2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 EURYDICE 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 Key Data on 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 Teaching Languages at School 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 in Europe 2012 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 1 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 1 2 2 0 EURYDICE Key Data on Teaching Languages at School in Europe 2012 Edition This document is published by the Education, Audiovisual and Culture Executive Agency (EACEA P9 Eurydice and Policy Support). Available in English (Key Data on Teaching Languages at School in Europe – 2012), French (Chiffres clés de l’enseignement des langues à l’école en Europe– 2012) and German (Schlüsselzahlen zum Sprachenlernen an den Schulen in Europa– 2012). ISBN 978-92-9201-273-1 DOI:10.2797/83967 This document is also available on the Internet (http://eacea.ec.europa.eu/education/eurydice). Text completed in July 2012. © Education, Audiovisual and Culture Executive Agency, 2012. The contents of this publication may be reproduced in part, except for commercial purposes, provided the extract is preceded b y a reference to 'Eurydice network', followed by the date of publication of the document. Requests for permission to reproduce the entire document must be made to EACEA P9 Eurydice and Policy Support. Education, Audiovisual and Culture Executive Agency P9 Eurydice and Policy Support Avenue du Bourget 1 (BU 29) B-1140 Brussels Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Website: http://eacea.ec.europa.eu/education/eurydice FOREWORD Linguistic and cultural diversity of the European Union is one of its major assets, but also one of its main challenges. Throughout the last decade, European multilingualism policy has been guided by the objective set by the Barcelona Council of March 2002, which called for the improvement of mastery of basic skills, in particular, by teaching at least two foreign languages from a very early age. It has also been shaped by the Commission Communication ‘Multilingualism: an asset for Europe and a shared commitment’ (2008) and by the Council Resolution on a European strategy for multilingualism (2008). These strategic documents established language policy as a cross-cutting topic contributing to all other EU policies. The improvement of quality and efficiency of language learning has become one of the key objectives of the Strategic Framework for Education and Training (‘ET 2020’). The framework underlines the necessity to enable citizens to communicate in two languages in addition to their mother tongue, as well as the need to promote language teaching and provide migrants with opportunities to learn the language of the host country. Language learning has also acquired a prominent place within flagship initiatives integrated in the European Union’s overall strategy – ‘Europe 2020’ – promoting smart, sustainable and inclusive growth. In particular, language skills, as a means to encourage the cross- border mobility of EU citizens, play a crucial role within the Youth on the Move initiative and the Agenda for New Skills and Jobs. In order to provide further support to language learning across Europe, the Barcelona Council called for the establishment of an indicator on language competencies. This was followed, in 2009, by a proposal to set a benchmark in this field. The process of defining the benchmark has been facilitated by a major survey – the European Survey on Language Competences. The survey measured the proficiency of pupils in foreign languages at the final stage of lower secondary education and its results – launched in June 2012 – gave, for the first time, an insight into realistic levels of language skills that pupils in Europe possess. In this policy context, we are very pleased to present the third edition of the joint Eurydice/Eurostat publication Key Data on Teaching Languages at School in Europe, which gives an exhaustive picture of the language teaching systems in place in 32 European countries. It examines various aspects of foreign language teaching, in particular its organisational features, participation levels and the initial and continuing education of foreign language teachers. In addition, the report covers the content and language integrated learning model (CLIL), in which non-language subjects are taught in foreign languages. Taken as a whole, the publication provides answers to a number of questions, which are in the centre of the European cooperation in education and training. 3 Key Data on Teaching Languages at School in Europe – 2012 We believe that the content of this publication offers original and illuminating insights into language teaching and will be crucial in helping to contextualise the results of the European Survey on Language Competences. We commend Key Data on Teaching Languages at School in Europe to all practitioners and policy-makers working in this field. We are confident that the publication will be of great use to those responsible for designing and implementing language teaching strategies in the schools across the whole Europe. Algirdas Šemeta Androulla Vassiliou Commissioner responsible for Taxation, Commissioner responsible for Education, Customs, Anti-fraud, Audit and Statistics Culture, Multilingualism and Youth 4 CONTENTS Foreword 3 Introduction 7 Main Findings 9 Codes, Abbreviations and Acronyms 15 CHAPTER A – CONTEXT 17 CHAPTER B – ORGANISATION 25 Section I – Foreign language provision in pre-primary, primary and secondary education: Number of languages provided 25 Section II – Foreign language provision in the context of CLIL in primary and secondary education 39 Section III – Range of languages offered in primary and secondary education 45 CHAPTER C – PARTICIPATION 55 CHAPTER D – TEACHERS 85 CHAPTER E – TEACHING PROCESSES 103 Section I – Students’ motivation and teaching approaches 103 Section II – Taught time and class sizes 111 Section III – Expected learning outcomes and certification 127 Glossary, Statistical Databases and Bibliography 136 Annexes 145 Table of Figures 161 Acknowledgements 165 5 INTRODUCTION This third edition of Key Data on Teaching Languages at School in Europe contains 61 indicators in five chapters entitled Context, Organisation, Participation, Teachers and Teaching Processes. The report is a joint Eurydice/Eurostat publication produced in close cooperation with the European Commission. It belongs to the Key Data series, the aim of which is to combine statistical data and qualitative information on European education systems. The publication includes indicators based on data from several distinct sources: Eurydice; Eurostat; the European Survey on Language Competences; and the OECD’s PISA international survey. It also includes an indicator based on data from the Comenius In-Service Training action, which is a part of the EU Lifelong Learning Programme (LLP). The indicators from different sources are frequently interrelated to provide an interesting insight into language teaching. The information from Eurydice is taken from official sources and its reference year is 2010/11. Eurydice indicators mainly cover primary and secondary education (ISCED levels 1, 2 and 3), although some also refer to the pre-primary level (ISCED level 0). These indicators provide insight into the policies and recommendations in place in European countries which influence foreign language teaching. They cover organisational aspects such as the number of languages taught, the age range of students involved and the teaching approaches used, including content and language integrated learning (CLIL). In addition, the indicators show the amount of taught time allocated to the field and the levels of attainment students are expected to reach. Crucial to the issue of language learning, the initial and continuing education of foreign language teachers is also addressed. While Eurydice data cover all countries of the European Union as well as countries of the European Economic Area (EEA), Croatia and Turkey, the country coverage of indicators based on other sources is sometimes more limited. The Eurostat statistical data, referring to the 2009/10 school year, provide information on the language learning participation rates of pupils in primary and secondary education (ISCED levels 1, 2 and 3). These data refer to general as well as pre-vocational and vocational education, whereas data from Eurydice only cover general education. It must also be noted that both Eurostat and Eurydice data cover only public-sector and grant-aided private schools. Data from the contextual questionnaires of the European Survey on Language Competences (ESLC) 2011 is mainly used to complement the Eurydice indicators. Out of the 16 countries or country communities that participated in the survey, the report presents data on 15 of them. These data provide information on the actual practice of foreign language teaching, including information on students’ motivation to study languages, the extent to which they are exposed to languages in their daily life as well as information on the education and training of foreign language teachers. A few indicators have been devised using the contextual questionnaire databases for the PISA 2009 (OECD) international survey. They offer a means of considering multilingualism as it really exists in schools in Europe, providing information on the proportion of students who speak a language at home other than the language of instruction. The present publication contains several time series. They are taken from Eurydice and Eurostat sources and are particularly helpful in identifying trends in language teaching in recent years and past decades. For example, they enable one to ascertain to what extent foreign languages (as compulsory subjects) are being taught at an increasingly early age in primary education, and whether the percentage of pupils and students learning specific foreign languages is increasing or decreasing. 7 Key Data on Teaching Languages at School in Europe – 2012 The 'Main Findings' of the report are summarised in a separate section at the beginning of the publication. The codes, abbreviations and acronyms used are also listed at the front while the glossary, statistical databases and references appear towards the end of the volume. These are followed by two annexes, which include short country descriptions of foreign language provision as well as the information on the provision of content and language integrated learning (CLIL). This version of Key Data on Teaching Languages at School in Europe is also available in electronic form on the Eurydice (http://eacea.ec.europa.eu/education/eurydice/) and Eurostat websites (http://epp.eurostat.ec.europa.eu/). All those who have contributed in any way to this collective undertaking are listed at the end of the report. 8