutminoritylanguageeducationinaspecificregionofEurope.Aspectsthatareaddressedincludefeaturesoftheeducationsystem,recenteducationalpolicies,mainac-tors, legal arrangements, and support structures, as well asquantitativeaspects,suchasthenumberofschools,teachers,pupils,andfinancial investments.Thiskindof informationcanserveseveralpurposesandcanberelevantfordifferenttargetgroups.

targetgroup Policymakers, researchers, teachers,students,and journalistsmay use the information provided to assess developments inEuropean minority language schooling. They can also use aRegionaldossierasafirstorientationtowardsfurtherresearchorasasourceofideasforimprovingeducationalprovisionsintheirownregion.

linkwith In order to link these regional descriptions with those of na-tional education systems, the format of the regional dossiersfollows the format used by Eurydice, the information networkoneducation inEurope.Eurydiceprovides informationon the

Eurydice


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administration and structure of national education systems inthememberstatesoftheEuropeanUnion.

contents Theremainderofthisdossierconsistsofanintroductiontotheregionunderstudy,followedbysixsectionseachdealingwithaspecificleveloftheeducationsystem.Thesebriefdescriptionscontain factual information presented in a readily accessibleway.Sectionseighttotencoverresearch,prospects,andsum-mary statistics. For detailed information and political discus-sionsaboutlanguageuseatthevariouslevelsofeducation,thereaderisreferredtoothersourceswithalistofpublications.


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1 Introduction

language Corsican is a Romance language of the Italo-Roman group.The Ministère de l’Education nationale (Ministry of nationaleducation) of France accepts it as an autonomous language.Itisworthpointingoutthatitisnotanimportedortransformedversion of Italian, but the result of its own evolution from anoriginallinguisticstatethatwasprobablyhighlyLatinised.Itisinfactassumedthatonthepre-LatinTyrrheniansubstrate,propertothelandsofTyrrhenianarea(Sardinia,theItalianpeninsula,Sicily and Corsica), a popular neo-Latin formed itself as thefoundation stone of the Roman speech which was progres-sivelytobecometheCorsicanlanguagespokentoday.

population The present population of the island is 305,674 (1 January2012)1,anditisestimatedthatseveralhundredthousandpersonsofCorsicanoriginliveoutsidetheisland;inFranceorabroad.

As for the practice of the language, according to an unpub-lished survey conducted in 1995 by theObservatoire Interré-gionalduPolitique(OIP,InterregionalPolicyObservatory)2,81%oftheisland’sinhabitantssaytheyunderstandthelanguage,64%saytheyspeakit,and57%saytheycanreadit.

TheInstitutnationaldelastatistiqueetdesétudeséconomiques(INSEE,National Institute ofStatistics andEconomicStudies)studiedthelinguisticsituationwhileitwastakingthecensusoftheFrenchpopulationin19993.Accordingtotheresults(Janik,2004)4, 90,000of the island’s inhabitants (45%of theadults)speak Corsican, and there are 43,000 speakers in continen-tal France. The number of Corsican speaking people outsideFrancemaybeseveralthousands.Anotherstudy,conductedin2003by INSEE(Michaux,2005),concernspupilsofeleven tothirteenyearsofage.Forthefirsttimetherewasacheckoftheveracityoftheanswers.Itappearsthat80%reallyunderstandsthelanguage,36%speaksitwell,47%canreadit,and37%canwriteit.


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languagestatus AccordingtoLaConstitutiondu4Octobre1958(1958,FrenchConstitution) there is only one official language in France:French(article2,since25June1992).Corsicanandotherlan-guagesare regional languages,andpartofFrance’sheritage(article75,since9July2008).

statusof Although the earliest texts mentioning education in the his-tory of Corsica or more directly in its language date back totheearlynineteenth century, educationwasnot supportedbytechnicalpromotionandeducationalworkuntiltheearly1920s.Dedicated and enthusiastic teachers published local history,geographymanuals,andagrammaratthattime(e.g.ColonnadeCesari-Rocca,1916;Bonifacio,1926;Albitreccia,1934).

After a period ofmobilisation and good literary production be-tweenthewars,theSecondWorldWarhadmanyrepercussions:thepublicuseofCorsicanseemedapro-Italianand irredentistchoice.In1951,whenLoino.51-46du11janvier1951relativeà l’enseignement des langues et dialectes locaux (Law aboutteaching of languages and dialects; hereafter: Deixonne Law)was voted in without mentioning Corsican (Basque, Breton,Catalan andOccitanwerementioned in article 10), therewaslittlereactionfromthepopulationoritselectedrepresentatives5.It took twenty-threeyearsofpromotionandstruggle,mainlybymilitantpartners, todragCorsicanunder theshelterof the law(Décret no. 74-33 du 16 janvier 1974 relatif à l’enseignementdes langues et dialectes locaux – Directive about teaching oflanguagesanddialects;hereafter:Directive74-33)6.Followedin1975byLoino.75-620du11 juillet1975relativea l’education(Law on education; hereafter: Loi Haby).Article 12 states thatteachingofregionalorminoritylanguagesmaybedonethrough-outtheschoolcareer.

Towards the end of the 1960s the opening of Università diCorsicaPasqualePaoli(UniversityofCorsica,officiallyopenedin 1975), the organisation of evening classes, and studentmilitancyledtoconsiderabletheoreticalandpracticalprogress:spelling and grammatical modernisation in particular. Since

languageeducation


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1982(Circulaire82-261du21juin1982.Thiscircularwasfromthe socialistMinisterA. Savary; hereafter: Circulaire Savary),the public service has succeeded in setting up a structuredandorganisededucationsystem.Thisisdesignedfirstlytofulfiltheneedsof families, butwithout neglecting thedeep-seatedcomplaintsregardingCorsicannotbeingmentioned in legisla-tion,that ledtothepresentsituation.At least, that iswhattheacademicleadersofthosedaysthoughttheyoughttoproposeandwhattheywereeagertoseematerialise.

The above-mentioned Circulaire Savary, regarding educationinallregionswitharegionallanguage,makesbilingualclassespossible. Circulaire Savary confirms state commitment to theteachingofregionallanguagesonavoluntarybasisforonetothreehoursaweekatprimaryschoolswithaminimumoftwelvetofifteenchildreninruralareasandtwentyinanurbansetting.Atsecondaryschools,next to theoptionofonehour,anotheroptionofthreehoursiscreatedandtheregionallanguagecanobtain the status of langue vivante (LV, living language).Theregionallanguageisalsopartofthebaccalaureate(exam).Thecirculairealsoallowstheuseofpedagogicadvisersforregionalorminoritylanguageteaching.

Besides, Circulaire 83-547 du 30 décembre 1983 (Circulaire83-547 of 1983) contains specific information on how the re-gional languageandculturecanbeused insubjectssuchasmusic,history,geographyandvisualarts.

Very important texts were published, when Jack Lang wasMinister of Education, in the Bulletin Officiel du ministère del’EducationNationaleetduministèredelaRecherche,no.33,13 September 2001. They specified the situation of regionallanguagesineducation,forinstancethecreationofanAcadem-iccouncilforregionallanguages,bilingualeducation,teachingof regional languages and cultures, details of implementationand bilingual education with “immersion” (the latter was can-celledbytheCouncilofState).


8

TheCorsican languagesituation is linkedto twospecial laws:Loino.91-428du13mai1991portantstatutdelacollectivitéterritorialedeCorseof1991(LawonthestatusoftheCorsicanterritory)andLoino.2002-92du22 janvier2002relativeà laCorse of 2002 (Law on Corsica) setting up a unique Collec-tivitéTerritoriale deCorse (CTC,TerritorialPublicAuthority ofCorsica). In this administrative framework under the systemof shared competence, the CTC is therefore called upon toadopt a plan for developing the teaching of Corsican and toenvisage the termsandconditionsgoverning its insertion intoschool timetables.TheCTChas thusbeenable to support asetof actionsalready takensince thepreviousadministrativecharter (Charte culturelle de laCorse, 1981) and themarkedprogressrecordedsince1984. Ithasalsobeenable toagreeon contracts with the state concerning a number of actions,such as creating educational information and communicationworkshopsincertainsectors,installinglanguagelaboratoriesinsecondaryschools,andpublishingeducational supportbooksanddocuments.Thesameholdstrueforsettingupandorgan-isingcentresthatregularlyaccommodatestudentsforlanguagecoursesand for assisting theoperationof specific streams incertain secondary schools.Moreover, theFrenchgovernmentagreedonfinancingeducationalactivitiesthatarecomplemen-tarytothosesuppliedbythestate,outsidenormalschoolhours(forexample,culturalactionprogrammesfocusingonCorsicansingingandmusic,andtwinningoperationsbetweenschoolsinneighbouringcountries).

Afterdiscussionsin2000and2001,theLawonCorsicaof2002secures that theCorsican language isasubject taught in thenormaltimetableofpre-schoolsandprimaryschoolsofCorsica.Then,allpupilswouldbeabletostudyit,unlesstheirparentsdonotwantthemtoparticipate(cf.chapter9).

France signed theEuropeanCharter forRegional orMinorityLanguages(CouncilofEurope,1992)in1999,butdidnotratify,followinganofficialjuridicalrecommendationthatthiswouldbecontradictorytothenationalconstitution.


9

WhentheteachingofCorsicanwasstartedonCorsica,itwasprovidedoutsideCorsicaby cultural associationsasof 1970-1971, e.g. in Paris Casa di u Populu Corsu and inMarseilleCasaCorsa. Students were both adults and pupils ofmainlysecondaryeducation.Sincethe1990s, thesuccessofeduca-tion inCorsicanhasenabledpublicclasses inCorsican tobeofferedoutsideofCorsicaintheeducationalestablishmentsoflargetownswhereasufficientnumberofpupilshaveshownaninterestinlearningit(e.g.inParis,MarseilleandNice).Thoseclassesare taughtbycertified teachersofothersubjectswhomasterCorsican.

education Thepublic school system inCorsica is the sameas in everyother region in France exceptAlsace. The unique feature ofthe teaching of Corsican since its organisation in the early1980s, isthat,unlikewhathappenedinotherpartsofFrance,particularlytheBasquecountryorBrittany,thepublicsystemiswhollyandsolelyinchargeofit.Infact,unlikewhathappenedin the aforementioned regions, it was not possible to find anorganisational partner thatwas adequately organised, power-ful,andconsensual tocounterbalance thepossibilitiesofferedby the national system. The national education system, withthe support of officials at various levels of responsibility whowereawareofthesocialandculturalstakesinvolved,andoftenlinguisticallymilitant,succeededtosetupasystemforteachingCorsicanateverylevel(frompre-schooltouniversity).Theydidthisactivelyanddeliberatelyapplyingthegenerallegaltextsinforce,rangingfromthecircularsissuedbythevariousofficialsoftheMinistryofnationaleducation,totheLawonCorsica.

Anotheruniquefeatureofthisapproachconsistedofnotcreat-ingabodyofspecialisedperipateticteachersinpre-schoolandprimary education, as had been done in other regions. Theinspirersconsideredfirstandforemostthatasthelinguisticpat-rimonywascommonproperty,itcameundertheresponsibilityofallprimaryschoolteachers.EspeciallyasmostofthemwereCorsicanspeakersandwerethereforemorelikelytobebetteradaptedtoandtrainedinthenewformofteachingenvisaged.

system


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Since 2002 a special entry examination for school-teachers,designedforbilingualeducation, isorganised,andupto2012125teachershavebeensuccessful7.InschoolswhereteachersarenotabletoteachCorsican,externalteacherscometogivecoursesofCorsican.

privateand Public schools are governed by the national government anditsconstitution.Franceadvocatestheideaofstateeducationtopromote thevaluesof theRepublic.Privateeducationcomesunder the authority of different religious orders, professionalorganisations,andindividuals,althoughassuchtheyaresub-ordinated to national legislation, decrees, and regulations. Inmost cases, private schools have signed an agreement withthestate,whichallows themsubstantial support for teacher’ssalariesandtraining.Thereisnoremarkabletraditionofprivateeducation in Corsica (in 2010 2.4% of the pupils of primaryschoolsand6.4%ofthepupilsofsecondaryschools)8.Aselse-where,privateestablishmentsinthegeneralsenseofthetermexistatbothprimaryandsecondarylevel.Theyapplythesameprinciplesas thepublicestablishmentsregarding the teachingofCorsican.

bilingual Bilingualsitesareschoolsorgroupsofschoolswherebilingualteaching isorganisedandeducationallywellmonitoredunderthe aegis of the competent education departments (see thesectiononinspectionbelow).Bilingualsitesstartatpre-schoolsandcontinueatprimaryschoolsandsecondaryschools.

The organisation depends on the local conditions, the jointwishes of the teachers, the pupil’s parents, and the electedrepresentatives.Thepeopleinchargerelyontheactivitiesandsuccessofsuchsitesofreferencetoinspiretheotherestablish-ments in the sectors concerned and thus to encourage high-qualitybilingualeducation.Thatis,inanycase,oneofthegoalsthe regional departments have set themselves in the generalarchitectureofthebilingualmodel.Thesecentresaremainlyre-servedforpre-schoolsandprimaryschoolchildren.Secondaryschoolpupilscanalsogainaccess to them,but it ispreferred

public

educationforms


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toofferthemotheractivities(culturaltrips,variouslinguisticex-changes,gamesbetweenschools,competitions,etc.).

administration TheRectorat de l’Académie deCorse is the academic officeof theCorsicanpubliceducationservice. Itmanagesteachingpostsatprimaryandsecondarylevel.

inspection The inspectionofprimaryeducationandsecondaryeducationisorganisedbytheRectoratde l’AcadémiedeCorse.Fortheprimaryschools,thereisanInspecteurdel’Educationnationale(NationalEducationInspector,IEN)withanacademicmission,and in all the subdivisions, the local inspector works with a“conseiller pédagogique” (pedagogical adviser) of Corsicanwhohelpshim(orher).Forthesecondaryschools,thereisanInspecteur d’académie-inspecteur pédagogique régional (Re-gional pedagogical inspector). The inspectors verify that theprogrammesareobserved,giverecommendationsandorgan-ise the formation of teachers.An individual inspection,with areportandamark,takesplaceeverythreeorfouryears.

support The CTC is the regional public authority in charge of pro-posing a development plan for the Corsican language andof investigating and financing the corresponding action. TheCentre Régional de Documentation Pédagogique (CRDP deCorse,regionalcentreofpedagogicaldocumentation)provideslearningmaterials.Therearedocuments,manuals, andothereducationalmaterialsfortheteachingofandinCorsican;theyincludebooksdesigned forall levels (pre-school,primaryandsecondary level);audioandvideodocuments,films(madebytheCRDPdeCorseandbylocaltelevisionandradiostations);languagelaboratories(installedinallsecondaryschools);com-puterprogrammes,andlanguagedatabases.

Training and redeployment courses also exist. These are or-

ganisedeveryyearbyentitiessuchasl’inspectionacadémique(the national school inspectorate), le Rectorat de l’AcadémiedeCorseand,ofcourse,theInstitutUniversitairedeFormationdes Maîtres (IUFM, teacher training institute for primary and

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secondaryeducation),or theuniversity (forhighereducation).These courses are designed for educational staff and for allother employees (the administrative staff of all departments,journalists,etc.).

TheAssociation pour le Développement des EtudesArchéo-logiques,Historiques,LinguistiquesetNaturalistesduCentre-EstdelaCorse(ADECEC,associationforthedevelopmentofstudies on archaeology, history, linguistics and environmentof the Central-East of Corsica) is an important organisationwith several hundred members whose contributions include:organisingahighly regardedannual languageday,publishingnumerousworks,creatingacomputerised linguisticdatabase,runningaregionalradiobroadcastingentityusingtheCorsicanlanguage,andmanaginganethnographicalmuseum.TheAs-sociation Scola Corsa di Bastia defends and promotes theCorsicanlanguagebyorganisingeventsandpublishingbooks.TheAssociationMatinaLatinapublishesbooksandespeciallypromotestheSouthCorsicandialect.


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2 Pre-schooleducation

targetgroup Pre-schooleducationismeantforchildrenagedtwotosix.Pre-schooleducationisnon-compulsorybutattendedbynearlyallchildren.

structure For pedagogical reasons, in France the pre-schools and pri-mary schools merged into the new primary schools in 1995.Thenewprimaryschoolissubdividedintothreelearningcyclesofwhich the first cyclemainly includes the former pre-schoollevel.Theothertwolevelscontaintheformerprimaryschool.

Thepubliceducationsystemfinancesfreeschoolingforchildrenfrom two to six years of age in classes enfantines within theprimaryschoolorinseparatepre-schools:écoles maternelles.Al-thoughthislevelisoptional,nearlyallchildrenagedthreeattendtheseschools.Withregardtolanguage,emphasisisputondis-covery,development,andacquisitionofFrenchinallschoolsandinthebilingualschoolsinCorsicaonbothFrenchandCorsican.

legislation AccordingtoLoino.89-486du10juillet1989d’orientationsurl’education (1989 Lawon education),modified by the Loi no.2005-380du23avril2005d’orientationetdeprogrammepourl’avenirde l’Ecoleof2005 (Lawonguidanceandprogrammefor the future of education; hereafter: Loi Fillon), every childaged three should have access to pre-school near his/herhome. TheDécret no. 90-788 du 6 septembre 1990 relatif àl’organisationetau fonctionnementdesécolesmaternellesetélémentairesof1990(Directiveontheorganisationandopera-tionofpre-schoolandprimaryeducation)consecutivelystatestheobjectivesandfunctionsofthepre-schools.Groupleadersteachtwenty-sixhoursoflessonsaweek,andtheyreceivethesametrainingasteachersinprimaryschools.

languageuse Education specialists agree that the age groups correspond-ing to non-compulsory education, that is to children at pre-school, are those with the best aptitudes for acquiring basicknowledge, linguisticknowledgeinparticular.Thepossibilities


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offered by the legal texts are the same as those for primaryschools,that istosayatotalofthreehoursof languageedu-cation aweek, which each teacher can teach in theway heor she considers most useful. However, the non-restrictivenatureofthosegeneralprovisionsdoesnotmotivateteacherstomakespecialefforts,even though in thosecases inwhichtheteacher’spersonalconvictioncoincideswith thecollectiveinterest, the results obtainedare generally very encouraging.Therefore, the state’s services (departmental and academicinspections)andthoseoftheCTC,arekeentoorganisethesebasiclearningprovisionsinpre-schoolsbyrecommendingtheinstallation of bilingual courses in every pre-school and theregularassessmentof theresultsobtained.Thedevelopmentplan for the Corsican language (Collectivité Territoriale deCorse, 2007), that the CTC has proposed to the state, thusenvisagessettingupbilingualsiteswithinwhichuninterruptedbilingual streamswill beorganised for pupils at primary levelstartinginpre-schoolclasses(cf.chapter1,bilingualeducationforms).AccordingtotheconventionbetweentheCTCandtheState(2007-2013)9,allpre-schooleducationwillbebilingualin2013.

teaching Teachingmaterialsaredevelopedby theCRDPdeCorse.Anexample is Petite méthode pour débuter en corse (Guirao-Jullien,2010).

statistics Outof9,175pupilsinpre-schooleducation,3,136areenrolledinbilingualcourses.Theothershavethreehoursaweeklearn-ingCorsican10.

Thesenumbersareincludedinthesectionprovidingthestatis-ticsoftheprimaryschools(cf.p.17),becausetherearemanyschoolswhichincludebothgroups.

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3 Primaryeducation

targetgroup Primary education is compulsory and aimed at children agedsixtoeleven.

structure After the first cycle, which covers the former pre-school, thesecond basic learning cycle is for children aged five to eightandemploystheconceptofteachingvarioussubjects.Thethirdcyclecoverseducationforeighttoeleven-year-olds.Inthislastcyclechildrenarebeingpreparedforsecondaryeducation.

legislation The1989Lawoneducation,modifiedbytheLoiFillon(2005),governsprimaryeducation,and theDécretno.90-788estab-lishesitsobjectives,function,andorganisation.Primaryschooleducation is freeof chargeandallowspupils tomakeuseofand develop their cognitive as well as their sensory skills inmanual,physical,andartisticactivities.

languageuse Itshouldbepointedoutthatthepupils’parentsandtheregionalofficials demonstrate a real interest in bilingual education.Evidence is the rapid increase in the number of specialisedbilingualsites,ofwhichtherewere4with246pupilsatthebe-ginningofthe1996schoolyear,afigurethatquicklyincreasedintenyears,with6,620pupilsin2011(27.18%)intheprimaryandpre-primaryschoolsand1,816inthesecondaryschools11.There is every reason to think that this progresswill acceler-ateevenmorerapidlywiththeabove-mentioneddevelopmentplanfortheCorsicanlanguageoftheCTCandtheconventionbetweenCTCandtheFrenchstate(chapter2).Itisinfactbe-lievedthatthismethodofprovidingCorsicaneducationismosteffectiveand that it isprobably thebestwayofpreparing theprogressive generalisation of Corsican desired by the great-estnumberof families. In2011thenumberofapplicationsforregistration greatly exceeded the number of available places.Thisparticularsituationcanbeexplainedbytheoverallresultsonassessmentsofallthegroupsofpeopleaffected.Infact,al-though98,73%ofthepupilsoftheprimaryschoolsareincon-tactwithCorsicanatschool,only52,61%receivethreehours


16

aweekofactualeducationinCorsican.SomepupilsthereforedonothaveamonitoredandsatisfactoryaccesstoCorsican.Itcertainlyseemsthatthebilingualsites(cf.chapter1)areinthebestpositiontoprovidegoodCorsicaneducation.

teaching TeachingmaterialsaredevelopedbytheCRDPdeCorse(forinstanceFavreau,2008).

TheCentredeSéjouretd’EtudesCorses(CentreforCorsicanLiving and Studying; hereafter: accommodation centre) is anexperimentsetupinCorsica.ThreeaccommodationcentresforCorsicanstudies(Savaghju,BastiaandL’Oretu),havebeensetuptoreceiveprimaryschoolchildrenandtheirteachersduringdiscoveryvisits,mainlyconductedintheCorsicanlanguage.Anassociation that ispartnerof thestateand theCTC,Associa-tiondépartementaledesPupillesde l’enseignementpublicdelaHaute-Corse (Associationof children inpubliceducation inUpper Corsica; hereafter:ADPEP de Haute-Corse) managesthecentres.Thelengthofthesevisitsvariesfromonefullweekayear(Savaghju)toonedayeverymonthforoneyear(L’OretuandBastia).Thesevisitsconstituteahighlightintheimplemen-tationof theprojectsby theschoolsconcerned,and recordaveryhighdemand.Thisisconfirmedbytheattendancefigures,as the three centres receive624 (Savaghju), 1,260 (L’Oretu),and2,128(Bastia)pupilsayear12.Anewcentreisabouttobeopenedin2013inSouthCorsicainBastelica.

statistics Inallmatters involving theprimary level (pre-schoolsandpri-maryeducation),itisdifficulttoobtainexactstatisticsbecauseprimaryschoolteachersusuallyteachallsubjects.Forthatrea-son, individual casesvarygreatlyaccording toestablishment,sector, and the teacher’s personal investment. We can thusfind schoolswhere the teaching ofCorsican is systematicallyofferedtopupilsinacontinuousandcoherentway,andotherswhereitremainsinadequateforvariousandsometimescircum-stantial reasons. The latest surveys supplied by theRectoratdel’AcadémiedeCorsepresentfiguresthatmakeadistinctionbetween on the one hand organised andmonitored bilingual

material


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education(asreferredtoabove).Ontheotherhand,twoothertypical cases found on the spot are: light teaching (about anhour and a half a week) and real teaching (more intensive,threehoursaweek;asplanned).Figuresaregiven in thefol-lowingtable.

Corsican pupils groupsorclasses

bilingualcourses(>3h) 5,950(24.53%) 261

teaching(3h) 6,783(27.97%) 305

lightteaching(±1h30) 11,307(46.62%) 522

Total 23,749(97.9%) 1,088

Table 1: Teaching of Corsican in pre-primary and primary education, 2010-2011 (Source: Rectorat de l’Académie de Corse).

Research has been executed regarding themotivation of thechoicesmade by pupils or their families when deciding whatsubjectstostudy.Indicationsaregivenbyasurvey13conductedby the Office National d’Information sur les Enseignementset lesProfessions (ONISEP,NationalOfficeof InformationonTeachingandtheTeachingProfessions)in1996inthedepart-ment of Corse-du-Sud of CM2 pupils (final year of primaryschool). According to this information, 58 % of those pupilswereexpectingtostudyCorsicaninthefirstyearofsecondaryeducation. That percentage corroborates pretty well with thefigures foractual registrationat thebeginningof the followingschool year. With regard to the motivation expressed, mostoftenmotivation is identity based.Thismeans that the pupilschosethelanguageoftheregion,thefamily,andthecommu-nityculture.Thisexceededother reasonssuggested,suchasitsusefulnessinunderstandingotherlanguages,orthevalueofbeingbilingual.


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4 Secondaryeducation

targetgroup Thislevelofeducationisforstudentsfromeleventoeighteenyearsold.Educationiscompulsoryforstudentsuntiltheageofsixteen.

structure Secondary education is divided into two levels. Compulsorylower secondary education, or collège, has four grades foreleven-tofifteen-year-olds.Itgivesaccesstoeithervocationaleducation or the lycée. In the last year of collège pupils canchoosebetweenhumanitiesortechnologicalstudies.Thelycée(sixteen- to eighteen-year-olds) forms non-compulsory highersecondaryeducationandhasthreemaintypesforgeneraledu-cation: literary,scientific,andeconomical.Other typesare thetechnicallycée(alsosubdividedintoseveraldirections)andthevocationallycée(towhichtheagriculturallycéecanbeadded).Thelycéesarenon-compulsorysecondaryschoolsthatpreparetowardsabaccalauréatandadmissiontohighereducation.Thedaily responsibility for running collèges lies with the départe-ments,whiletheregionisresponsibleforthelycée.

age grade educationlevel

responsiblebody

inFrench

finalexamination/diploma

11-12 6lowersecondaryeducation

départements collègediplôme national du brevet

12-13 5

13-14 4

14-15 3

15-16 2 highersecondaryeducation

region lycée*lycée générallycée technologiquelycée professionnel

baccalauréat16-17 1

17-18Table 2: Schematic overview of the structure of secondary education in France (Source: author).*Schematicoverviewofthestructureofthelycéeattheendofthischapter.


19

legislation CollègeswerecreatedbytheLoiHaby(1975)toformprepara-toryeducationofageneralnaturewithincompulsoryeducation.ThelycéeshavebeenreformedbyrecenttextspublishedintheBulletinofficielspécialof4February2010(Réformedulycée,2010).

languageuse The range of possibilities offered varies according to thestreams and classes concerned. The option of Corsican lan-guage education for one hour a week has been replaced byanoptionofthreehoursatalllevelsofsecondaryschoolfrom1994.This isgenerallydoneatallschools.AnotherpossibilityistoteachCorsicanasaLVforthreehoursaweek.ThefirstLVisoneof the foreign languages(English,German,SpanishorItalian).CorsicancannotbechosenasLV1,butitispossibletostudyitasanLV2orLV3.LV2meansthreehoursofCorsicanfromgrade4(thirdyearofcollège)until the lastgrade.WhenthestudentshaveCorsicanasLV3, theyare taughtCorsicanthreehoursaweekinthe lycée.OneofthechallengesofthislanguagemodelistocreatesuchatimeschedulethatCorsicansuffersleastfromthecompetitionwithotherlanguages.ThereisnoeducationaldifferencebetweentheLV2,theLV3,andtheabove-mentioned option of three hours, since the pupils takethesamecourses.ButtheLV2andLV3,whenchosen,mustbecontinued,while in theoption it ispossible toquiteveryyear.Since1982,theyearwhenthiseducationmodelwassetup,thetotalnumberofpupilsconcernedhasincreasedsteadily,risingfrom 1,485 to 9,318 in 2010-2011. It is well understood thatthesepossibilitiesareenriching,although theaccumulationofoptionsincludesariskofbeingtoodemandingforthestudentsintermsofteachinghours.

Three types of education are giving extra attention to lan-guages,usingtheselanguagesasmediumofinstruction.Eachstreamconsistsoffourschools:- Bilingualstream:bilingualeducationwithinsecondaryedu-

cationforpupilswhohavestartedthistypeofeducationinprimary school (bilingual sites).Up to50%of the lessonsmaybetaughtinCorsican.1,419studentswereenrolledin


20

thistypeofeducationin2010-2011(6.71%ofallpupilsinsecondaryeducation)14.

- Mediterraneanstream:appliesparticularlytoCorsicaandisknownasEuropeaninotherregionsinFrance.ThisstreamaimsatteachingCorsicanandanotherRomancelanguage(ItalianorSpanish),andatteachingnon-linguisticsubjectsin those languages as soon as possible. This stream isestablishedinthreecollèges(230pupils)15,withincreasingsuccessandmanyparentsfindtheirdisciplinaryorganisa-tionveryappealing.Thisstreambecomesprogressivelyaparticularformofthebilingualstream.

- Romance languages stream: concerning pupils choosingCorsican, Latin and a Romance language (as a LV1 orLV2).Theeducationalteamshavetotakethespecialnatureof that choice into account and adapt their teaching to it,soastohelptheirpupilsreinvesttheknowledgetheyhavealreadyacquiredinneighbouringsubjects.Nonumbersareavailableforthisstream.

The André Fazi prize was established by the Corsican As-semblyinmemoryofoneofitsmembers,AndréFazi.Hewasa former professor of history andCorsicanwho regularly ex-pressedhimselfinCorsicanfromthetribuneofthatAssembly.Eachyear2,300Euro isawarded to the twopupilswhohaveobtainedthehighestmarksinCorsicanintheexaminationsatthe end of the lycée (literary and scientific studies), and 800Eurotothepupilwhoobtainedthehighestmarksintheexami-nationsattheendofthecollège.

teaching TeachingmaterialsaredevelopedbytheCRDPdeCorse.

statistics Contrarytotherelativelyuncertainfiguresinprimaryeducation,thoseforsecondaryeducationareveryprecise.Firstly,becausethey have been extracted from timetables of each secondaryschool,inwhichthehoursofCorsicanclassesappear.Secondly,because a relatively large body (one hundred) of specialisedteachers,certifiedteachersofCorsican,providestheteaching.

material


21

schoolyear numberofpupils

1982/1983 1,485

1990/1991 4,737

1995/1996 6,126

1999/2000 7,758

2005/2006 9,183

2010/2011 9,318 Table 3: Number of pupils in secondary school with one to three

hours of Corsican language education per school year (Source: Rec-torat de l’Académie de Corse).

Corsican numberofpupils

Option 8,013

LV2 834

LV3 471

Total 9,318(44.09%of21,131students)

Table 4: Number of pupils in secondary school with Corsican lan-guage education in the school year 2010/2011 (Source: Rectorat de l’Académie de Corse).

Thenumberofpupilswhoreceived threehoursof teachingaweek,initiallyaminority(729pupilsin1993/1994),increasedintheschoolyear2010/2011to9,318pupils.Bythisyear,nearlyhalfofallpupilsreceivedthreehoursaweekofCorsicanlan-guageeducation.Itisnoteworthythatthisquantitativeincreasehas been accompanied by a qualitative increase, mainly be-causeoftheimprovedtrainingoftheteachers.

Although 83 % of the pupils are studying Corsican today ingrade6,itmustbenotedthatthenumberdeclinesascompeti-tionwithotheroptionsintervenes.However,aslightincreaseisrecordedeachyearinthefinalgradeofthelycéeowingtoprep-aration for the examination in Corsican (2010: 519 students,whichis22.84%ofthecandidates).Lastly,thepercentageofstudentsstudyingCorsicanishigherincollèges (53.64%)andinlycées professionnels(38.68%)thaninthelycées(25.93%).

Lycée Streams Duration(years)

Finalexamination/diploma Continuation

lycée général

scientifique-varioushardsciences 3

baccalauréat général

• university• class

préparatoire (grand école)

• professionallife

économique et social-economicsandsocialsciences 3

littéraire-humanities 3

lycée technolo gique(mixoftheoreticalandvocationaltraining)

sciences et technologies de la gestion-managementsciencesandtechnologies

3

baccalauréat technologique

mostlyhigherprofessionalstudies

sciences et technologies industrielles-industrialscienceandtechnologies

3

sciences et technologies de laboratoire-laboratoryscienceandtechnologies

3

sciences et technologies de la santé et du social-sciencesandtechnologiesinhealthandsocial

3

sciences et technologies du produit agroalimentaire-foodscienceandtechnologies

3

sciences et technologies de l’agronomie et de l’environnement-agronomyandenvironmentscienceandtechnologies

3

techniques de la musique et de la danse-musicanddancetechniques

3

hôtellerie-hospitalitymanagement 3

lycée professionnel(focusonvocationaltraining)

specificoccupationsuchascarpenter,childcareprovider,tailor…

2 certificat d’aptitude professionnelle (CAP)

mostlyprofessionallife

professionalqualificationinaspecificfield:restaurantindustry,metallurgy…

3

brevet d’études professionnelles (BEP)• moredifficultthanCAP

• somestudentstakeCAPfirstandcontinuewithBEP

baccalauréat professionnel 3

baccalauréat professionnel (BP)• moststudentstakeBEPfirstandBPafterwards

Table 5: Schematic overview of the structure of the lycée (Source: author)

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Collège Totalnumberofpupils

PupilswholearnCorsicanlanguageandculture

Percen-tage

Bilingualpupils

Percen-tage

6e 3,023 2,515 83.19% 450 14.89%

5e 3,021 1,952 64.61% 439 14.53%

4e 3,125 1,120 35.84% 378 12.09%

3e 3,192 1,066 33.39% 317 9.93%

Total 12,361 6,653 53.82% 1,584 12.81%

Lycée Totalnumberofpupils


Percen-tage

Bilingualpupils

Percen-tage

2e 2,031 498 24.52% 41 2.02%

1e 1,795 475 26.46% 6 0.33%

T 1,878 506 26.94% 2 0.11%

Total 5,704 1,479 25.93% 49 0.86%

Lycéeprofessionnel(LP)

Totalnumberofpupils


Percen-tage

Bilingualpupils

Percen-tage

CAP/SES 665 238 35.79%

MC 14 14 100%Specialeducation(4eaideetsoutien/3ed’insertion)

126 33 26.19%

Secondyearprofessionaleducation(2eBPro) 359 273 76.04%

Senioryearprofessionaleducation(TBEP) 340 66 19.41%

2yearsprofessionaleducation(Bacpro) 531 173 32.58%

3yearsBacpro 1,031 389 37.73% 23 2.23%

Total 3,066 1,186 38.68% 23 0.75%

Table 6: Overview of the number of pupils who learn Corsican language and culture at the begin-ning of 2010-2011 (Source: author).

This gives a total number of pupils of 21,131, ofwhich 9,318 pupils learnCorsicanlanguageandculture(44.09%).


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5 Vocationaleducation

targetgroup Aswith secondaryeducation, vocationaleducation is for stu-dentsfromeleventoeighteenyearsold.Educationiscompul-soryforstudentsuntiltheageofsixteen.

structure Atsecondary level(lycée) therearesomevocationalstreamswhich leadtoacertificat d’aptitude professionnelle (CAP,cer-tificateofprofessionalaptitude),abaccalauréat technologique(vocationalcertificate),or,since1987,abaccalauréat profes-sionnel (Bac Pro, professional certificate). Education at thislevel includes a number of general subjects during half theteaching time. The other half is used to teach professionalskills.Afterachieving thevocational certificate,astudentcancontinuetohighervocationalandtechnicaleducationinordertoprepareforthebrevet de technicien supérieur(BTS,certifi-cateofadvancedtechnician)intwoyearstime.

FullresponsibilityforvocationaleducationlieswiththeFrenchstate.Themodernisationandincreasedappreciationofprofes-sionaleducationarethemain linesforanendeavourstronglysupportedbyministerialandacademicdecisionmakers.Theyarebasedonthestrongintegrationofeducationandbusinessand relyona true training contractwitha strongeducationaldimension.Thelinesaredesignedtosetupalinkbetweentheemployer,theestablishmentandthestudent,whoisthelead-ingplayer.Figure1givesaschematicoverviewofthestructureofvocationalandhighereducationinFrance.


25

legislation There hasbeena recent reformof vocational education indi-catedinthesametextsthatindicatethereformsinthelycée(cf.p.19).

languageuse InprofessionalestablishmentstheteachingofCorsicanisalsoorganisedaccordingtospecificconditions,particularlybecausetimetables are so overloaded. Depending on the stream con-cerned,languageteachingisinfactcombinedwithinterdiscipli-naryworkbasedonexchangesbetween teachersofCorsicanandteachersofprofessionalsubjects. In thosecircumstances,thegeneralpracticewillhavetobeadaptedtothespecialcon-straintsofthosestreams,asthetwoaddedhoursareoptional.Asmattersstand,anoptionofonlyonehouraweekisofferedinallstreamsandtwooptionalhourscanbeaddedinthestreamspreparing students for the brevet d’études professionnelles (BEP, certificate of professional education) and professionalbaccalaureate examinations. We referred above to the highproportionofpupilsstudyingCorsicanatprofessionallycées.

Figure 1: Schematic overview of the structure of vocational and higher education in France (Source: ONISEP)16


26

Allstudentsfollowingoneofthestreamsmentionedabove,cantakeatestinCorsicanaspartoftheirexaminations.

For entering higher education leading to the BTS, above-averagemarksonCorsicanhavebeentakenintoconsiderationsincetheexaminationof1998.ThismeansthatthefinalscoreforCorsicanistakenintoaccountinthetotalscoreofthestu-dents.However,thesubjectCorsicancanonlybechosenasanoption(cf.chapter4).

teaching There isnospecific teachingmaterial,onaccountof thehighdiversityofprofessionalstreams.Regularcoursesforteachersallowthemtoexchangetheirexperiencesandself-madeprod-ucttools.

statistics Anexaminationofstreambystreamgives the followingnum-bersandpercentagesofstudentsinvocationaleducationwithCorsicanlanguageeducation:

· certificat d’aptitude professionnelle (CAP,certificateofpro-fessionalaptitude):238students(35.79%).

· brevet d’études professionnelles(BEP,certificateofprofes-sionaleducation)

2ndB/Pro(TerminalesBEP):273students(75.8%). finalyear:66students(19.88%). · baccalauréat professionnel(BP,professionalbaccalaureate

examination) BP2years:173students(32.58%). BP3years:289students(37.73%).

material


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6 Highereducation

structure Higher education in France is provided by universities, Insti-tutsUniversitairesdeTechnologie (IUT,university institutesoftechnology) and grandes écoles (graduate schools, outsidethemainstream framework of the public universities system).Applicants for all formsof higher educationmust hold abac-calauréat.Studentspayacertainfee,butcanbeeligibleforfi-nancialassistancebythestate.Aneweducationsystem,calledtheLicence-Master-Doctorat(LMD)isbeingimplementedmoreandmoreinFrance.ThefirstcycleconsistsoftheLicence,last-ingthreeyears,thesecondcycleistheMaster,inafurthertwoyears,andthethirdcycleistheDoctorat(PhD)inthreeyears.(Cf.fig.1p.25).

legislation Highereducation inFrance isset inLoino.2007-1199du10août 2007 relative aux libertés et responsabilités des univer-sités of 2007 (Law on the autonomy and responsibilities ofuniversities).

languageuse Some students study Corsican as theirmain degree subject,but everydepartment includesan initiation intoCorsica’s lan-guageandculture.Thespecialcourses inCorsican languageand culture set up at the University of Corsica since theearly1980sarecompletelyfullscale,asitconcernseverylevelof higher education, from the diplôme d’études universitaires générales(DEUG,diplomaofgeneraluniversitystudies)tothenewLMDsystemwithaLicenceLangues,LittératureetCivili-sationEtrangèresetRégionales–SpécialitéLangueetCultureCorses(Licencelanguages,literature,andforeignandregionalcivilisation – speciality Corsican language and culture) and aMaster Langues et Cultures – Spécialité Langue et CultureCorses (master languages and cultures – speciality Corsicanlanguageandculture).

In the other departments (literature, law, economics, scienceandtechnology),Corsicanisincludedintheformofageneralinitiation into the language and civilisation. Tutors offer theirstudents timetables as an aid to inclusion, to improve their


28

adaptationtotherealityoftheworldofworkintheregion(be-tweenoneandthreehoursaweekdependingonthesector).

ThedocumentswhichtheUniversitypublishesareoftenbilingual.teachertraining primarytraining From 2001, the concours externe spécial langues régionales

de recrutement de professeur des écoles(CERPE,examinationforschoolteachers)ispreparedattheUniversityofCorsicaandIUFM,whichisnowpartofaschooloftheUniversity:

Master Langues et Cultures – Spécialité Langue et CultureCorses (master languages and cultures – speciality Corsicanlanguageandculture);

MasterMétiersdelaFormation–SpécialitéLangueetCultureCorses (Master of Education – speciality Corsican languageandculture).

The most worrying question about these training courses, islikely to be the integration of the graduates into theworld ofwork.FortheCorsicancourse,althoughforalongtimethecer-tificat d’aptitude au professorat de l’enseignement du second degré(CAPES,professionaldegreeforteachersofsecondaryeducation)solutionhasbeenaveryinterestingrouteformanyyoung graduates, the needs of the sector were fulfilled andtherewere only about three posts available a year. But from2001,theCERPEoffersnewpossibilitiesandeveryyearabouttwenty job openings for teachers at primary bilingual schoolsareavailable.However, it is necessary tomakebetteruseofother employment opportunities (jobs involving culture, herit-age, tourism,communication)whichneedgoodtraining in thelanguageandcivilisationofCorsicaaswell.

secondarytraining Among other activities,Corsica’s IUFMprepares students for

CAPESinCorsicanandCERPEtowhichanumberofstudentsaspire. This special university course starts with a diversifiedandmulti-disciplinaryprogramme(language,literature,anthro-pology, archaeology, history, etc.) and from the fourth yearof


29

studies it initiates in research (master’s degree).Then, in thefollowingyears,continueswithanin-depth laboratorystudyofafieldof learningcalleddiplôme d’études approfondies(DEA,master of advanced studies). Corsican is always included inthespecialcourse,eitherasalanguagebeingstudiedorasamediumofinstruction.

in-servicetraining TheformationofteachersinCorsicaisapriorityandisorgan-

isedbytheInspectionsAcadémiquesfortheprimaryeducationand by the Rectorat for secondary education. In 2011-2012,19 courseswere given for primary teachers (129) and 11 forsecondary teachers (87). These courses were taught duringworkinghours.Therearealsocoursesorganisedafterworkinghours; atelier de pratique individualisée du corse (APIC, indi-vidualprofessionalworkshops).

statistics Thereareabout100studentsstudyingtheCorsicanlanguageatthefacultyFLLASHS,FacultédeLettres,Langues,Arts,Sci-encesHumainesetSociales(facultyofhumanities,languages,arts, and social sciences) of the University of Corsica, andanother 3,000 students who learn Corsican in the other de-partments,sinceitisobligatoryduringtheirfirstthreeyearsatuniversity.


30

7 Adulteducation

structure Adult education, which was widespread until the 1980s, hasdeclinedconsiderablyinCorsicaitself,probablybecauseoftheprogressiveorganisationofpubliceducationatall levelssincethatdate.

TheDélégationacadémiqueà la formationcontinue(DAFCO,academic delegation of vocational training) offers classes ofCorsicanlanguageandothercourseswithattentiontotheCor-sicanlanguage,andpreparesanevaluationofcompetenceinCorsican.

But the teaching and learning of Corsican has considerablychanged.ThisisshownbythegeneralprogressintheteachingofCorsican,thenumberofpublicationsanddocumentstoas-sistlearning,theuseoflanguagelaboratories,andthenumberofeducationalworkshopsusingmodern informationandcom-municationtechniques,forcompletebeginners.

These new opportunities have facilitated the developmentof extra-curricular educational activities usually promoted byteachersofCorsicanwho thusmoreprofessionallyundertakethe associated activities of the early years, using theatre, lit-erature and choral singing. This takes place inmore culturalassociations.

Besides, there are still a few local associations (e.g. ScolaCorsa and Matina Latina) which offer courses for adults, inresponsetooccasionaldemand,thankstothedevotionofpar-ticularindividuals,eithervoluntaryorotherwise.

The fashion of Corsican singing and the increasingly wide-spreadpracticeofpolyphonyhaveledtothecreationofvocalandmusicalworkshopswherelinguisticexchangestakeplace,whichareallthemoreappreciatedandeffectiveinthattheyaremoreamusingandentertainingthantraditionalclasses.

AmongCorsicanswho liveoutside the island, the linkofferedby the various associations (e.g. Paris and Marseille) andgroupsoffriendsishighlyappreciated.Notonlybecausethese

andlanguagecourses


31

groupsofferregularactivities(sharedmeals,salesofCorsicanproducts, exhibitions, concerts, etc.), but also because,whenthey have the opportunity and the resources, they organisewell-attendedeveningcourses.ThishappensinbigcitiessuchasParis,MarseilleandNice.

languageuse TheCorsicanlanguageispartofmanyofthecoursesDAFCOorganises,andinallthosewhicharefinancedbyCTC.

statistics NostatisticsareavailableonCorsicaninadulteducation.


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8 Educationalresearch

Most of the current educational research is conducted by themulti-disciplinaryresearchteamsformedfirstlyattheUniversityof Corsica andmore recently at Corsica’s IUFM. Sometimes,in order to save funds, research is conducted in close col-laborationbetween the researchersof the twoestablishments.Initiallyworking inanthropology,educationalpsychology, litera-ture,linguisticsandsociolinguisticsattheCorsicanPhilosophy,Languages and Anthropology Research Centre, these teamsapproachedtheuniversity’snewlycreatededucationalsciencesdepartment called FLLASHS, where they also contribute toteaching. It was therefore natural to combine forces in jointresearch projects, especially as the ministerial Charter Pourun modèle européen d’enseignement supérieur (Attali, 1998;CharterforaEuropeanmodelofhighereducation)contributedstronglytounitingthevariouspartnersatalllevelsofeducationinahighlyproductiveresearch-supportdrive.

TheCentrenationaldelarecherchescientifique(CNRS,Nation-alCentreforScientificResearch)collaborateswiththeUniversityofCorsicainaresearchprojectcalledUMR–LISA6240,Lieux,Identités,eSpacesetActivités(LISA,Places,Identities,SpacesandActivities),regardinge.g.submarinearchaeology,territoriesandculturaldemocracy,education,andidentityinEurope.

In the framework of INTERREG, interregional programmes fi-nancedatEuropean level, theUniversityofCorsicahas takenpart in numerous activities (seminars, conferences, and jointpublications).Theseare linked to languageand literature,par-ticularly with the neighbouring Italian regions, the regions ofmetropolitanFrancewithacharacteristicregionallanguage,andtheMediterranean islands. In phase three of INTERREG, theaforementionedteamsproposedaprojectcalledManagingmul-tilingualismandmulticulturalisminaneducationalenvironment:experiments in bilingual education17. They suggested bringingtheexperimentsconductedonthespotintosynergywithreflec-tionatuniversitylevel,todefineawholeeffectiveandcoherenteducational attitude better related to the needs. These have


33

become apparent in recent years in the Corsican educationalenvironment regarding the intellectual, linguistic and culturaldevelopment presupposedby a bilingual systemof education.Theinstitutionalaspects,theprecisestudyofhowthebilingualplaceswork,theteachingmethodsused,andwhatisatstakeinthepoliticsoflanguage,emergedasthemainresearchthemesofthisproject,whichendedin200918.

ThethirdphaseofINTERREGendedin2008.From2007,aco-operationisdevelopedbetweenthemaritimeregionsofFranceandItalywithinINTERREGIV19,whichsupportsprojectsbuiltontheexhangeofexperiences.Theareasofsupportare innova-tionandknowledgeeconomy.CorsicacooperateswithSardinia,TuscanyandLiguryinthe“cross-bordercooperationoperationalprogramme:Italy–MaritimeFrance”20.

Regardingthemotivationforthechoicesmadebypupilsortheirfamilieswhendecidingwhatsubjectstostudy,avaluableindica-torisonewhichagroupofteachersfromtheLycéeGiocantedeCasabianca (Bastia, Haute-Corse) supplied to the writer of theassessment report for theCTC (Fusina, 1998a). In 1997/1998,theyconductedasurveyofprimaryandsecondarypupilsoftheirownschool inorder toobtainbetterknowledgeof theeverydaypractice and teaching of theCorsican language, and using theoutcomestodeveloptheirownmethods.Thequestionnaire,con-sistingofmultiple-choicequestions,aimedatdeterminingnotonlytheexistenceoftheuseofCorsicanoutsideschoolbutalsothereasonswhypupilsmade their languagechoicesat school, theguidancetheyreceivedinmakingthosechoices,thereasonsforthecontinuationofthoseoptionsortheirpossibleabandonment,andeventhevalueofusingCorsicaninadisciplinarysystemofeducation.Thestraightforwardanalysisdoesnotincludeanycom-ments,butneverthelessgivessomeimportantindications.Notintheleasttheamountofinterestshowninthesurvey,becauseoutof675questionnairesdistributed,only5werenotcompleted.

Apart from that, what follows are a few unprocessed resultsabout the various living languages in competition with oneanotheraccordingtotheoptionsonoffer.Asalivinglanguage


34

option,Corsicanwas chosen by 3% as a LV2 and by 11%asaLV3. In regard to theLV1options,Englishobtainedover94%of theanswers.AfterEnglish,Spanishand Italianwereconsidered valuable.Themain reason for these choiceswastheperceivedusefulnessof the languagesconcerned(86%).Thiswascombinedwith theargumentabouthowwidespreadtheuseofthelanguagewasintheworld(70%).Whatturnedoutbeingofonlysecondaryimportancewastheadvantageofhaving some initial knowledge, the Mediterranean character,andthepresumedeasinessofthelanguage.

RegardinginformationonthepossibilitiesoflearningCorsican,

over60%ofthepupilsconsideredthemselvesinsufficientlyornotatallinformed,asopposedto35%whothoughttheyhadhadsufficientguidance.Theunprocessedanswersaboutpre-viousstudiesgaveuseful indications.Onlyabout20%of thepupilssaidtheyhadnotstudiedanyCorsicanbefore,whereasthe distribution of the various categories ticked gave a set ofpercentages ranging from 17 % to 49 %, the lowest for thesecondgradeandthehighestforthesixthgrade.ThereasonsgiventoexplainthedecisiontostudyCorsicanplacedregionalidentityatnearly60%,ananswerobjectivelyreinforcedbyuseinthefamily(37%),previousknowledge(30%),communica-tionwithelderlypeople(26%),understandingCorsicansongs(21%)andgreater involvement insociety(21%).Itwaspos-sibletotickmorethanoneanswer.

Finally,othermotivationsemergedfromgroupsofyoungpeople

questioned directly, such as a knowledge of other languages(10%)or itssimilaritytoItalian(7%),andeventhesurprisingexplanationofwanting toplease theirparents (8%),whereasonly7%ofthepupilsconsideredCorsicananeasylanguage.More worrying is the proportion of those who had given upCorsican during the course (61%, comparedwith 16%whosaidtheywerecontinuing),47%givingastheirexplanationthattheirtimetablewasoverloadedand22%thepoorarrangementof hours in the daily or weekly distribution of lessons. Thesecontrastwithnegative reasons suchas its not beinguseful in


35

seekinga job(21%)or forcontinuingstudies(26%),orevensurprisingreasonssuchasthefactofalreadyknowingthelan-guage(13%),itsdifficulty(3%),itsbeingold-fashionedandun-suitedtothemodernworld(10%),andevenawayofavoidingbeingregisteredinabadclass(1%)(Fusina,1998a).

Thissurveyisonlyapartialexploration,whichadmitsitsownlimi-tations.However,itdoesindicatetrendswhich,althoughconfinedto a groupof primaryand secondarypupils in a single school,directly or otherwise, show some of the weaknesses of thepresentsystem.Atthesametimeitclarifiescertainadolescentat-titudesormotivationsthatarelessfamiliarbecausetheyarelessfrequently called upon. These trends also sometimes highlightunexpectedaspectsofthelanguagequestionandtheycanhelptochallengesomeoftheideaswearetooofteninclinedtotakeascertainties.Thislatterpointisconfirmedbytheassessment21conducted by certain teachingmembers of the committees fortherecruitmentofyoungpeopleinvolvedintherecentministerialyoung jobs initiative.Havinghad themfill in speciallydesignedinformationcardsat theirpreliminary interviews, theywere thusabletoobtaininformationwhich,keepingitintheformofasim-plestatement,neverthelessprovidedveryclearanswers.Tothequestionwhere thecandidateshad learntCorsican theanswergivenmostoftenwas“atschool”,whichindicatestheimportanceofeducationforlanguageacquisition.

Several conferences were held in Corsica regarding learn-ing minority languages, like theColloque Enseignement deslanguesminoritaires (SymposiumonLanguageTeaching; 17-21July2006)bytheAssociuÀScioglilingua(AssociationScio-glilingua)withtheAmericanresearcherAlexandraJaffe.

Corsicaparticipatesinmanyresearchprojectswithotheruniver-sities,suchastheprojectsoftheEuropeanCentreforModernLanguages(ECML)onminoritylanguages,collaterallanguagesandbi/plurilingualeducation,aswell as theDaysofLinguisticRightsinTeramo,Italy.


36

9 Prospects

The general information included in the present report is re-centandcorresponds toan inventoryof the situationwhen itwas written. However, that situation may develop somewhatinthenearfuture.TheAssemblyoftheCTChasvotedontwoimportantplans: in2006 thePlan régionaldedéveloppementde la formation (PRDF,Regional developmentplanofeduca-tion),and in2007 thePlanstratégiqued’aménagementetdedéveloppement linguistique pour la langue corse 2007-2013(development plan for the Corsican Language, with the ideaofgivingallstudentsabilingualcompetence).Itisalsoknownthat theEuropeanUnionstrivesfora largedecentralisationofthenationalpowerstowardstheregionsthataspiretoacertainautonomous policy.Among the new demands of the regionswithastrongculturalandlinguisticcharacter,thedefenceandpromotion of the original languages and cultures has to be apriority,withoutnegativeconsequencesfortheofficialstatusofFrench.


37

10 Summarystatistics

Corsican pupils groupsorclasses

bilingualcourses(>3h) 5,950(24.53%) 261

teaching(3h) 6,783(27.97%) 305

lightteaching(±1h30) 11,307(46.62%) 522

Total 23,749(97.9%) 1,088

Table 7: Teaching of Corsican in pre-primary and primary education, 2010-2011 (Source: Rectorat de l’Académie de Corse).

schoolyear numberofpupils

1982/1983 1,485

1990/1991 4,737

1995/1996 6,126

1999/2000 7,758

2005/2006 9,183

2010/2011 9,318

Table 8: Number of pupils in secondary school with one to three hours of Corsican language education per school year (Source: Rectorat de l’Académie de Corse).

Corsican pupils

Option 8,013

LV2 834

LV3 471

Total 9,318(44.09%of21,131students)

Table 9: Number of pupils in secondary school with Corsican language education in the school year 2010/2011 (Source: Rectorat de l’Académie de Corse).

Corsicanasasubject bilingualcourses

primary 23,749 5,950

secondary 9,318 1,419

Table 10: Number of students involved in Corsican education (Source: Rectorat de l’Académie de Corse).


38

Endnotes

1 Institutnationaldelastatistiqueetdesétudeséconomiques(INSEE,NationalInstituteofStatisticsandEconomicStud-ies): http://www.insee.fr/fr/regions/corse/ [Accessed Sep-tember2012].

2 OIP ceased to exist. Its successor is Centre de DonnéesSocio-Politiques(CDSP,socio-politicaldatacentre).

3 Enquêtefamilleslangues1999:http://www.recensement-1999.insee.fr/RP99/rp99/page_accueil.paccueil

4 The general results for France were published in Héran,Filhon&Deprez(2002).

5 TheDeixonneLawallowsoptionalcoursesofonehourperweekatpre-primary,primaryandsecondarylevels,depend-inguponthewishesofteachersandparents.

6 Directive74-33dealswithteachingofregionaldialects.Itre-latesdirectlytoCorsican,astheformerDeixonneLawonlyreferredtoBreton,Basque,CatalanandOccitananddidnotmentionCorsican.

7 Source: Rapports CERPE (Reports CERPE). Available at:http://www.crdp-corse.fr/index.php/ressources-documentation/concours-et-examens/cerpe[AccessedSeptember2012].

8 Source: Les chiffres de la rentrée 2010 (The figures forSeptember 2010) http://www.ac-corse.fr/Les-chiffres-de-la-rentree-2010_a2188.html[AccessedDecember2011].

9 ConventionÉtat/CollectivitéTerritorialedeCorse– relativeauplandedéveloppementdel’enseignementdelalanguecorse2007-2013.

10 This information is based on numbers of the Rectorat del’académiedeCorse.

11 Source: Les chiffres de la rentrée 2011 (The figures forSeptember 2011): http://www.ac-corse.fr/Les-chiffres-de-la-rentree-2011_a2188.html.Source:Rectoratde l’académiedeCorse.[AccessedSeptember2012].

12 Source:annualmeetingofADPEPdeHauteCorse.13 Notpublished.14 Source:Rectoratdel’académiedeCorse.


39

15 Source:Rectoratdel’académiedeCorse.16 Source:Leportailnationaldel’orientationetdelaformation

(The national portal of guidance and training): http://www.orientation-formation.fr/Apres-la-3eme.html

17 http://www.corse.eu/Le-programme-Interreg-III_a34.html18 More information on the products and results: http://www.

univ-corse.fr/evenements-presentation-d%27ouvrages,-de-publications-scientifiques-et-d%27ecrits-litteraires-le-11-fevrier-2009-_987.html

19 http://www.corse.fr/Le-programme-Interreg-IV-C_a554.html20 http://www.maritimeit-fr.net/21 Notpublished.22 Jean-MarieComiti(inFrench)andGhjuvanMariaComiti(in

Corsican)isoneandthesameauthor.Inthisreferencelist,theinitialsarethesameasontheparticularpublication.


40

EducationsysteminFranceStructureoftheeducationsystem

inFrance,2011/2012

Source:E

urydice


41

Referencesandfurtherreading

regulations AssembléedeCorse (2007).Convention État/Collectivité Ter-ritoriale de Corse – relative au plan de développement de l’enseignement de la langue corse 2007-2013.Ajaccio:Assem-bléedeCorse.

Conseil Régional de Corse (1981). Charte culturelle de la Corse.s.l:s.n.

Circulaire 82-261 du 21 juin 1982 [Circulaire Savary] (1982).BOEN, no. 26, 1 July 1982. Paris: Ministère de l’Educationnationale.

Circulaire 83-547 du 30 décembre 1983 [Circulaire 83-547](1983). BOEN no. 3, 19 January 1984. Paris: Ministère del’Educationnationale.

Council of Europe (1992).European Charter for Regional or Minority Languages. European Treaty Series/Série des traitseuropéens 148. Strasbourg: Council of Europe. Available at:http://conventions.coe.int/[AccessedAugust2010].

Création d’un conceil académique des langues régionales[Creationofanacademiccouncilonregionallanguages](2001).Bulletin Officiel du ministère de l’Education Nationale et duministèrede laRecherche,no.33,13September2001.Paris:Ministère de l’Education nationale. Available at: http://www.education.gouv.fr/bo/2001/33/encarta.htm[AccessedApril2012].

Décret no. 74-33 du 16 janvier 1974 relatif à l’enseignement des langues et dialectes locaux [Directive74-33,aboutteach-ing of languages and dialects] (1974). Paris: Ministère del’Educationnationale.Availableat:http://www.tlfq.ulaval.ca/axl/europe/France-loi_Deixonne-texte-1951.htm[AccessedAugust2010].


42

Décret no. 90-788 du 6 septembre 1990 relatif à l’organisation et au fonctionnement des écoles maternelles et élémentaires[Directive90-788ontheorganisationandoperationofpre-schoolandprimaryeducation](1990).JournalofficieldelaRépubliqueFrançaise,no.208,8September1990(p.10928).Paris:Direc-tiondel’informationlégaleetadministrative.Availableat:http://www.legifrance.gouv.fr/[AccessedAugust2010].

Développement de l’enseignement des langues et cultures régionales à l’école, au collège et au lycée [Development ofregional languages and cultures in primary and secondaryeducation] (2001). Bulletin Officiel du ministère de l’EducationNationaleetduministèredelaRecherche,no.33,13September2001. Paris: Ministère de l’Education nationale. Available at:http://www.education.gouv.fr/bo/2001/33/encartc.htm [AccessedApril2012].

La Constitution du 4 Octobre 1958[FrenchConstitution](1958).Availableat:http://www.legifrance.gouv.fr/html/constitution/con-stitution.htm[AccessedAugust2010].Available inEnglish,German,Spanish, Italian,Arabic,Roma-nianandRussianaswell.

Loi no. 51-46 du 11 janvier 1951 relative à l’enseignement des langues et dialectes locaux[LoiDeixonne/DeixonneLaw,aboutteachingoflanguagesanddialects](1951).JournalofficieldelaRepubliqueFrançaise,13January1951(p.483).Paris:Directiondel’informationlégaleetadministrative.Availableat:http://www.legifrance.gouv.fr/[AccessedAugust2010].

Loi no. 75-620 du 11 juillet 1975 relative a l’éducation [LoiHaby/Lawon education] (1975). Journal officiel de laRépub-lique Française, 12 July 1975 (p. 7180). Paris: Direction del’information légale et administrative.Available at: http://www.legifrance.gouv.fr/[AccessedAugust2010].

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14 July 1989 (p. 8860).Paris:Directionde l’information légaleet administrative. Available at: http://www.legifrance.gouv.fr/[AccessedAugust2010].

Loi no. 91-428 du 13 mai 1991 portant statut de la collectivité territoriale de Corse[LawonthestatusoftheCorsicanterritory](1991).JournalofficieldelaRépubliqueFrançaise,no.111,14May1991(p.6318).Paris:Directionde l’information légaleetadministrative.Available at: http://www.legifrance.gouv.fr/ [Ac-cessedAugust2010].

Loi no. 2002-92 du 22 janvier 2002 relative à la Corse[LawonCorsica] (2002). Journal officiel de la République Française,23January2002(p.1503).Paris:Directiondel’informationlé-galeetadministrative.Availableat:http://www.legifrance.gouv.fr/[AccessedAugust2010].

Loi no. 2005-380 du 23 avril 2005 d’orientation et de programme pour l’avenir de l’Ecole [Loi Fillon/Law on guidance and pro-gramme for the future of education] (2005). Journal officiel delaRépubliqueFrançaise,no.96,24April2005(p.7166).Paris:Direction de l’information légale et administrative.Available at:http://www.legifrance.gouv.fr/[AccessedFebruary2011].

Loi no. 2007-1199 du 10 août 2007 relative aux libertés et responsabilités des universités [Law on the autonomy andresponsibilities of universities] (2007). Journal officiel de laRépublique Française, no. 185, 11 August 2007 (p. 13468).Paris:Directionde l’information légaleetadministrative.Avail-ableat:http://www.legifrance.gouv.fr/[AccessedMarch2011].

Plan régional de développement de la formation [PRDF, Re-gionaldevelopmentplanofeducation](2006).Availableat:http://www.corse.fr/Plan-regional-de-developpement-de-la-formation_a2304.html[AccessedMarch2011].

Plan stratégique d’aménagement et de développement linguis-tique pour la langue corse 2007-2013


44

[development plan for the Corsican Language, with the goalofgivingall studentsabilingual competence] (2007).Availableat: http://www.corse.fr/Langue-et-culture-corses_a508.html [Ac-cessedMarch2011].

Réforme du lycée [School reforms] (2010). Bulletin officielspécial,no.1,4February2010.Paris:Ministèredel’Educationnationale.Availableat:http://www.education.gouv.fr/[AccessedMarch2011].

publications Albitreccia,A.(1934).La Corse: La géographie, l’évolution his-torique, la vie actuelle.Paris:Hachette.

Ambrogi,A.(1923).Histoire des Corses.Bastia:Piaggi.

Arrighi,J.M.(1999).Ascola,quellejeunessepourdemain?In:J.M.Arrighi&M.J.Vinciguerraeds.Le Mémorial des Corses. Chronique de fin de siècle, 1981-2000 (pp. 483-495), vol. 7.Ajaccio:éditionsAlbiana.

Arrighi,J.M.(2002).Histoire de la langue corse.Paris:ÉditionsJean-PaulGisserot.

Arrighi,J.M.&M.J.Vinciguerraeds.(1999).Le Mémorial des Corses. Chronique de fin de siècle, 1981-2000,vol.7.Ajaccio:éditionsAlbiana

Attali,J.ed.(1998).Pour un modèle européen d’enseignement supérieur. Paris: Ministère de l’éducation nationale, de la re-chercheetde la technologie.Availableat:http://media.educa-tion.gouv.fr/file/94/9/5949.pdf[AccessedJuly2011].

Bonifacio,A.(1926).A prima grammatichella corsa.Bastia:Piaggi.

CollectivitéTerritorialedeCorse(2007).La langue et la culture Corses - “Lingua è Cultura Corsa”.Ajaccio:ALBOREEditions.Availableat:http://www.corse.fr/Les-2-axes-du-PRDF-lingua-e-cultura-corse_a509.html[AccessedDecember2011].


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Colonna de Cesari-Rocca, P. P.R. (1916).Histoire de Corse.Paris:Boivin.

Comiti,J.M.22(1992).Les Corses face à leur langue.Ajaccio:SquadradiuFinusellu.

Comiti, G. M. (1996).A pratica è a grammatica: pè un spir-itu nurmativu novu. Conference on literature, Corte, Corsica,France, 29 november 1996. s.l.: s.n.Available at: http://www.interromania.com/studii/sunta/comiti/pratichegramatica.htm[AccessedAugust2010].

Comiti,J.M.(1996).A pratica è a grammatical.Ajaccio:Squa-Ajaccio:Squa-dradiuFinusellu.

Comiti, J. M. & A. Di Meglio (1996). La langue corse dansl’enseignement: norme(s) et fonctionnements. In: L. Dabèneed.Lidil, Les langues régionales. Enjeux sociolinguistiques et didactiques(pp.61-74),vol.20.Grenoble:Éditionslittérairesetlinguistiquesdel’universitédeGrenoble.

Dekkers, A. (1995). Teacher Training of Minority Languages for Primary and Secondary Education. Ljouwert/Leeuwarden:FryskeAkademy.

EuropeanCommision(1995).Structures of the Education and Ini-tial Training Systems in the European Union,2ndedition.Luxem-bourg:Office forOfficialPublicationof theEuropeanCommuni-ties.Availableat:http://www.eric.ed.gov/[AccessedAugust2010].

Favreau, J. (2008). Abdelcader Camal. s.l.: Centre RégionaldeDocumentationPédagogiquedeCorse.Availableat:http://www.crdp-corse.fr/images/stories/pdf/abdelcader-camal-web.pdf[AccessedNovember2011].

Fusina,J.(1994).L’enseignement du corse. Histoire, dévelop-pements, perspectives.Ajaccio:SquadradiuFinusellu/Univer-sitédeCorse.


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Fusina, J. (1995). L’enseignement du corse: une démarcheoriginale. In: Anon Actes des Rencontres nationales de la Fédération pour l’enseignement des langues régionales dans l’enseignement public (pp. 23-27), 9th FLAREP conference,Ajaccio,Corsica,France,28-30October1995.Ajaccio:s.n.

Fusina, J. (1998a).Propositions pour un plan de développe-ment de l’enseignement de la langue et de la culture corses.Ajaccio: Conseil exécutif deCorse, CollectivitéTerritoriale deCorse[unpublishedreport].

Fusina, J. (1998).Diagnostic-évaluation préparatoire au plan de développement de l’enseignement du corse.Ajaccio:Con-seilexécutifdeCorse,CollectivitéTerritorialedeCorse[unpub-lishedreport].

Fusina, J. (1998). Examen des dispositifs prévus dans le cadre des orientations pour un plan de développement de l’enseignement de la langue corse.Ajaccio:ConseilexécutifdeCorse,CollectivitéTerritorialedeCorse[unpublishedreport].

Fusina,J.(1998).Languecorseetmodernité.In:AnonActes du Colloque international Iles et Mémoires(pp.202-209),Corte,Cor-sica,France,27-29September1996.Corte:UniversitédeCorse.

Fusina,J.(1999).Parlons corse.Paris:ÉditionsL’Harmattan.

Fusina,J.(1999).L’identitéetseshorizons.In:A.MeistersheimActes du Colloque international L’île laboratoire(pp.450-456),Ajaccio, Corsica, France, 19-21 June 1997.Ajaccio: EditionsAlainPiazzola.

Fusina,J.(2000).Lecorse.In:AnonLa Tribune Internationale des Langues Vivantes(pp.65-67),vol.27. Perros-Guirec:Édi-tionsAnagrammes.


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Fusina, J. (2004). L’identité et seshorizons. In:L’observatoire. Les Politiques culturelles au tournant(pp.18-23),vol.25.Greno-ble:Observatoiredespolitiquesculturelles.

Goot,A. Sj. van der (1996). Bilingual education in Catalonia: differentiation strategies in primary education. Ljouwert/Leeu-warden:FryskeAkademy/Mercator-Education.

Goot, A. Sj. van der, W. J. T. Renkema & M. B. Stuijt eds.(1994). Pre-primary education. Ljouwert/Leeuwarden: FryskeAkademy.

Guirao-Jullien, M. (2010). Petite méthode pour débuter en corse.Ajaccio:CRDPdeCORSE.

Héran, F.,A. Filhon & C. Deprez (2002). La dynamique deslangues en France au fil du XXe siècle. In: Population et Sociétés, vol. 376. Paris: Institut national d’études démo-graphiques(INED).Availableathttp://www.ined.fr/fr/[AccessedApril2011].

Janik,R.(2004).Languecorse:transmissionréceptionetpra-tique.In:INSEEÉconomie corse,vol.105.s.l.:Institutnationaldelastatistiqueetdesétudeséconomiques(INSEE).Availableat:http://www.insee.fr/fr/default.asp[AccessedApril2011].

Marchetti,P.(1974).Le corse sans peine.Paris:Assimil.

Marchetti,P.(2008).L’Usu Corsu: Dictionnaire des mots d’usage et des locutions du Nord et du Centre de la Corse avec les équivalents des langues italienne et française.Ajaccio:EditionsAlainPiazzola.

Michaux,P.A.(2005).Languecorseauprèsdescollégiens:del’apprentissageà lapratique. In:Economie corse,vol.111.s.l.:Institut national de la statistique et des études économiques(INSEE). Available at: http://www.insee.fr/fr/themes/document.asp?ref_id=9622[AccessedNovember2011].


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Ottavi,P.(2008).Le bilinguisme dans l’Ecole de la République.Ajaccio:éditionsAlbiana.

Quenot, S. (2011).Structuration de l’Ecole bilingue en Corse. Processus et stratégies scolaires d’intégration et de différencia-tion dans l’enseignement primaire. Corti: Università di CorsicaPasqualePaoli[PhD].Availableat:http://tel.archives-ouvertes.fr/[AccessedJuly2011].

Thiers,J.(1989).Papiers d’Identité(s).Ajaccio:éditionsAlbiana.

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Tjeerdsma,R.S.&J.A.Sikma (1994).Provision of Learning Materials for primary and pre-primary education.Ljouwert/Lee-warden:FryskeAkademy/Mercator-Education.


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Addresses

officialbodies CollectivitéTerritorialedeCorse(CTC,TerritorialPublicAu-thorityofCorsica)22CoursGrandval,BP215,20187AjaccioCedex,FranceT+33(0)495516464F+33(0)[email protected]://www.corse.fr/

Conseil Économique, Social et Culturel de Corse (CESC,Economic,SocialandCulturalCouncilofCorsica,consultativecounciloftheCTC)6,rueEmmanuelArène,20000Ajaccio,FranceT+33(0)495503990F+33(0)[email protected]://www.corse.fr

Inspectionacadémique(thenationalschoolinspectorate)Haute-CorsePalaisde lamer,5bis rueChanoineLeschi,B.P.177,20293BastiaCedex,FranceT+33(0)[email protected]://ia2b.ac-corse.fr/

Corse du SudBd.PugliesiConti,B.P.832,20192AjaccioCedex4,FranceT+33(0)495515951F+33(0)[email protected]://web.ac-corse.fr/ia2a/

Ministère de l’Education nationale (Ministry of nationaleducation)110ruedeGrenelle,75357ParisSP07,FranceT+33(0)155551010Whttp://www.education.gouv.fr/


50

Rectorat de l’Académie de Corse (Academic office of theCorsicanpubliceducationservice)ServiceLangueetculturecorsesBoulevard Pascal Rossini, BP 808, 20192 Ajaccio Cedex 4,FranceT+33(0)495503333F+33(0)[email protected]; [email protected]://www.ac-corse.fr/

education ACasadiuPopuluCorsu(organisationthatoffersCorsicanlanguagecoursesandculturalactivities)51 bis Rue du Général Leclerc, 92130 Issy-Les-Moulineaux,FranceT+33(0)[email protected]://acasadiupopulucorsu.wifeo.com/

AssociationdépartementaledesPupillesdel’enseignementpublicdelaHaute-Corse(ADPEPdeHaute-Corse,associationofchildreninpubliceducationinUpperCorsica)EcoleFrançoisAmadeï,PaeseNovu2,20600Bastia,FranceT+33(0)495323119F+33(0)[email protected];[email protected]://www.lespep.org/

Association pour le Développement des Etudes Archéo-logiques,Historiques,LinguistiquesetNaturalistesduCen-tre-EstdelaCorse (ADECEC, associationforthedevelopmentofstudiesonarcheology,history,linguisticsandenvironmentoftheCentral-EastofCorsica)PlaceduMusée,20221Cervioni,FranceT+33(0)495381283F+33(0)[email protected]://www.adecec.net/


51

AssociuÀScioglilingua (associationof teachersofbilingualeducation)villaBadellu,parcCapuccini,20250Corte,France

Centre de Données Socio-Politiques (CDSP, socio-politicaldatacentre)27rueSaint-Guillaume,75337ParisCedex07,FranceT+33(0)[email protected]://cdsp.sciences-po.fr/

CentredeSéjouretd’EtudesCorses(CentreforLivingandStudyCorsican,accommodationcentre)c/oADPEPdeHaute-CorseEcoleFrançoisAmadeï,PaeseNovu2,20600Bastia,FranceT+33(0)495323119F+33(0)[email protected];[email protected]://www.lespep.org/

CentreRégionaldeDocumentationPédagogique(CRDPdelaCorse,regionalcentreofpedagogicaldocumentation)Immeuble Castellani, BP 70961, 20 700 Ajaccio Cedex 9,FranceT+33(0)495509000F+33(0)[email protected]://www.crdp-corse.fr/

Cultura Viva (LivingCulture, association offering teaching ofCorsican)38AlléeVivaldi,75012Paris,FranceT+33(0)[email protected]://www.culturaviva.fr/


52

Délégation académique à la formation continue (DAFCO,academicdelegationofvocationaltraining)DAFCO Corse40avenueNoëlFranchini,20192Ajacciocedex4,FranceT+33(0)495106936F+33(0)[email protected]://www.ac-corse.fr/greta/

InstitutUniversitairedeFormationdesMaître(IUFM,TeacherTrainingInstituteforprimaryandsecondaryeducation)IUFM de l’académie de Corse - Université de Corse, Pascal PaoliRN200,ZoneartisanaleB.P.86,20250Corte,FranceT+33(0)495519000F+33(0)495519010Whttp://www.univ-corse.fr/

InstitutesUniversitairesdeTechnologie (IUT,University In-stitutesforTechnology)IUT di CorsicaCampusGrimaldi,20250Corte,FranceT+33(0)495461731F+33(0)[email protected]://www.iut.univ-corse.fr/

OfficeNationald’InformationsurlesEnseignementsetlesProfessions(ONISEP,NationalOfficeofInformationonTeach-ingandtheTeachingProfessions)Onisep Corse3ruedocteurVersini,20000Ajaccio,FranceT+33(0)495211652F+33(0)[email protected]://www.onisep.fr/


53

ScolaCorsadeMarseilleMaisondelaCorse,69rueSylvabelle,13006Marseille,FranceT+33(0)491370528Whttp://www.maisondelacorse.fr/

UniversitàdiCorsicaPasqualePaoli(UniversityofCorsica)AvenueJeanNicoli,BP52,20250Corte,FranceT+33(0)495450000Whttp://www.univ-corse.fr/

Faculté de droit et des sciences économiques (faculty of lawandeconomics)UniversitàdiCorsicaPasqualePaoli,CampusMariani,BP52,20250Corte,FranceT+33(0)[email protected]

Faculté de Lettres, Langues, Arts, Sciences Humaines et So-ciales (FLLASHS, faculty of humanities, languages, arts, andsocialsciences)UniversitàdiCorsicaPasqualePaoli,CampusMariani,BP52,20250Corte,FranceT+33(0)495450123F+33(0)[email protected]

Faculté des Sciences et Techniques (faculty of science andtechnology)UniversitàdiCorsicaPasqualePaoli,CampusGrimaldi,BP52,20250Corte,FranceT+33(0)[email protected]

culturalcentres AssociationScolaCorsadiBastia(AssociationforteachingofCorsian)CentreSocialdelaCAF,PaeseNovu20200Bastia,FranceT+33(0)495340592

andassociations


54

AssociationMatinaLatina(Associationforcoursesandpubli-cationsinsouthCorsican)ImmeubleleGolo,BtDRuedel’AspirantMichelin,20000Ajac-cio,FranceT+33(0)671650478

national Centre de Données Socio-Politiques (CDSP, socio-politicaldatacentre)27rueSaint-Guillaume,75337ParisCedex07,FranceT+33(0)[email protected]://cdsp.sciences-po.fr/

Centre national de la recherche scientifique (CNRS, Na-tionalCentreforScientificResearch)DélégationProvenceetCorse31cheminJosephAiguier,13402MarseilleCedex20,FranceT+33(0)491164000F+33(0)491779304Whttp://www.provence-corse.cnrs.fr/

UMR - LISA 6240, Lieux, Identités, eSpaces et Activités(LISA,PlacesIdentitiesSpacesandActivities)UniversitàdiCorsicaPasqualePaoli,AvenueJeanNicoli,BP52,20250Corte,FranceT+33(0)495450061F+33(0)[email protected]://umrlisa.univ-corse.fr/

InstitutnationaldelaStatistiqueetdesEtudesEconomiques(INSEE,NationalInstituteofStatisticsandEconomicStudies)18BoulevardAdolphePinard,75014Paris,FranceT+33(0)140928942Whttp://www.insee.fr/

organisations


55

Institut national de la Statistique et des Etudes Econo-miquesCorse(INSEECorse)LeCardoruedesMagnolias,BP90720700AjaccioCedex9,FranceT+33(0)495235454F+33(0)495235479Whttp://www.insee.fr/corse

InstitutNationaldeRecherchePédagogique(INRP,NationalEducationalResearchInstitute)19alléedeFontenay,BP17424,69347LyonCedex07,FranceT+33(0)472766100F+33(0)472766110Whttp://www.inrp.fr/inrp

websites Corsicaweb (information about the history, culture and lan-guageofCorsica)MaisonduCap,PortToga,20200Bastia,FranceT+33(0)495322994Whttp://www.corsicaweb.fr/

Corsica(informationaboutCorsicaandthelanguage)[email protected]://corsica.net.free.fr/

PetitdictionnairedeCorse(onlineCorsican-Frenchwordlist)Whttp://corsica.net.free.fr/html/francais/mainframefr.htm


57

Otherwebsitesonminoritylanguages

Mercator www.mercator-network.euGeneral site of theMercator EuropeanNetwork of LanguageDiversity Centres. It gives information about the network andleadsyoutothehomepagesofthenetworkpartners.

Mercator www.mercator-research.euHomepage of the Mercator European Research Centre onMultilingualism and Language Learning.Thewebsite containstheseriesofRegionaldossiers,adatabasewithorganisations,abibliography,informationoncurrentactivities,andmanylinkstorelevantwebsites.

Mercator-Media www.aber.ac.uk/~merwwwHomepageofMercator-Media.ItprovidesinformationonmediaandminoritylanguagesintheEU.

Mercator- www.ciemen.org/mercatorHomepage ofMercator-Legislation. It provides information onminoritylanguagesandlegislationintheEU.

European http://ec.europa.eu/education/languages/languages -of-europe/doc139_en.htm

The website of the European Commission gives informationabouttheEU’ssupportforregionalorminoritylanguages.

Councilof http://conventions.coe.intEuropean Charter for Regional or Minority Languages (1992)andFramework Convention for the Protection of National Minor-ities(1995).EuropeanTreatySeries148and157,Strasbourg.

Eurydice http://eacea.ec.europa.eu/education/eurydice/index_en.phpEurydiceistheinformationnetworkoneducationinEurope.Thesitesprovides informationonallEuropeaneducationsystemsandeducationpolicies.

Commission

Legislation

ResearchCentre

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WhatcantheMercatorResearchCentreofferyou?

mission&goals The Mercator European Research Centre on MultilingualismandLanguageLearningaddressesthegrowinginterestinmulti-lingualismandtheincreasingneedoflanguagecommunitiestoexchangeexperiencesandtocooperateinaEuropeancontext.The centre is based in Ljouwert/Leeuwarden, the capital ofFryslân–thebilingualprovinceoftheNetherlands–andhostedat the FryskeAkademy (FrisianAcademy). TheMercator Re-searchCentre focusesonresearch,policy,andpractice in thefieldofmultilingualismandlanguagelearning.Thecentreaimstobeanindependentandrecognisedorganisationforresearch-ers, policymakers, and professionals in education.The centreendeavours to promote linguistic diversity within Europe. Thestartingpointliesinthefieldofregionalandminoritylanguages.Yet,immigrantlanguagesandsmallerstatelanguagesarealsoatopicofstudy.Thecentre’smainfocusisthecreation,circula-tion,andapplicationofknowledgeinthefieldoflanguagelearn-ingatschool,athome,andthroughculturalparticipation.

partners In1987MercatorEducationstartedcooperationwith twopart-nersinanetworkstructure:MercatorMediahostedattheUni-versityofWalesinAberystwythandMercatorLegislationhostedat the Ciemen Foundation in Barcelona. This network hasdeveloped into the Mercator European Network of LanguageDiversityCentres,which consists of the three aforementionedpartnersaswellastheCentreforFinnishStudiesofMälardalenUniversityinSwedenandtheResearchInstituteforLinguisticsoftheHungarianAcademyofSciencesinHungary.Besides,theMercatorResearchCentre, the successor ofMercatorEduca-tion, expands its network in close cooperation with a numberof other partner organisationsworking in the same field. Thiscooperation includes partners in Fryslân, as well as partnersin theNetherlands and in Europe. The provincial governmentofFryslân is themain fundingbodyof theMercatorResearchCentre.ProjectsandactivitiesarefundedbytheEUaswellasbytheauthoritiesofotherregionsinEuropewithanactivepolicytosupporttheirregionalorminoritylanguageanditsculture.


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research TheMercatorResearchCentredevelopsaresearchprogrammeonthebasisofthedatacollectionsavailable.Researchactivitiesfocuson variousaspects of bilingual and trilingual education,such as interaction in multilingual classrooms, language pro-ficiency indifferent languages,and teachers’qualifications forthemultilingualclassroom.Wheneverpossible,researchwillbecarriedout inacomparativeEuropeanperspective.ResearchresultsaredisseminatedthroughpublicationsandconferencesincollaborationwithEuropeanpartners.

conferences The Mercator Research Centre organises conferences andseminars on a regular basis. Themes for the conferencesinclude: measurement & good practice, educational models,developmentofminimumstandards, teacher training,and theapplicationoftheCommonEuropeanFrameworkofReference.ThemaintargetgroupsfortheMercatorResearchCentreareprofessionals,researchers,andpolicymakersfromallmemberstatesoftheCouncilofEuropeandbeyond.

q&a ThroughtheQuestionandAnswerserviceavailableonourweb-site (www.mercator-research.eu)wecan informyouaboutanysubjectrelatedtoeducationinminorityorregionallanguagesinEurope.Theexperts inourextensivedatabaseofexpertscanalsoproviderelevantinformation.

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This document was published by the Mercator European Research Centre on Multilingualism and Language Learning with financial support from the Fryske Akademy, the Province of Fryslân, and the municipality of Leeuwarden.

© Mercator European Research Centre on Multilingualism and Language Learning, 2012

ISSN: 1570 – 12392nd edition

The contents of this dossier may be reproduced in print, except for commercial purposes, provided that the extract is proceeded by a complete reference to the Mercator European Research Centre on Multilingualism and Language Learning.

This Regional dossier was originally compiled by Jacques Fusina. Jean-Marie Arrighi, aca-demy inspector, updated the dossier in 2011. All educational statistics come from the Aca-demy of Corsica. Unless otherwise stated academic data refer to the 2010/2011 school year.

AcknowledgementsThe author wishes to express his gratitude to all those who provided elements through their publications and to the Mercator Research Centre for having suggested clarifications when needed.

From August 2012 onwards Ineke Rienks and Saskia Benedictus-van den Berg havebeen responsible for the publication of the Mercator Regional dossiers series.

Albanian; the Albanian language in education in ItalyAsturian; the Asturian language in education in SpainBasque; the Basque language in education in France (2nd ed.)Basque; the Basque language in education in Spain (2nd ed.)Breton; the Breton language in education in France (2nd ed.)Catalan; the Catalan language in education in France Catalan; the Catalan language in education in SpainCornish; the Cornish language in education in the UKCorsican; the Corsican language in education in France (2nd ed.)Croatian; the Croatian language in education in Austria Frisian; the Frisian language in education in the Netherlands (4th ed.)Gaelic; the Gaelic language in education in the UK Galician; the Galician language in education in Spain German; the German language in education in Alsace, France (2nd ed.)German; the German language in education in Belgium German; the German language in education in South Tyrol, Italy Hungarian; the Hungarian language in education in Slovakia Hungarian; the Hungarian language in education in SloveniaIrish; the Irish language in education in Northern Ireland (2nd ed.)Irish; the Irish language in education in the Republic of Ireland Italian; the Italian language in education in SloveniaKashubian; the Kashubian language in education in Poland Ladin; the Ladin language in education in Italy Latgalian; the Latgalian language in education in LatviaLithuanian; the Lithuanian language in education in Poland Meänkieli and Sweden Finnish; the Finnic languages in education in Sweden North-Frisian; the North Frisian language in education in Germany (2nd ed.)Occitan; the Occitan language in education in France Polish; the Polish language in education in LithuaniaRomani and Beash; the Romani and Beash languages in education in Hungary Sami; the Sami language in education in Sweden Scots; the Scots language in education in Scotland Slovak; the Slovak language in education in Hungary Slovene; the Slovene language in education in Austria (2nd ed.)Slovene; the Slovene language in education in Italy (2nd ed.)Sorbian; the Sorbian language in education in Germany Swedish; the Swedish language in education in Finland Turkish; the Turkish language in education in Greece Ukrainian and Ruthenian; the Ukrainian and Ruthenian language in education in PolandVõro; the Võro language in education in EstoniaWelsh; the Welsh language in education in the UK

European Research Centre onMultilingualism and Language Learning

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c/o Fryske Akademy

Doelestrjitte 8

P.O. Box 54

NL-8900 AB Ljouwert/Leeuwarden

The Netherlands

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CORSICAN

The Corsican language in education in France | 2nd Edition |

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