ABSTRACT

The present position paper claims that language education policy in Europe regarding immigrant minority languages is far from reaching satisfactory results. Despite a tradition of language diversity and foreign language teaching, there are no general distinct policies on fostering and maintaining those languages that cannot be subsumed under the label foreign or minority languages. We want to call to attention how important it is to adapt present teacher-training for linguistically diverse classrooms. Taking Germany by way of example, we disclose how the past and actual situation excludes immigrant minority languages and thus complicates their maintenance: In fact, there is a lack of clear statements toward multilingualism in both language policy and education acts. Based on the fact that there is no legal frame which regulates the support of all languages in European language policy, we suggest that the following recommendations should be surveyed in detail in future: (1) teachers must be adequately prepared for multilingualism in school, (2) various outcomes of immigrant minority language transmission must be taken into account, and (3) mother-tongue instruction needs to be revised.

摘要

本立场文件声称，欧洲关于移民少数民族语言的语言教育政策远未取得令人满意的结果。尽管有语言多样性和外语教学的传统，但对于培养和维护那些不能归为外语或少数民族语言的语言，没有普遍的区别政策。我们想提请注意，使当前的教师培训适应不同语言的教室有多么重要。以德国为例，我们揭示了过去和实际情况如何将少数族裔语言排除在外，从而使他们的维护变得复杂：实际上，在语言政策和教育法案中都缺乏对使用多种语言的明确表述。