European Language Learning for Life-Long Learning: Issues in Cyprus

Victoria Kalogerou

Cyprus Academic Research Institute

66, Metochiou str.

Nicosia, Cyprus

Email: kalogerou.v@unic.ac.cy

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European Language Policies: Implementation in Higher Education in Cyprus

• Project title: European Language Policies: Implementation in Higher Education in Cyprus.

• Project No. PENEK/ENISH/0308/62Project funding: RPF: RESEARCH TECHNOLOGICAL DEVELOPMENT AND INNOVATION 2008

• Project start and finish dates: December 2008 – December 2010

• RPF web site: www.research.org.cy

• RPF email: ipe@research.org.cy

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Background

• Universities and other Higher Education institutions in the European Union, of which Cyprus has rather recently become a member, have been facing major changes during the last decade.

• This has led the European countries in a series of actions relating to education and educational policies in the Member States. Among the various issues relating to education a major one is the learning of European Languages.

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Council of Europe

• The Bologna Process is a European reform process that aims in establishing a European Higher Education Area by the end of this decade by organizing higher education systems in European countries in such a way so that:

– citizens within the European Higher Education Area move easily from one country to another for the purpose of further study or employment;

– many people from non-European countries come also to study and work in Europe;

– Europe will be provided with a broad, high quality and advanced knowledge base which ensures the further development of Europe as a stable, peaceful and tolerant community (Council of Europe, 1999).

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+2 European Languages

• To increase mobility for Higher Education studies would mean that the students would need to have a very good level of competence in EU languages in order to be more flexible in study or exchange options and enhance their intercultural competence.

• The results of the Special Eurobarometer “Europeans and their Languages” demonstrated that the EU objective of +2 foreign languages is far from the present situation: a mere 28% of the respondents is able to hold a conversation in two other foreign languages (Special Eurobarometer 2006:3)

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Reasons for limited language skills

• The circumstances in the contexts of acquisition vary considerably from one country to another.

• Language learning depends on a significant degree in grammatical and syntactical rules, neglecting the development of communicative competence.

• The use of the mother tongue or other languages has been consciously prohibited in the classroom.

• The development of autonomous learning, self-direction and individual responsibility can be greatly enhanced with the use of ICT and social tools.

• Failure to join language learning with intercultural communication in the classroom.

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Language Learning in Higher Education in Cyprus

• There are limitations in relation to language learning. In public Higher Education institutions where the language of instruction is Greek, students are expected to complete 2-3 levels in English.

• Other options in languages are available, including the most popular European ones –German, French, Italian and Spanish along with Russian and Turkish.

• In private Higher Education institutions, there are the options of taking classes in French, German, Italian and Russian.

Presentation for Interim Report

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Reasons for limited language skills in Higher Education

• Research has shown that adult language learners begin relying on their ability to – Analogize– Systematize– Regularize

the target language data to which they are exposed immediately upon beginning to learn a new language.

• Teaching rules should be substituted by teaching strategies - “creative ways to negotiate the norms operating in different contexts”.

• Adults may also use online sources outside the classroom to enhance their language learning during their free time or while using social networking for work.

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Further limitations in language learning in Higher Education

• Failure to join language learning with intercultural communication. – Efforts to bridge cultural differences

remotely such as with the use of technology have demonstrated weaknesses.

• Failure to develop the multilingual potential in individuals.

• Failure to make language learning a more natural process.

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ICT-based tools/social tools

• The use of ICT-based tools can complement traditional face-to-face teaching and assist toward the direction of language learning.

• When interacting with ICT or Social software, language learners spend time thinking about their own language learning.

• If language instructors begin by helping their students identify who they are as language learners, they might start thinking about language learning rather than just trying to learn the language.

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Limitations of ICT-based tools/social tools

• Pedagogical applications do not keep up with and are not integrated into technological innovation and change.

• There is a “lack of symbiosis” between commercial players in the fields of telecommunications and broadcast media who recognize the value and potential of ICT and educators.

• ICT has the potential to improve the language learning situation, but this needs careful thought in each case as there is no essential link with improved learning.

• The need of strengthening awareness in relation to ICT tools and the need for professional in-service training.

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Conclusion• ICT and social software offer extensive possibilities in

making language learning more effective. • However, many language professionals are still reluctant to

use ICT due to lack of awareness for the usefulness of such tools and lack of knowledge in using ICT resources.

• Decision makers should inform themselves on the complementary relationships between the use of ICT in Tertiary Education– the development of communicative competence – linguistic awareness in students and further promote the

implementation of ICT tools.

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