Regional and Minority Languages in EuropePage 1

Regional and Minority Languages in Higher Education Abroad

(Particular thanks are due to Miriam McArdle, Queen’s University Belfast, and Toni Ibarz, University of Sheffield, for their input to the preparation of this paper)

Table of Contents

Page

Executive Summary…………………………….……………………..……..3

Introduction………………………….……….….…………………………….6

Summary of Findings…..………………….….………………………….….8

Catalan………………………………………….……………………………….8

Other Minority and Regional Languages………………………………….13

Bibliography……………..…………………….……………………………….18

Executive Summary

Preamble

This brief summary lists key details and findings deriving from the report that follows. It is important to remember that the project was small scale in terms of the overall number of language teaching institutions across Europe. Therefore the extent to which the findings might be accurately generalized is difficult to access. However it is a detailed study and as such the issues identified are expected to be commonplace in institutions offering regional and minority languages.

Project Details

  1. The questionnaire was designed to gather information on the teaching of regional and minority languages in universities abroad, with emphasis on ab initio provision. Regional and minority languages are defined as non-official national languages.
  2. Questionnaires on Regional and Minority Languages were circulated, by mail and electronically, to 140 university departments across Europe. The questionnaire sought information on the provision, resources, staff experience, research interests of staff and methodology used.
  3. Responses were received from 48 university departments across Europe.
  4. Most replies were received from institutions teaching Catalan, with Basque, Galician, Occitan, Friulian, Saami, Sorbian, Ruthenian and Kven also responding.
  5. The report analyses languages in two separate sections i) Catalan and ii) all other regional and minority languages.
  6. Languages are taught in a range of departments including Cultural Studies, History, Literature and Linguistics. Catalan is most often offered to students as part of the Spanish or Hispanic Studies programme.
  7. The findings indicate that universities and colleges most commonly offer those languages that are supported by financial and exchange programs.
  8. Regional and minority languages are most frequently taught by a full time lecturer, supported by part time lecturers and/or foreign language assistants.
  9. The number of students on each course varies greatly across institutions. Numbers for many language courses sit between 10 and 20. With exceptions, example - Catalan language courses in one French university have a total of 350 students in one academic year.
  10. The most frequently available language courses are as a minor element of a degree course. Institutions offer regional and minority language studies up to PhD level. Allowing students to study independently and receive guidance from outside their institution.
  11. Access and availability is generally good. Many institutions refer to an ‘institute-wide’ policy on availability. Across all languages there is reference to an ‘open-access’ policy. With some universities stating they accept non-students to study language and culture classes offered by their departments.
  12. There was little evidence of participation in exchange programs and involvement in

European projects across all languages. Those universities financially supported to

teach Catalan often also facilitated student exchanges.

  1. Few institutions publish journal or newsletters. One university explained the lack of publication was due to a lack of funding.
  2. The common research areas across all languages are Literature, Linguistics, Discourse and Civilisation. Many other areas highlighted are further explained in the body of the report. Cultural aims are not reflected as strongly in the methodology as language outcomes.
  3. Popular texts used to teach were ‘Teach Yourself Catalan’ by Alan Yates and the multimedia ‘Digui, digui…’ by Marta Mas et al. commissioned by the Direcció General de política lingüística of the Generalitat de Catalunya; there are a range of other Catalan texts on the market, but no specific details were provided. A wide spectrum of texts are used in teaching all other regional and minority languages.
  4. One institution stated that the resources on the market were sufficient to teach Catalan. All others agree more resources are required, highlighting that they currently develop a wide range of personal resources from existing media. While a small group requested more technologically advanced resources, a small number also requested much older technologies such as VHS videotape and MC music cassette.
  5. A review of language resources currently on the market indicated that many lecturers feel material is out of date and designed for children.
  6. Teaching contact time is frequently three hours per week with an additional three hours personal study time recommended.
  7. Teachers are more likely to have a qualification and have training in teaching if the language is supported internationally.
  8. The range of resources and texts available is much wider and more regularly updated than was previously the case.

Introduction

Aims of the CRAMLAP Project

In this paper, we investigate the transnational provision for regional and minority languages outside their national borders in Europe through investigating ab initio provision in Higher Education. Celtic languages across Europe were the case study focus in the first year of the project, but provision and evaluation of practice for other regional and minority languages are investigated here in year two.

Details of the CRAMLAP Project

The responses were sought through questionnaire. The outcomes will facilitate dissemination of information on the transnational provision and practice of teaching Regional and Minority Languages in Higher Education.

For the purposes of this survey, Regional and Minority languages are defined as official national languages spoken by a minority of citizens in the country (e.g. Irish in Ireland) or non-official regional languages spoken within a country (e.g. Frisian in Germany). National languages spoken by citizens of other countries are not included in this survey (e.g. German in Denmark). The Celtic languages were the subject of a separate survey and are not included in this report.

Data returned in the Section 1 on course provision and staff will be made available on the CRAMLAP website. The information from Section 2, on methodology and approaches to teaching, are analysed here.

Demand for Regional and Minority Language

Unlike state languages it is expected that demand for regional and minority language is often enhanced not by the prestige or social mobility that the language would provide, but rather by the need for cultural reproduction and respect for linguistic diversity. It is to be hoped that the emphasis on cultural heritage will be as strong as the emphasis placed on the utilitarian value of language teaching and learning.

All regional and minority language communities share a range of deeper interests concerning the survival and continued development of their languages and cultures…[1]

It is estimated that as many as 40 million citizens of the Union regularly use a regional or minority language that has been passed on from generation to generation, generally in addition to the official language or languages of the state[2].

Summary of Findings

A range of regional and minority languages are taught across a variety of Institutions in Europe. The most common language identified was Catalan, with 60% of institutions offering it as an option from a minor element of a course to PhD level. Other languages identified include Basque, Galician, Occitan, Friulian, Flemish, Saami, Frisian, Sorbian, Ruthenian, and Kven.

Since there were a significant number of Catalan responses, it was decided to analyse this language separately and to group other responses as appropriate.

Section 1 is an analysis of Catalan only, with Section 2 a more general overview incorporating the other languages.

Section 1 – Catalan

1.1Provision and staffing

Catalan teaching across Europe includes courses on language, including ab initio or beginners’ levels, language and literature. Catalan is taught in a range of departments, including cultural studies, history, literature and linguistics. It is most often offered to students as part of the Spanish or Hispanic studies programme

While many institutions employ full-time and part-time lecturers to teach Catalan as their main responsibility, although many teach other aspects of Hispanic Studies, all but one have the services of a foreign language assistants/lecturers provided by the Catalan Generalitat in most cases, with two provided by the Valencian Generalitat and one by the University of the Balearic Islands to work exclusively on their Catalan language programmes. A language assistant or lecturer (usually known as lector/lectora in the case of Catalan) is identified for the purpose of this questionnaire as ‘a speaker of a Regional or Minority language who comes from a country in which the language is spoken. Such speakers might be employed on a short-term contract.’

Widespread access to Catalan within Hispanic Studies departments, its cognate relationship with Castilian Spanish, and the support of the Generalitats are all advantageous to Catalan, as is reflected in its relative strength in ab initio studies in Higher Education abroad

1.2Numbers of students studying regional and minority languages

The number of students studying regional and minority languages is between 10 and 20 in most cases. However there are exceptional numbers studying in five of the institutions. Two institutions have over 80 students, two institutions have over 150 students and one French institution has over 350 students enrolled on Catalan language courses. It should be noted, however, that this institution is in the French Pays Catalan and so while the high numbers reflect interest in the language, it might also reflect the extent to which the language has receded in recent generations. It is generally true to say that the numbers of both full-time and part-time students studying Catalan are increasing or maintaining the same level

1.3Level of Catalan courses taught

It is possible to study Catalan as a minor element of a degree course in all institutions. A small number of institutions offer Catalan as a full undergraduate degree course, as a postgraduate diploma or Master’s level. A lot more facilitate study at Doctorate level, however these numbers include those students studying various aspects of Catalan culture, rather than language alone.

1.4Access and availability of Catalan courses

As well as degree courses, access to the range of Catalan courses available is generally flexible through an institution-wide language programme. Language centres and open-learning centres are also open to those outside the university. It appears other students might attend with permission from the lecturer. “Some students do not legally sign up for the course, but they can attend the regular seminars however, this is not very usual-only two cases in 2004-5.”

1.5Exchange programs and European projects

Less than half the institutions have a Socrates-Erasmus mobility programme for Catalan students. Those that send students on exchange programmes send them to, Catalonia, Valencia and the Balearic Islands, Girona and the Autonomous University of Barcelona are two of the main recepients. At one institution “… students who have studied Catalan have priority when it comes to selection of posts for the Socrates/Erasmus programme by the AutonomousUniversity of Barcelona and ValenciaUniversity.”

Although many of the institutions are not involved in European projects (75%), many commented on the services of the Institut Ramon Llull. The Institute provideslanguage assistants, funding, teaching materials, resources and training to support institutions abroad that wish to teach Catalan. There is a common standard ‘approach to the teaching of Catalan’, including pedagogic training, that is provided by the Institut Ramon Llull. Support is given with the placement of students in during their year abroad in a Catalan speaking area.

1.6Research and publications

While there was a large selection of research areas reported, those that came to the fore were linguistics, discourse studies, literature and politics. Most popular of these was European literature with (comparative) linguistics. Research centres within the department or institution are not usual. Research within language centres appears to be limited. The Institut Ramon Llull is in the process of creating two centres of Catalan studies in Britain. One at Queen Mary and Westfield College, specialising in research and one at the University of Lancaster specialising in language teaching.

Most institutions do not publish their own journals. Lack of finance was one reason provided for not pursuing publication and areas of research. The University of Cambridge in a joint initiative with The Anglo-Catalan Society (an academic society created in 1954) publish an online Journal of Catalan Studies.

1.7Methodology

Oral Communicative competence was considered most significant in the methodology for teaching Catalan, with reading competence also rated quite highly. Linguistic and grammatical competence were the least significant. Other competences mentioned include written work, laboratory work, multimedia work and use of expression and emotion in language.

Details on the type and use of teaching resources are not provided. However The Institut Ramon Llull provide prepared text based and video based resources for teaching Catalan. It is possible that lecturers may use the material (as a guide) for their teaching.

1.8Texts used in teaching Catalan

There are many texts available to teach Catalan. Texts mentioned in returns are:

Badia, D., Llengua catalana. Nivell Llindar1, Barcelona, 1997.

Clua, M.J. et al., Cursdellenguacatalana.Nivell bàsic 1-3, Barcelona,2004.

Yates, A., Teach Yourself Catalan, London, Hodder & Stoughton,1975.

Mas, M. et al. Digui, digui…, Curs de Català per a estrangers, Barcelona, Departament de Cultura de la Generalitat de Catalunya, 1992.

Yates, A., & Ibarz, T., A Catalan Handbook, Working with Digui, digui…, Sheffield, Botifarra Publications, 1992, with subsequent edition, Barcelona, Departament de Cultura, 1993.

Poch,A. & Yates, A. Teach Yourself Catalan, London, Hodder Headline, 2004.

The most popular text used is Digui, digui…, with 62% of institutions currently using it (18% of these institutions reported using use the Digui, digui associated video and cassette tapes). This text is used by The Institut Roman Llull in the prewritten Catalan course. So it makes sense that institutions would use it to support their teaching. When asked to make a comment on the textbooks and resources available, several requests were made for a more up to date Catalan/English dictionary.

In 2005 two further courses have been added to those on offer. One of them is the ‘official’ replacement of the popular but dated Digui, digui…, and as such is likely to have a major impact, it incorporates the most up to date task based approach:

Mas, M., et al., Veus 1, Curs de català, Publicacions de l’Abadia de Montserrat, 2005.

The second is a course aimed specifically at English speaking adult/lifelong learners designed mainly for independent study:

Ibarz, A. & Ibarz, A., Colloquial Catalan, The Complete Course for Beginners, London, Routledge, 2005.

1.9Resources used to teach Catalan

Supporting resources (text based or Powerpoint) are frequently designed by the teacher and are objective based. Those used include grammar exercises, dialogues, conversations, listening comprehensions, writing, reading comprehensions and vocabulary studies. Resources are frequently designed around a photograph, piece of poetry, short story and/or novel. Other personal materials listed include games for oral practice, cards, photos and role plays.

Topical information is a popular option, with resources derived from such sources as Catalan newspapers ‘Catalonia Today’, ‘Dalí’ or ‘Gaudí’; from a weekly magazine ‘El Temps’; news from radio and television programmes, publicity and soaps; online newspapers ‘Avui’, and ‘El Periódico en Català’.

One institution successfully uses the online Catalan course ‘SPEAKC@T’ to support learners.

Use of ‘Blackboard’, a secure online learning environment, was highlighted by another institution. The institution also mentioned the importance of online and multimedia materials. Online support can be a very successful way of supporting learners across large distances. It also facilitates students who wish to study from home.

Most popular published resource is still Digui, digui… soon to be replaced by Veus, written by the same team. Sound recordings and video materials are published by the Generalitat de Catalunya, to support the text books available, on aspects of Catalan culture. Audio books for beginners, Català fàcil, are becoming more popular (along with DVD’s) as availability and affordability of technological and multimedia resources improves.

1.10Review of resources used

When asked to comment on the range of resources available there was a wide variety of responses. Those that held a common theme were statements such as;

“The standard textbooks I used are a bit outdated and, in my opinion, too Grammar-centred but there is nothing better in the market.”

“The resources available for the teaching of Catalan are very poor. All of them show a partial approach to the process of learning a language. This problem is more serious when we consider that most of the Catalan teaching materials are designed for native speakers of Spanish who are living in Catalan speaking area. Even if the students of Catalan are competent in Spanish, their approach to the language is different.”

When asked what additional resources they would like, teachers and lecturers replied;

“It would be good to have materials orientated to foreign learners. Regarding methodology, there is a lack of materials including all the comprehension. These kinds of materials are available for other languages, such as English or Spanish, but not for Catalan.”

Other comments were more specific, several requests for a better English to Catalan dictionary. Another popular request was access to TV3 and Real Catalan TV. More general requests included a more up to date range of resources, particularly multimedia resources including video and DVD.

1.11Study Time Available

Teaching contact time is usually three hours per week. With an additional three hours personal study normally recommended. Where Catalan is a main component of the course, six hours are recommended. Concerns among lecturers about the limited contact time available were evident.

This quote highlights the difficulties when Catalan is taught as a minor element of a degree;

“Usually, the students do not have as much time as recommended to dedicate to Catalan; it is not one of the main subjects in their degree. Subsequently, more contact hours would help making the most of the course.”