Skip to main content

The Promotion of Language Learning and Linguistic Diversity through the aquatic sciences ERASMUS network AQUA-TNET

Abstract

The ERASMUS academic network AQUA-TNET, prompted by reports of a lack of concern regarding language training provision for exchange students which had been raised in successive European Universities Association Trends reports, carried out a detailed examination of the language training provided by its partners for exchange students through its Language Learning and Linguistic Diversity (LLLD) group. The group carried out several European-wide surveys to ascertain whether the reported lack of concern was also evident in the AQUA-TNET partnership. The results of these surveys reveal some disparity between staff and student perceptions of language provision for exchange students. The group also investigated the incidence of English as the main delivery language for aquatic science courses, as well as the need for language provision at the basic rather than the intermediate or advanced level, as advocated by the academic sector. The AQUA-TNET LLLD group’s activities were responsible for several studies and reports used to inform or update the network on developments relevant to their language learning policies: desk study on marine science courses in the AQUA-TNET network; review of European schools’ language (and science) policies; reports on EUROPASS, the Common European Framework of Reference for Languages and the use of the Internet for delivery of multilingual language learning. The needs analysis derived from the student survey on online language course provision led to changes in the chosen online language course.

This is a preview of subscription content, access via your institution.

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7
Fig. 8
Fig. 9
Fig. 10
Fig. 11
Fig. 12

Abbreviations

CEFR:

Common European Framework of Reference for Languages

EACEA:

Education, Audiovisual and Culture Executive Agency

EHEA:

European Higher Education Area

ESLC:

European Survey on Language Competences

EUA:

European Universities Association

HEI:

Higher Education Institute

LLLD:

Language Learning–Linguistic Diversity

PIMLICO:

Promoting, Implementing, Mapping Language and Intercultural Communication Strategies in Organisations and Companies

SIGMA:

Scientific Committee on Languages (European Language Council)

References

  • Berlin (2003) Realising the European Higher Education Area: Communiqué of the Conference of Ministers responsible for Higher Education, 19 September 2003

  • Chambers A (1995) Prospects in Language studies: identification of new needs in education and training (Synthesis Report), SIGMA—Scientific Committee on Languages, European Language Council, ERASMUS Evaluation Conference (June 1995) Stockholm

  • Council of Europe (2001) Common European framework of reference for languages: learning, teaching, assessment. Cambridge University Press, Cambridge

    Google Scholar 

  • Council of Europe (2008) European Language Portfolio. Retrieved from http://www.coe.int/t/dg4/education/elp/

  • Crosier D, Perser L, Smidt H (2007) Trends V, Universities shaping the European higher education area. European Universities Association, Brussels, p 45

  • EACEA: Eurydice: Eurostat (2008) Key data on teaching languages at schools in Europe 18th September 2008, 136 pp. doi: 10.2797/12061

  • Eurobarometer 63.4, Special Note (2005) Europeans and languages, p 5. http://ec.europa.eu/public_opinion/archives/ebs/ebs_237.en.pdf

  • European Commission (1995) White paper on education and training: teaching and learning: towards the learning society. http://ec.europa.eu/education/doc/official/keydoc/lb-en.pdf

  • European Commission (2003) Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee, and the Committee of the Regions. Promoting Language Learning and Linguistic Diversity: An Action Plan 2004–2006, COM(2003) 449 final. http://ec.europa.eu/education/doc/official/keydoc/actlang/act_lang_en.pdf

  • European Commission (2005) Communication from the Commission to the Council, the European Parliament, the Economic and Social Committee, and the Committee of the Regions. A New Framework Strategy for Multilingualism, COM(2005) 596 final. http://europa.eu/languages/servlets/Doc?id=913

  • European Commission (2008) Multilingualism: an asset for Europe and a shared commitment COM (2008) 566 final, Brussels

  • European Commission (2010) Europe 2020: a strategy for smart, sustainable and inclusive growth, Brussels 3.3.2010 (COM (2010) 2020 final)

  • European Commission (2012a) Rethinking education; investing in skills for better socio-economic outcomes: Brussels (COM(2012) 669)

  • European Commission (2012b) Rethinking education: language competences for employability, mobility and growth. Strasbourg, 20.11.2012 SWD(2012) 372 final

  • European Commission (2012c) First European survey of language competence, Final Report, Brussels

  • European Commission (2012d) Report from thematic working group ‘languages for jobs’ European strategic framework for education and training (ET 2020) (http://ec.europa.eu/languages/policy/strategic-framework/documents/languages-for-jobs-report_en.pdf)

  • European Commission: Eurydice (2005) Key data on teaching languages at school in Europe. Brussels http://www.eurydice.org/ressources/eurydice/pdf/0_integral/049EN.pdf

  • European Council (1995) Council Resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union. Doc. 395Y0812(01). Official Journal C 207, 12/08/1995:0001–0005

  • European Council (1997) Council Resolution of 16 December 1997 on the early teaching of European Union languages. Official Journal 98/C 1, 03/01/1998:2-3. http://eurlex.europa.eu/LexUriServ/site/en/oj/1998/c_001/c_00119980103en00020003.pdf

  • European Council (2002) Presidency conclusions. Barcelona European Council, March 2002. http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/ec/71025.pdf

  • European Council (2009) Conclusions of 12 May 2009, strategic framework for European cooperation in education and training (‘ET 2020’), Council (2009/C119/02)

  • European Parliament and Council of the European Union (2006) Recommendation of the European Parliament and of the Council on key competences for lifelong learning (2006/962/EC), Official Journal of the European Union, L 394:10–18 http://www.bmukk.gv.at/medienpool/15190/key_comp_lifelong_learning.pdf

  • Language Guide for European Business (ISBN 978-92-79-18657-8) http://ec.europa.eu/languages/languages-of-europe/languages-for-business_en.htm

  • Reichert S, Tauch C (2003) Trends III: Bologna four years after: Steps towards sustainable reform of higher education in Europe. European Universities Association, Brussels, p 108

  • Reichert S, Tauch C (2005) Trends IV: European universities implementing Bologna. European Universities Association, Brussels, p 21

  • Sursock A, Smidt H (2010) Trends 2010: a decade of change in European Education. European Universities Association, Brussels, p 10, pp 68–73, pp 81–84

  • Tudor I, Mackiewicz W (2009) The Bologna Process and higher education language policy. In: The Bologna Handbook, Implementing Bologna in your institution’ rethinking the institution along strategic lines (Article C 1 4.2), p 3

Download references

Acknowledgments

The authors would like to thank the members of the AQUA-TNET LLLD core group for their work on the studies and surveys on which the present paper is based: Roisin Nash, W.D. McConnell and E. Grahl-Madsen. We are grateful to the students and others who helped to realise the PESCALEX Induction Language Game by translating  and recording the Polish and Turkish versions. We would also like to thank Fotini Pateraki for her graphics in the PESCALEX online and hard copy Multilingual Language Lessons. We are especially grateful to the support given by the Irish LDV agency Leargas. The PESCALEX Multilingual Language Lessons came from two LEONARDO DA VINCI projects (IRL/05/B/F/LA-153180 and LLP/LdV?TOI/2008/IRL-509) funded under the EU Lifelong Learning Programme through Leargas, Ireland.

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Margaret Eleftheriou.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

Eleftheriou, M., Heral, A. The Promotion of Language Learning and Linguistic Diversity through the aquatic sciences ERASMUS network AQUA-TNET. Aquacult Int 23, 805–823 (2015). https://doi.org/10.1007/s10499-014-9812-4

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10499-014-9812-4

Keywords

  • Linguistic diversity
  • Multilingual
  • Foreign language teaching
  • EUROPASS
  • Common European Framework of References for Languages
  • Bologna Process
  • Language game