Concepts of teaching foreign languages in ten European countries

Concepts of Teaching Foreign Languages

Presented by France, French Guiana, Germany, Greece, Italy, Poland, Slovakia, Spain, Sweden and Turkey

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The French School System and Foreign Language Teaching Private schools and public schools.

Since 1967, school has been compulsory for all children between the ages of 6 and 16. However, most of the pupils start school around the age of 3. A pupil can either go to a public school or to a private school. The public schools (which attract 80% of the pupils) are run by the state. They must therefore follow some basic rules among which: -

Free education for everyone.

Political and philosophical neutrality.

Secularism: No religious belief can be displayed. This also means that religion is not taught in public schools.

On the other hand, private schools which are not free, may have religious instruction in their curriculum.

French school grades Age Ecole maternelle 3 4 5 Ecole primaire 6 7 8 9 10 Collége 11 12 13 14 Lycée 15 16 17

France

UK

USA

Petite section Moyenne section Grande section

Nursery Reception Year 1

Nursery Pre-Kindergarten Kindergarten

CP CE1 CE2 CM1 CM2

Year 2 Year 3 Year 4 Year 5 Year 6

1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade

6ème 5ème 4ème 3ème

Year 7 Year 8 Year 9 Year 10

6th Grade 7th Grade 8th Grade 9th Grade

2nde 1ère Terminale

Year 11 Year 12 Year 13

10th Grade 11th Grade 12th Grade

Primary education and secondary education.

The “école maternelle” and the “ecole primaire” are part of the primary education whereas the “college” and “lycée” form the secondary education.

In the primary education, the pupils will have only one teacher who will cover the different subjects (mathematics, French, Modern languages, sciences, history, …).

They will attend school 24 hours a week, 5 to 6 hours a day, 4 to 5 days a week.

The secondary education is a major change for the pupils since they now have one teacher for each subject. They will spend up to 35 hours a week at school.

At the end of the collége, depending on his/her results and wishes, the student may pursue the general studies or attend a vocational high school, which focuses more on the manual skills needed for a fast track entry in the job market. These students will take a final exam called baccalauréat professionnel. « Baccalaureat Général » and « Baccalauréat technologique » As for the students whose grades allow them to carry on studying in the general high school, they are meant to take a final exam which will give them access to higher education: the baccalauréat.

Once again there is another distinction, at the end of the year 11 the student has to choose if he wants to pursue the general studies or prepare a technological baccalauréat.

The technological Baccalauréat offers a wide range of possibilities such as marketing management, hotel management, arts and design, or even laboratory sciences.

The general Baccalauréat offers 3 different choices: Literature, sciences or economics.

In order to pass this exam, the pupil will need to score an overall average of 10 out of 20.

Teaching Languages The pupils have their first language classes in year 2. The first year is mainly based on the oral of the language. They will be taught songs and words related to the everyday life. Progressively, the written comprehension and expression will be added so as to reach the A2 level by the end of the year 6. The teacher in charge of the class will give the language lessons. Most of the teachers offer English classes. This mainly depends on the language skills of the teacher.

In high school, the Year 7 pupils may join a bilingual class where they learn two languages straight. The other students will start learning a second language two years later. The first language chosen is generally English while the second is Spanish (70% of the choices), followed

by German (13%).

The “Common European Framework for Languages” guideline is used in France as well as in all European countries. At the end of the terminale, all students should reach the B2 level in their first language, and B1 for the second one.

All skills are examined for the baccalauréat. The students will take: -

An oral comprehension exam. They listen to a recording that is played 3 times and they then have to write everything they understood in French.

An oral expression exam: the students will talk for 5 minutes and will then answer some questions.

A written expression and a written comprehension exam.

Moreover, the students who do possess a good level of English may attend a class called “la classe européenne”. This is not an English class anymore, English is the language used to teach another subject. In our high school the pupils have a history and geography lesson in English. They are also offered the possibility to undergo an English examination provided by Cambridge English Language assessment, this will give our students the opportunity to have an English certification.

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FOREIGN LANGUAGES TEACHING IN FRENCH GUIANA French Guiana is a French overseas department located in South America. So, our curricular is common to the one of France.

In French Guiana, as the population is composed of various ethnic groups with different mother tongues, many students learn the French language as a second language or as a language of education. So, French teaching is also a major issue in our region.

In addition, Creole language, officially recognized as a regional language, is commonly used by the population. Thus, teachers teach students the Creole language through tales and rhymes.

There are bilingual classes Creole/French with specialized teachers.

The national curriculum states that every pupil must be able to speak at least two foreign languages by the end of the secondary education that is to say when they pass their secondary diploma called “Baccalauréat”.

The foreign languages teaching curriculum is based on the Common European Framework for Languages (CEFR) as well as in all European countries.

At primary education level: Primary education is divided into two stages:  “l’école maternelle” (from nursery to year 1 in U.K schoo system): pupils are aged from 2 to 5 years old  “l’école primaire” (from year2 to year 6 in UK school system): pupils are aged from 6 to 10 years old It is compulsory for pupils to start learning their first foreign language in year 2 for one hour and a half according to the law “La loi d'orientation et de programmation pour la refondation de la République”(July 8th, 2013).

Nevertheless, teachers can get young students to get used to a foreign language through nursery rhymes and short interactions.

Primary teachers can attend a course to get a degree in order to teach a foreign language of their choice. In addition, foreign languages assistants are also recruited by the International Centre of Pedagogical Studies (CIEP) as teachers.

Most of the time, English is taught, but in some schools, Portuguese from Brazil is also taught.

In fact, it depends on the language skills of the primary teachers.

By the end of year 6, pupils must achieve the level A1 of the Common European Framework of Reference for Languages in a foreign language.

At secondary education level  At middle school Once at middle school, the foreign language learnt at “l’école primaire” keeps on being taught.

Another foreign language can be chosen in addition in sections named bilingual classes in year 7.Three hours are dedicated to each foreign language in that case.

For students who study only one foreign language, there are four hours of lessons. They can also attend Creole language lessons as an option in some schools.

In year 9, the learning of a second language is compulsory for all pupils. In most middle schools, they can choose among Spanish or Portuguese but in few, they can choose: German, Creole, Nengee tongo, Dutch or Palikur.

There are special classes called European sections where a subject is taught as content and language integrated learning (CLIL) added to the study of two foreign languages: English and Spanish or English and Portuguese from Brazil.

Middle schools can also apply every year to get a foreign language assistant to work differently.

The goal is to achieve the level A2 of the Common European Framework of Reference for Languages in one of the foreign language studied to pass the final exam at the end of year 10 and to get the diploma called “diplôme national du brevet”.  At high school The number of hours dedicated to foreign languages teaching depends on the chosen section: general (literature, sciences or economics), technological or vocational.

Students continue learning the languages chosen at middle school. They are divided into competences groups to facilitate oral practises. The teaching of oral expression is emphasized as there is a compulsory test to get the final degree “baccalauréat”.

They can also attempt special classes such as European sections or international sections or study a new language like Creole, Chinese or Dutch in very few high schools in French Guiana.

At the end of year 13 (la terminale), all students have to reach the B2 level in their first language, and B1 for the second one.

Moreover, at the end of compulsory education (at 16 years old) every student should reach level B1 of the CEFR. The use of information and communication technology (ICT) is encouraged. The national education authority encourages the involvement of schools to improve language pupils’ as well as teachers’ foreign languages skills in international programs such as eTwinning, and Erasmus+ actions.

Nevertheless, the government decided to change the curriculum in 2016 in order to offer the same opportunities to every pupil. There should be some changes concerning foreign languages teaching.

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Foreign language learning in Germany Foreign languages open doors to other cultures, to interesting vocations and to the hearts of people who speak a different language. In 2009 the European Parliament stated that multilingualism is a great potential of Europe, which should be encouraged. Every student in Europe should learn not just one, but even two languages.

In Germany the federal states are responsible for their education policy and in charge of the curricula: each state (Land) decides on its own. The age at which pupils in Germany start learning a foreign language depends on the state in which they live. In general, this is at the age of eight in the third grade which means that Germany is European average.

Experts say that foreign language learning should start in a natural way at an early stage of childhood, and yes, there are some bilingual kindergartens in our country.

Usually there are four lessons of foreign language learning (for each language) on the timetable for classes 7 – 13. There are some secondary schools which offer special language learning profiles or bilingual lessons, mostly at grammar schools (grades 5 – 12/13).

Foreign languages: English dominates Percentage of pupils who learn English, French, Latin, Spanish, Russian, Italian, others Realschüler: pupils at secondary modern schools Gymnasiasten: pupils at grammar schools English is compulsory, French and/or Spanish an option in Secondary 1 schools, a third foreign language can only be chosen at grammar schools.

In order to be admitted to graduating and being able to pass the A-level exams, the Abitur, pupils must prove that they have learnt two foreign languages.

The learning process and assessment are defined by the Common European Framework of Reference for Languages, compiled by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. It should provide the same method of learning, teaching and assessing all over Europe.

The six reference levels are becoming widely accepted as the European standard for grading an individual's language proficiency. After six years of language learning secondary modern school pupils should have reached the intermediate level B 1.

This means that a pupil  can understand the main points of clear standard input on familiar matters regularly encountered in work, school, leisure, etc.  can deal with most situations likely to arise while traveling in an area where the language is spoken.  can produce simple connected text on topics that are familiar or of personal interest.  can describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for opinions and plans Cambridge ESOL said that this level can be reached with 350–400 guided learning hours.

Quoted from: http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

According to this framework there has been a change in teaching methods in order to achieve the preset aims in foreign language learning. Pupils are expected to develop functional communicative competences, as there are reception, interaction and production.    

Receptive competences are reading/ reading-viewing comprehension, speaking, reading, writing and mediating.

In order to interact, pupils must have a command of adequate language means, as there are vocabulary, grammar, adequate pronunciation and intonation.

For being productive pupils must have acquired methodological competences, as there are learning strategies and working techniques.

The development of intercultural competences is another important aim which has to be promoted by foreign language learning. Pupils must have information about and an insight into foreign cultures in order to be able to show appropriate manners when facing intercultural differences.

The aims of Intercultural Learning in the foreign language classroom mean in detail that pupils       

can recognize differences and similarities between cultures, use contextual knowledge to describe their own and others' behaviors, lifestyles and values, recognize that there are their own and other cultural systems, both of equal value, can adapt to external situations and react appropriately in everyday situations, recognize common perceptions, prejudices and stereotypes of their own and the other country and deal with them deal with members of other cultures in a way that intercultural misunderstandings and conflicts are resolved by agreement, deal with other cultures and use this for the strengthening of their own identity and recognition of other identities.

The integration of Europe and the immigration of people from different language and cultural areas today require comprehensive knowledge of English as a basis of understanding. It is an indispensable requirement for professional qualifications and professional success.

Source: http://www.nibis.de/nibis.php?menid=6599

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Source: www.eslgamesworld.com

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12. Which countries have you visited?

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10. How do you spend Christmas?

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Source: www.eslgamesworld.com

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18. How do you celebrate the New Year?

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Teaching in Greek Junior High Schools The teaching of English in Greek Junior High schools takes place in the students’ regular classroom twice a week (one instructional sequence = 45 minutes). The level of the students’ linguistic competence according to the Common European Framework (CEF) ranges from A2 + (1st Grade) to B2 - (3rd Grade). There is also the option of dividing the grades into two separate levels – Beginners and Advanced- based on a placement test administered to 1st graders at the beginning of the school year by the school’s English teacher.

The national curriculum moves away from the monotonous study of surface structures and concentrates on language as a means of expressing notions and the communicative functions people perform with language. All four skills are fully integrated in this approach and learners work towards becoming communicatively competent by participating in meaningful, real-life tasks. Students participate actively in the whole process of teaching and learning performing activities such as information gap exercises, role-plays and simulations, problem solving activities and language games using contextualized discourse.

Moreover, the focus is on fluency and the long term aim of this approach is “to promote intranational and international understanding through effective communication” (Clark, 1987: 15).

Therefore, language is also viewed as a vehicle of culture. Learners are assisted in recognizing and respecting cultures different from theirs. In fact, multiculturalism is a prevailing feature throughout the curriculum and student exchanges as well as projects that involve a multicultural perspective are proposed. Linguistic notions and functions are still considered as linguistic units to be analysed by the provision of authentic materials. The various texts employed by the teacher include not only linguistic but also paralinguistic features such as pictures, videos, charts, maps, etc. In addition to that, learners become the centre of language learning and in co-operation with the teacher they select appropriate materials according to their needs and interests, abandoning the single textbook.

Furthermore, the significance of mediation is put forward and differentiated instruction is stressed with a view to informing teaching about the individual traits of all students. Finally, learner autonomy is promoted through experiential learning and crosscurricularity while Gardner’s Multiple Intelligences theory is fully exploited so as to cater for all learning styles.

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FOREIGN LANGUAGES IN ITALY Education in Italy is compulsory from 6 to 16 and it is divided into five stages: Nursery School (Scuola dell'infanzia), Primary School (Scuola Primaria or Scuola Elementare), Lower Secondary School (Scuola Secondaria di primo grado or Scuola Media), Upper Secondary School (Scuola Secondaria di secondo grado or Scuola Superiore) and University (Università). Italy has both public and private education systems, but most young people go to public schools.

A foreign language (French or English) has been a compulsory subject since 1946 in Secondary school, but after Maastricht Treaty Italy, as well as other European countries, has paid particular attention to teaching foreign languages at any stage by:   

experimentations in Kindergarten, introduction of a foreign language (generally English) in primary school as compulsory subject since 1985 (3 hours a week in grade 3, 4 and 5) and from 2004-2005 even in grade 1 (one hour a week) and in grade 2 (two hours a week) introduction of a second foreign language in lower secondary school ( 2004-2005)

English is the language that our students study most, but they can also learn French, German or Spanish in Lower Secondary school, but they don’t often continue the second foreign language at upper school so many students drop out.   

At primary school, English is taught an hour a week in the class 1, two hours a week in class 2 and three a week in classes 3, 4 and 5.

In Lower Secondary school English is taught 3 hours a week, while the second foreign language is taught two hours a week.

At Upper Secondary school English is always taught 3 hours a week, but the second foreign language is taught only in a few specialised Upper schools.

In Primary school English is a subject included in linguistic education and the curriculum mainly provides oral skills; it focuses on educational objectives to understand different cultures.

In Lower Secondary school the curriculum provides the development of oral skills and a gradual introduction of reading and writing skills. The students should achieve level A2 according to the European Framework of the Council of Europe and the European Commission in the first foreign language and level A1 by the second one.

At the end of Upper Secondary school, students should achieve level B2. The development of four skills (listening, reading, speaking and writing) is based on contents like Literature, Art, Business, Tourism and technical specialized languages. The approach is mainly communicative and in some schools there is often the support of a mother tongue teacher.

Students at University who are interested in foreign languages can achieve level C1 and C2 combining the studies with staying abroad for a while.

Unfortunately, in our country English is translated into Italian in many fields : cinema (movies are dubbed), videogames, internet…so even if young people are interested in those fields they don’t practice the language. Music is the only field where they can do practice and improve it, because the songs are in the original language.

However , the educational use of ICT allows a direct relationship with the Community language and improves the development of the reception, production and interaction skills. Moreover, it promotes the achievement of cultural objectives by the virtual contact with the spoken language context as well as the autonomous learning.

CLIL teaching (Content and Language Integrated Learning) that provides the use of a foreign language in other subjects is widespread in our Upper Secondary school: each student in the last year has to learn a subject in a foreign language and brings it at the final exam.

Foreign languages spoken in Italy: 7.13% no foreign languages 45.71% English 26.35 French .81% German 10.69% Spanish 3.30 other languages Foreign languages studied in Italian schools.

English is studied at any level and almost in every school, as first foreign language.

French is studied in 73% of lower secondary school and in 27% of upper secondary school.

German is studied in 9% of Lower Secondary school and in 6% of Upper Secondary School.

Moreover all the languages considered as historical minorities languages, according to the Law of 1995, are included in the local school curricula, such as Albanian, Croatian, Catalan, French, Friulan, Greek, French-Provencal, Ladin, Provencal, Sardinian, Slovenian and German.

Choose the right option.

Source: https://de.islcollective.com by estrelapolar

THE CONCEPT OF TEACHING FOREIGN LANGUAGES IN POLAND According to the Core Curriculum of National Education teaching of modern languages in Poland starts in primary school. One foreign language is compulsory from grade 1 of primary school.

In non-state schools pupils also start learning a second foreign language from grade 4.

Being a lower-secondary student, you have to learn 2 foreign languages obligatorily. It is common to choose English as a compulsory foreign language in primary school, although students can take up other European languages, too, provided that a school offers it. The rule is that pupils have to start or continue learning English in lower-secondary school. In upper-secondary school students learn 2 or 3 foreign languages, wherein English is compulsory. The other languages most commonly taught at school are German, Spanish, French and Russian.

70 60 50

% of English learners

40

% of French learners

30

% of German learners

20

% of Russian learners

10 0 1992/1993

1997/1998

2002/2003

2004/2005

During lessons students have to be divided into groups where the level of their language skills is similar. When pupils finish subsequent stages of education at the age of 13, 16 and 19, they take a final test in English, which gives them an overall insight into their language competence. The concept of foreign language acquisition drawn in the Core Curriculum of National Education is that primary school students achieve communication level of A1 whereas lower-secondary students achieve communication level of A2. Upper-secondary students speak a language on the level of B1/B2. In non-state schools the concept changes in favour of foreign language acquisition and follows as: Primary school – A1/B1, Lower-secondary school – B1/C1, Upper-secondary school – C1/C2.

Nowadays Polish society is characterized by better and better knowledge of foreign languages.

Every second Pole (51%) is able to communicate in at least one foreign language. Since 1997, the number of people who were able to do so increased by 14%, of which in the last three years the number of people who know a foreign language increased from 46% to 51%. The growth is particularly significant in respect to English. In the latest EF English Proficiency Index (EF EPI 2013), Poland was at a high 8th place among 60 non-English speaking countries.

“Pojąłem, że każdy świat ma własną tajemnicę i że dostęp do niej jest tylko na drodze poznania języka. <...> Rozumiałem, że im więcej będę znał słów, tym bogatszy, pełniejszy i bardziej różnorodny świat otworzy się przede mną.”

Ryszard Kapuściński, Travels with Herodotus

Teaching foreign languages in Poland AGE

3 4 5 6 7

8

9

10 11 12 13

14 15 16

LOWERPRIMARY SCHOOL SECONDARY SCHOOL ENGLISH ENGLISH IN (3 HOURS SELLECT PUBLIC ENGLISH PER WEEK) + ED PREEDUCATION SCHOOLS (2 HOURS PER WEEK) 1 FOREIGN SYSTEM (NOT LANGUAGE OBLIGAT (2 HOURS) ORY) ENGLISH ENGLISH (5 HOURS (6 HOURS PER WEEK) PER WEEK) + PRIVATE ENGLISH ENGLISH + ONE ONE SCHOOLS (2 HOURS (4 HOURS (OUR FOREIGN FOREIGN PER WEEK) PER WEEK) SCHOOL) LANGUAGE LANGUAGE (3 HOURS (3 HOURS PER WEEK) PER WEEK) EDUCATION LEVEL

PRESCHOOL

17 18 19 UPPERSECONDARY SCHOOL ENGLISH (3 HOURS PER WEEK) + 1 FOREIGN LANGUAGE (2 HOURS) ENGLISH (5 HOURS PER WEEK) + 1 FOREIGN LANGUAGE (3 HOURS)

Resource https://www.coe.int/t/dg4/linguistic/Source/Poland_Country%20rep_FINAL_EN.doc

“Take out your Smart Phones and open the history app. Turn to the page on Canadian history and search for our first prime minister, John A. Macdonald.” http://www.teachers.ab.ca/Publications/ATA%20News/Volume-45-2010-11/Number8/Pages/Cartoon-by-Aaron-Bacall.aspx

PAST TENSE Find your question by rolling your dice twice.

The 1st roll determines the number on the top. The 2nd roll determines the number on the left. Talk for one / two minute(s) about that topic. Your classmates will ask you follow-up questions. Your classmates can ask you anything if you land on “Ask Any Question”.

1 1 2 3 4 5 6

2

3

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What did you do this morning?

Talk about your life when you were a child.

What did you do last night?

Talk about the clothes you wore yesterday.

Talk about a time you traveled to another city.

Talk about the last time you went shopping.

Who did you talk to just before class?

What did you do last weekend?

Talk about the last time you were angry.

How was life different 100 years ago?

Talk about a time you got hurt.

Were you a good student 5 years ago?

Ask any question!

Talk about a dream that you had.

Ask any question!

Ask any question!

When was the last time you did something exciting?

How was life different 1000 years ago?

Talk about a time you felt sad.

Talk about a time you found something.

Talk about something strange that happened to you.

Talk about your parents’ or grandparents’ lives.

Talk about the first time you made some money.

question!

Talk about something you ate yesterday.

Talk about a pet animal you had.

Talk about a time you saw something funny.

How was your life different 10 years ago?

Talk about a time when you were afraid.

What do you think your teacher did last weekend?

Ask any

Talk about a time you lost something.

Ask any question!

Talk about some interesting news you saw on TV.

question!

Talk about a time you spent a lot of money.

Permission granted to reproduce for classroom use. © www.esltopics.com

Ask any

Talk about a time you traveled to another country.

THE CONCEPT OF TEACHING FOREIGN LANGUAGES IN SLOVAKIA In September 2007 the Government of Slovak Republic adopted The concept of foreign language teaching in primary and secondary schools, which undertakes to teach two foreign languages in primary and secondary schools, where the first foreign language, English, became compulsory from the school year 2011/2012 for all pupils from the 3rd – 9th grade of primary school and the second one, that pupils have the possibility to choose in five languages (German, Russian, French, Spanish and Italian) from 6th – 9th grade. Primary schools with enough qualified teachers can introduce the teaching of a foreign language from the first grade and increase the amount of foreign language lessons within the school curriculum.

This concept also guarantee achieve communication level A2 / B2 according to the Council of Europe and the European Commission in the first foreign language and communication level A1 / B1 by the second one at the end of high school. The current strategy of foreign language teaching in primary and secondary schools is based on key documents of the Council of Europe and the European Commission, while fulfilling the objectives of a European language policy to be plurilingvizmus, linguistic diversity, democratic citizenship, social cohesion, opportunity to learn other languages as an essential condition for intercultural communication and acceptance of cultural diversity.

To improve language skills of pupils are many schools involved in international programs such as e-Twinning, Comenius, Da Vinci, Erasmus and others, which gives students opportunities to develop their language skills.

Bigger interest of students in high standard education in foreign languages can be also fulfilled by individually studying at language schools and institutes in Slovakia as well as abroad.

For the last 20 years after the fall of communism, foreign language teaching in Slovakia has undergone many changes. In the past pupils were entitled to learn the Russian language but nowadays it´s compulsory to learn English. Recent years, the concept of language teaching was changed with the change of Government and Ministers of Education. The recent educational reform strengthens language teaching, but by September 2015 it´s going to be changed. Pupils in primary schools will be no longer obliged to learn two foreign languages, but only one, and that is English. Teaching of the second foreign language will be optional and it will depend on schools, whether it will be offered. The changes bring new national curriculum that determines school curriculum.

These changes are a cause of major debates in society - between teachers, parents, scientists, government so therefore we can expect that the current concept of teaching foreign languages may change again.

“If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart.” ‒Nelson Mandela

Foreign Language Learning in Slovakia for the year 2011 - as the first language

Slovakia

English

French

German

Spanish

Ukrainian

Hungarian

Russian

98,3

0,1

4,4

0,3

0,7

0,9

0,4

Ukrainian 0,7% German 4,4%

Hungarian 0,9%

Spanish 0,3%

Russian 0,4%

Slovakia

French 0,1%

English 98,3%

Foreign Language Learning in Slovakia for the year 2011 - as the second language

Slovakia

English

French

German

Spanish

Ukrainian

Hungarian

Russian

1,7

13,0

55,2

17,0

0,1

0,1

13,0

Hungarian 0,1% Ukrainian 0,1%

Slovakia; Russian; 13,0; 13%

Slovakia; Spanish; 17,0; 17%

English 1,7%

Slovakia Slovakia; French; 13,0; 13%

German 55,2%

Source: http://ec.europa.eu/eurostat/statistics-explained/index.php/Foreign_language_learning_statistics#Primary_education

S. next page: Environmental Quiz â&#x20AC;&#x201C; Solutions:

1.Habitat, 2. Recycling, 3. Ozone, 4. Greenhouse effect, 5. Paper, 6. Extinction, 7. Alternative energies, 8. Wind, 9. Acid rain, 10.

Pollutant, 11. Hydro energy, 12. Grizzly bear, 13. Neither, 14. Both, 15. Carbon dioxide, 16. Both, 17. Wood, 18. Using fossil fuels, 19. Both, 20. Javanese rhinoceros, 21. farmland

How much do you know about the…

What do you call the area that is inhabited by a particular species? a) Habitat. b) Environment. c) Biosphere.

a) Recycling. b) Reusing. c) Reprocessing.

The process by which the Earth’s temperature is increasing is called the … a) biothermal effect. b) greenhouse effect. c) temperature effect.

What do you call renewable safe sources of energy? a) Alternative energies. b) Bio-energies. c) Solar energies.

What do you call a substance that pollutes the air, water or soil? a) Pollutant. b) Pesticides. c) Acid.

a) Paper. b) Plastic. c) Neither.

a) Plastic. b) Paper. c) Glass.

a) Loss of habitats. b) Soil erosion. c) Both.

Which of the following can be recycled?

a) Oxygen. b) Nitrogen. c) Ozone.

What is the term for the complete disappearance of a species? a) Termination. b) Disappearance. c) Extinction.

Which of these energy sources is renewable? a) Coal. b) Natural gas. c) Wind.

What do you call the rain that contains many chemicals and is harmful? a) Smog. b) Acid rain. c) Monsoon.

What is the most used renewable energy source in the world?

Which of these animals is not in danger becoming extinct? a) Panda bears. b) Polar bears.

c) Grizzly bears.

Global warming will cause an increase of … a) Heat waves. b) Hurricanes. c) Both.

What are some of the consequences of deforestation?

Which layer protects the Earth from UV rays?

Which of the following is biodegradable?

a) Hydro energy. b) Solar energy. c) Wind energy.

What type of shopping bag is more eco-friendly?

a) Milk cartons. b) Plastic bottles. c) Both.

What do you call the processing of used materials and their reuse?

Which gas is responsible for global warming? a) Carbon dioxide. b) Oxygen. c) Hydrogen.

Which of the following is not a fossil fuel? a) Coal. b) Wood. c) Oil.

Which of these human activities contributes the most for global warming? a) Using fossil fuels. b) Cutting down trees. c) Riding bicycles.

Which is the following animals is not yet extinct? a) Tasmanian tiger. b) Dodo. c) Javanese rhinoceros.

Rainforest land is most often cleared for … a) factories. b) farmland. c) pasture.

Source:, https://de.islcollective.com/ by jayce – solutions adapted

THE CONCEPT OF TEACHING FOREIGN LANGUAGES IN SPAIN Spain is a country in which traditionally the learning of foreign languages has undergone a lack of knowledge in society and also in the educational system.

However, the educational laws have tried to solve this fact little by little by means of increasing the teaching hours and trying to provide training to teachers.

The Royal Decree 126/2014, 28th of February, which states the Curriculum nationwide, highlights the fact of communicating at least in one foreign language. That way, by the end of Primary Education (students aged 12 years old), the students should acquire A1 level; by the end of Secondary Education (students aged 16 years old) they should have B2 level, according to the Common European Framework of Languages.

Many programmes coming from the Spanish Government or the European Union help this aim: grants or internships, intensive summer courses or European projects (Erasmus+).

Besides, as Spain is divided into 17 regions, all of them are independent to establish the number of teaching hours or bilingual programmes to promote foreign languages.

English is the most common and compulsory subject as a foreign language.

Over the last years, it has become very popular the so-called â&#x20AC;&#x153;Bilingual Programmeâ&#x20AC;?, by which students from Primary and Secondary Education can learn Science, Music, Arts and Crafts or Physical Education in the foreign language. The main objective of this methodology is to teach English through English.

Some regions go even beyond and offer a second foreign language (French, German, Portuguese) at the last year of Primary Education.

It is true that learning foreign languages in Spain continues being one of the unresolved matters but in general, new generations can understand and communicate in at least one foreign language at a young age. In a few years we will see the new methodologies results among the Spanish society.

Realistically, English is a universal language; it's the number one language for music and for communicating with the rest of the world.

Enrique Iglesias

source: http://www.englishwsheets.com/music.html

Teaching of Foreign Languages in Sweden English is and has been an obligatory subject in Swedish schools since 1952. During that time the Swedish students started studying the subject at age 11. These days it varies depending on local school policies, but usually at 7-10 years of age.

In addition to English, Swedish students get the possibility to choose an extra foreign language during the last four years of compulsory school ( ages 12-16 ). The languages available are French, German and Spanish. There are some schools where other languages like Chinese or Japanese are available, but they are very few (99,5% of students who study a foreign language study one of the three mentioned first).

Since this second foreign language isnâ&#x20AC;&#x2122;t compulsory, some students who start the course drop out.

At the start at age 12 about 90% of students study a second foreign language, and four years later at age 16 about 70-75% of the students remain. The biggest two reasons for not continuing with a second foreign language is that learning a new language is hard work while others need more help with English. These students get to study more English instead of a second language if they choose not to take or continue with one.

English is not only a compulsory subject that everyone has to study, it is also one of three core subjects (the other two are mathematics and Swedish). A core subject is given more value because students who fail any one of the three core subjects are not allowed to enter upper secondary school/high school.

English has a big influence on the youth through music, video games and movies (movies are not dubbed) and English is one of few subjects where Swedish children generally score high in national tests, where other subjects often see negative trends.

As mentioned earlier, English is a compulsory subject and not a choice, and the three second foreign languages are Spanish , German and French . As we can see in the diagram, Spanish has in a very short time become the most popular foreign language. The reasons for this are many, but some of the most obvious ones are that Spain is the country that most Swedes go to for vacation and it has been the most popular country for Swedish tourists for many years. The other big reason is that Spanish is one of the biggest languages of the world and the students generally think they will have more usage of it compared to the other two. Thirty-forty years ago Spanish as a foreign language was seldom available and now it is the most popular choice. Because of this, a problem for many Swedish schools has been to find educated teachers for the subject. Since German was the most popular choice before there has been a surplus of German teachers and a lack of Spanish teachers.

A few years back a reform was implemented which gives extra points for applying to university.

Students who have been studying a second foreign language from compulsory school to the end of upper secondary school/high school (between the ages 12-19) are awarded extra points. Since the reform is only a few years old, it is too early to know if it has made the second foreign languages more popular. Because Sweden is a small country dependent on trading with other countries the government promote the teaching of foreign languages and the recent reform is part of that policy.

What do you call a person from Europe?

What languages have you used when you travelled?

Speak about your worst trip!

What place is known for its travertine terraces?

What is the capital city of France?

Which country would you like to visit? And why?

Have you ever travelled by plane?

If you are in front of the statue of the town musicians, what city are you in then?

What countries have you visited?

Mention three ways you can travel from Greece to Turkey.

What does “to travel light” mean?

Where did you go on your last vacation?

Tell about your best trip!

What country have you arrived in if you find yourself in Gubbio?

What have Warsaw and Paris got in common?

Number of states in the European Union!

What is the currency of the Poland?

Mention 10 things you bring on a vacation!

What country is home to the Hönökokken?

Which town are you in when you walk across the Plaza Alta?

What is the currency of Slovakia?

What is the capital of the Extremadura?

Source: https://de.islcollective.co by Mulle adapted for our project

THE CONCEPT OF TEACHING FOREIGN LANGUAGES IN TURKEY When we talk about the foreign language teaching İn Turkey , we understand “teaching English “ in common.In the majority of the Turkish schools, English is taught as a first foreign language and German follows it as a second.In the last 2 years ,besides German, Arabic is thought as a second alternative foreign language.It is not stated in the statistics below because as its history is very new ,we haven’t got its results yet.For getting its statistical results we need at least two more years ahead.

Unfortunately French ,Spanish and Italian are only taught as foreign languages in big cities such as Istanbul ,Izmır and Ankara.

Before 1950s French was popular as a foreign language because of its importance and having deep effects and traces on the foundation of Turkish Republic in the 1920s.

However, English started to spread in Turkey in the 1950s due to the increasing effects of American economic and military power .English started to compete with French and the need to improve trade relations and keep up with the technological developments made English a compulsory foreign language.

In the 1960s and 1970s German gained some popularity as a result of the close language contact through Turkish workers in Germany. But this situation did not last long.

From the beginning of the 1980s Turkey felt the necessity of an urgent plan for foreign language teaching, and this required an efficient foreign language policy to be implemented due to economic factors. Its importance in national primary and secondary schools in Turkey increased day by day. To reach the needs of the time and meet the aims of national educational administration, the English language which is the most spoken language and referred to as a lingua franca of the modern world, became compulsory in every step of educational curricula.

In 1990s English was one of the lesson subjects taught in most of the governmentsponsored secondary schools. French and German were the alternative languages but the majority of the students selected English and in most cases they had no other alternative.

During the last three decades, primary schools, high schools and university language teaching departments also encountered many changes about English language position in their curricula. The current situation in Turkey was the following: English as a foreign language was included in every curriculum of educational centres.

Nowadays in public schools English is taught from 4th grade (age 10) onwards to the end of high school. In high schools a second foreign language is introduced. However, the number of lessons given in public schools is minimal compared to private schools, which begin teaching English in kindergarten, have two or three times as many English lessons in the timetable, and in many cases employ native speakers of English as teachers.

In spite of its being the mostly taught language and its being widespread in Turkey, using the language as a communication tool by the learners is unfortunately inadequate.

Students are exposed to several hours of basic English instruction a week throughout ten years beginning with second class in the primary school and ending at the last class of high school ;nevertheless at the end of this period the general level of proficiency is not very high.

As a result of the poor standards achieved by the public system many students take an intensive English language "prep year" when entering university. These are offered by both state and private universities throughout Turkey.

Attendance in foreign language classes is required in most of the universities as well but once more the success of these classes in general does not go beyond the acquisition of some professional vocabulary .

The percentage of the taught languages in Turkey

Latin:

0.018

Japanese:

0.011

Russian:

0,020

English:

91.9

French:

0.643

German:

5.962

* These ratios were found by dividing the total proportion of pupils who learn foreign languages in Turkish schools . (MEB İstatistik from the statistics of the Ministry of Turkish National Education).

Source: http://archives.dailytimes.com.pk/print_images/456/2009-07-27/european-countries-word-search-5051.jpg

Peaceful Horizons – C.O.M.P.A.S.S.

Participating teachers and schools: FRANCE

Mrs.Sandrine BOITIERE KILANI, Lycée Henri Bergson, Paris

FRENCH GUIANA

Mrs. Sandra MACABRE - Collège La Canopée, Matoury

GERMANY

Ms. Birgit DRUBE-BLOCK - Haupt- und Realschule Grasberg/Worpswede, Worpswede

GREECE

Mrs. Athanasia KRIKONI- 1o Gymnasio Palamas, Palamas Karditsa,

ITALY

Mrs. Giuseppa PICCOTTI - Scuola Secondaria I Grado "Mastro Giorgio", Gubbio

POLAND

Mrs. Katarzyna ŁASTAWIECKA - Fundacja Szkolna, Warszawa

SLOVAKIA

Mrs. Gabriela KRÍŽOVSKÁ - Základná škola s materskou školou, , Poprad

SPAIN

Miss Carmen LOZANO ACEDO - Colegio Nuestra Señora del Carmen, Badajoz

SWEDEN

Mrs. Zenita NORDBERG – Brattebergsskolan, Öckerö

TURKEY

Mr. Yasin SEVIM - Hasan Zeki Boz Anadolu Lisesi, Uşak

"The work presented in this document is supported by the European Union. The content of this document is the sole responsibility of the author and it does not represent the opinion of the European Union and the European Union is not responsible or liable for any use that might be made of information contained herein."