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id="post-13681" itemtype="https://schema.org/CreativeWork" itemscope="itemscope"> <div class="ast-post-format- ast-no-thumb single-layout-1"> <div class="entry-content clear" itemprop="text" > <div data-elementor-type="wp-post" data-elementor-id="13681" class="elementor elementor-13681"> <div class="elementor-element elementor-element-691ac24 e-flex e-con-boxed e-con e-parent" data-id="691ac24" data-element_type="container"> <div class="e-con-inner"> <div class="elementor-element elementor-element-89c6d3a elementor-widget elementor-widget-heading" data-id="89c6d3a" data-element_type="widget" data-widget_type="heading.default"> <div class="elementor-widget-container"> <style>/*! elementor - v3.21.0 - 26-05-2024 */ .elementor-heading-title{padding:0;margin:0;line-height:1}.elementor-widget-heading .elementor-heading-title[class*=elementor-size-]>a{color:inherit;font-size:inherit;line-height:inherit}.elementor-widget-heading .elementor-heading-title.elementor-size-small{font-size:15px}.elementor-widget-heading .elementor-heading-title.elementor-size-medium{font-size:19px}.elementor-widget-heading .elementor-heading-title.elementor-size-large{font-size:29px}.elementor-widget-heading .elementor-heading-title.elementor-size-xl{font-size:39px}.elementor-widget-heading .elementor-heading-title.elementor-size-xxl{font-size:59px}</style><h2 class="elementor-heading-title elementor-size-default">Recommendations of Mannheim - Florence</h2> </div> </div> </div> </div> <div class="elementor-element elementor-element-a45e454 e-flex e-con-boxed e-con e-parent" data-id="a45e454" data-element_type="container"> <div class="e-con-inner"> <div class="elementor-element elementor-element-0a3840f e-con-full e-flex e-con e-child" data-id="0a3840f" data-element_type="container"> <div class="elementor-element elementor-element-075680f elementor-widget elementor-widget-text-editor" data-id="075680f" data-element_type="widget" data-widget_type="text-editor.default"> <div class="elementor-widget-container"> <style>/*! elementor - v3.21.0 - 26-05-2024 */ .elementor-widget-text-editor.elementor-drop-cap-view-stacked .elementor-drop-cap{background-color:#69727d;color:#fff}.elementor-widget-text-editor.elementor-drop-cap-view-framed .elementor-drop-cap{color:#69727d;border:3px solid;background-color:transparent}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap{margin-top:8px}.elementor-widget-text-editor:not(.elementor-drop-cap-view-default) .elementor-drop-cap-letter{width:1em;height:1em}.elementor-widget-text-editor .elementor-drop-cap{float:left;text-align:center;line-height:1;font-size:50px}.elementor-widget-text-editor .elementor-drop-cap-letter{display:inline-block}</style> <p>The possibility of establishing a federation as an instrument for permanent collaboration between the national language institutions of the European Union was first discussed during two international meetings, in Mannheim (December 2000) and Florence (October 2001). One of the results of these meetings was the approval of a text with recommendations which was submitted to the European institutions and governments of the member states of the European Union. The text of these recommendations can be consulted by clicking one of the language versions below.</p><p>La possibilité d’établir une fédération pour la collaboration permanente entre les institutions linguistiques nationales de l’Union européenne a été discutée pour la première fois à l’occasion de deux rencontres internationales, à Mannheim (décembre 2000) et Florence (octobre 2001). Un des résultats de ces rencontres fut l’adoption d’un texte contenant des recommandations adressé aux institutions européennes et aux gouvernements des pays membres de l’Union européenne. Ce texte peut être consulté en cliquant sur l’une des versions linguistiques énumérées dessous.</p> </div> </div> <div class="elementor-element elementor-element-541121a elementor-widget elementor-widget-accordion" data-id="541121a" data-element_type="widget" data-widget_type="accordion.default"> <div class="elementor-widget-container"> <style>/*! elementor - v3.21.0 - 26-05-2024 */ .elementor-accordion{text-align:start}.elementor-accordion .elementor-accordion-item{border:1px solid #d5d8dc}.elementor-accordion .elementor-accordion-item+.elementor-accordion-item{border-top:none}.elementor-accordion .elementor-tab-title{margin:0;padding:15px 20px;font-weight:700;line-height:1;cursor:pointer;outline:none}.elementor-accordion .elementor-tab-title .elementor-accordion-icon{display:inline-block;width:1.5em}.elementor-accordion .elementor-tab-title .elementor-accordion-icon svg{width:1em;height:1em}.elementor-accordion .elementor-tab-title .elementor-accordion-icon.elementor-accordion-icon-right{float:right;text-align:right}.elementor-accordion .elementor-tab-title .elementor-accordion-icon.elementor-accordion-icon-left{float:left;text-align:left}.elementor-accordion .elementor-tab-title .elementor-accordion-icon .elementor-accordion-icon-closed{display:block}.elementor-accordion .elementor-tab-title .elementor-accordion-icon .elementor-accordion-icon-opened,.elementor-accordion .elementor-tab-title.elementor-active .elementor-accordion-icon-closed{display:none}.elementor-accordion .elementor-tab-title.elementor-active .elementor-accordion-icon-opened{display:block}.elementor-accordion .elementor-tab-content{display:none;padding:15px 20px;border-top:1px solid #d5d8dc}@media (max-width:767px){.elementor-accordion .elementor-tab-title{padding:12px 15px}.elementor-accordion .elementor-tab-title .elementor-accordion-icon{width:1.2em}.elementor-accordion .elementor-tab-content{padding:7px 15px}}.e-con-inner>.elementor-widget-accordion,.e-con>.elementor-widget-accordion{width:var(--container-widget-width);--flex-grow:var(--container-widget-flex-grow)}</style> <div class="elementor-accordion"> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8811" class="elementor-tab-title" data-tab="1" role="button" aria-controls="elementor-tab-content-8811" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">English</a> </div> <div id="elementor-tab-content-8811" class="elementor-tab-content elementor-clearfix" data-tab="1" role="region" aria-labelledby="elementor-tab-title-8811"><p><strong>The Mannheim/Florence Recommendations for Promoting European Standard (or National) Languages</strong><br /><br />Current economic and social changes affect the standard/national/official European languages: those language varieties which are used in their respective countries as official languages and are taught and studied in their educational institutions. These languages guarantee the widest range of linguistic opportunity within their geographical and social scope and reinforce the sense of cultural identity between speakers. They are also recognized internationally as standards. European integration represents both a challenge and an opportunity for measures promoting these languages. With the maintenance of linguistic diversity as well as the development and adjustment of languages to the requirements of the modern world, the cultural wealth of Europe as a basis for a European identity will be retained.</p><p>The following recommendations, which were prepared by members of central institutions for language research and language planning from several states of the European Union, embody the principles set out in the treaties of Maastricht and Amsterdam for the multilingual and culturally diverse development of the European Union.</p><p>1. The teaching of proficiency in the use of the standard /national / official language is an important function of schools and other educational institutions. The role of the media and of official discourse is also recognized as being significant in the choice of linguistic models presented to speakers of a language.</p><p>2. The acquisition of oral and written competence is the goal of native-language instruction. It helps to facilitate full social integration. Therefore, instruction in the standard /national / official language or languages of a country should be required as a main subject at all class levels.</p><p>3. Foreign-language instruction should contribute to the preservation of European linguistic diversity. It should begin at the very latest in primary school and should adopt uniform European performance standards. The goal is oral and written proficiency in at least two European foreign languages and the acquisition of comprehension skills in additional European languages. The teaching of neighbouring languages should be encouraged.</p><p>4. The study of ancient languages and their associated cultures is encouraged, particularly because of their contribution to enriching the languages and culture of modern-day Europe.</p><p>5. Non-native speakers should be supported in their efforts to learn the standard language of the country in which they reside. Both children and adults should have access to appropriate and adequate language instruction. Their right to maintain their own first language remains unaffected.</p><p>6. The teaching of both language and literature should include the critical analysis of linguistic standards and usage, as well as comparative and historical language study. The purpose of this is to develop linguistic awareness and to stimulate reflection over the universality and variety of language.</p><p>7. Opportunities for the exchange of students and of instructors within Europe should be fostered, and the associated administrative procedures should be simplified.</p><p>8. Research into first-language and foreign-language teaching should take advantage of the opportunities offered by European cooperation.</p><p>9. Each standard /national / official language requires careful scientific description. In addition, the degree to which a language is guided or alternatively monitored by linguistic institutions varies from country to country within Europe. The language academies and comparable linguistic institutes which participate in this work should given the opportunity to cooperate at the European level.</p><p>10. A permanent council should be formed by the central language institutions of the European states. It should facilitate the exchange of information about the objectives and methods of language politics and should stimulate and promote common linguistic research projects.</p><p>The states of the European Union are invited to receive these recommendations and to consider them within the context of their language strategies in order to promote the standard /national / official European languages and to encourage a multilingual Europe.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8812" class="elementor-tab-title" data-tab="2" role="button" aria-controls="elementor-tab-content-8812" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Nederlands</a> </div> <div id="elementor-tab-content-8812" class="elementor-tab-content elementor-clearfix" data-tab="2" role="region" aria-labelledby="elementor-tab-title-8812"><p><strong>De beginselverklaring van Mannheim – Florence Aanbevelingen over de bevordering van Europese standaardtalen</strong></p><p>De snelle economische en sociale veranderingen van vandaag hebben grote invloed op de Europese standaardtalen / officiële talen / nationale talen[1]. Met standaardtalen worden in dit document die taalvariëteiten bedoeld die in hun respectieve landen als officiële taal worden gebruikt en die in de betreffende onderwijsinstellingen worden onderwezen en bestudeerd. Binnen het gebied waarin zij over de genoemde status beschikken, garanderen deze talen de ruimst denkbare talige en communicatieve gebruiksmogelijkheden en leveren zij een cruciale bijdrage aan de culturele en nationale identiteit van hun sprekers. Zij kunnen zich beroepen op internationale erkenning als standaarden. De Europese integratie vertegenwoordigt voor de verspreiding en het gebruik van deze talen zowel een uitdaging als een kans. Het is door het behoud en door de voortdurende verdere ontwikkeling en aanpassing van de Europese standaardtalen dat de Europese culturele verscheidenheid en rijkdom kan worden gehandhaafd. Die moet de basis blijven van de Europese culturele identiteit.</p><p>De onderstaande aanbevelingen, opgesteld door vertegenwoordigers van die instellingen in Europa die in hun land verantwoordelijk zijn voor taalbeleid, taalzorg en/of taalplanning, betreffen basisprincipes voor de ontwikkeling van een meertalige en cultureel verscheiden Europese Unie, in het verlengde van datgene wat is vastgelegd in de Verdragen van Maastricht en Amsterdam.</p><p>1. Het is een blijft een belangrijke taak van de onderwijsinstellingen en van de instellingen voor permanente educatie om leerlingen en burgers op te leiden tot een efficiënt en verantwoord gebruik van hun respectieve standaardtaal. Ook de media en het taalgebruik door overheden en andere officiële instanties vervullen, wegens hun ruime verspreiding, een belangrijke voorbeeldfunctie op dit gebied.</p><p>2. Doel van het onderwijs eerste taal moet zijn het verzekeren van een volwaardige – zowel mondelinge als schriftelijke – taalvaardigheid om leerlingen in staat te stellen volledig en zonder taalbarrières deel te nemen aan het maatschappelijk leven, zowel productief als receptief. Daarom moet de eerste-taalverwerving als hoofdvak deel uitmaken van het gehele onderwijscurriculum, van laag tot hoog.</p><p>3. Ook het vreemdetalenonderwijs moet bijdragen aan het behoud van de talige verscheidenheid binnen Europa. Het moet ten laatste tijdens het basisonderwijs beginnen en uitgaan van kwaliteitscriteria die gelden voor alle Europese landen. Als basisvoorwaarde geldt dat het leerlingen in staat moet stellen goede – zowel productieve als receptieve en zowel schriftelijke als mondelinge – communicatievaardigheden te verwerven in ten minste twee Europese vreemde talen en receptieve vaardigheden in andere talen. Bij de keuze van het vreemdetalenaanbod moet afdoende rekening gehouden worden met de talen van de omringende landen en grensgebieden.</p><p>4. De studie van de klassieke talen en hun culturen dient te worden aangemoedigd omdat deze talen beslissend bijgedragen hebben en nog steeds bijdragen tot de Europese cultuur en tot de moderne, levende talen.</p><p>5. Allochtonen moeten worden ondersteund in hun inspanningen tot het verwerven van de standaardtaal van het land waarin zij leven. Zowel kinderen als volwassenen moeten hiertoe toegang hebben tot goed tweedetaalonderwijs en tot alle hulpmiddelen die tot de tweedetaalverwerving kunnen bijdragen. Uiteraard hebben allochtonen het onverminderde recht om hun moedertaal te behouden en er zich verder in te bekwamen.</p><p>6. Het taal- en letterenonderwijs moeten kritische taalbeschouwing, evenals vergelijkende en historische taalstudie als integrerende onderdelen bevatten omdat die bijdragen aan de versterking van het taalbewustzijn en aanzetten tot reflectie over zowel de universaliteit als de verscheidenheid van het verschijnsel taal in het algemeen.</p><p>7. De Europese uitwisseling van leerlingen, studenten en onderwijskrachten moet worden bevorderd en versterkt, en de administratieve procedures terzake dienen te worden vereenvoudigd.</p><p>8. Het onderzoek naar eerste-, tweede- en vreemdetaalverwerving moet meer voordeel halen uit de mogelijkheden die Europese samenwerking biedt.</p><p>9. Elke standaardtaal moet niet enkel op behoorlijke en volledige wijze wetenschappelijk beschreven zijn, maar moet in haar verdere ontwikkeling actief worden gevolgd en ondersteund, op een wijze die beantwoordt aan de behoeften en verwachtingen van de betrokken taalgemeenschap. Die taken behoren voornamelijk en in principe te worden uitgevoerd door de taalacademies en vergelijkbare taalinstituten, die terzake op Europees vlak moeten samenwerken.</p><p>10. Er dient een permanent samenwerkingsverband te worden ingesteld tussen de centrale taalinstituten van de verschillende Europese landen. Het samenwerkingsverband heeft tot opdracht het verzekeren van een permanente informatie-uitwisseling betreffende de doelstellingen en methodes van het taalbeleid als geheel, evenals het bevorderen van gemeenschappelijk wetenschappelijk onderzoek.</p><p>De Europese landen worden uitgenodigd om de bovenstaande aanbevelingen in overweging te nemen en ze als uitgangspunt te hanteren bij hun taalbeleid, met als doel de Europese standaardtalen te bevorderen en op die wijze bij te dragen tot het voortbestaan van een meertalig Europa.</p><p>[1] In verschillende taalgebieden worden de talen zoals het Nederlands, Frans, Deens e.d. anders benoemd. In de Nederlandse versie wordt verder alleen de geëigende term ‘standaardtalen’ gebruikt.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8813" class="elementor-tab-title" data-tab="3" role="button" aria-controls="elementor-tab-content-8813" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Dansk</a> </div> <div id="elementor-tab-content-8813" class="elementor-tab-content elementor-clearfix" data-tab="3" role="region" aria-labelledby="elementor-tab-title-8813"><p><strong>Mannheim-Firenze-anbefalinger for at fremme de europæiske standardsprog</strong></p><p>De aktuelle økonomiske og sociale forandringer påvirker også de europæiske standardsprog, dvs. den eller de varieteter der bruges som landenes officielle sprog, og som læres og studeres på uddannelsesstederne. Standardsprogene sikrer inden for deres geografiske og sociale domæner de bedst tænkelige sproglige muligheder for brugerne og understøtter disses kulturelle identitetsfølelse. Varieteterne anerkendes også internationalt som standarder. Den europæiske integration repræsenterer både en udfordring og en mulighed for tiltag til fremme af disse sprog. Med opretholdelsen af såvel sproglig mangfoldighed som udvikling og tilpasning af sprogene til den moderne verdens krav bevares den kulturelle rigdom i Europa som grundlag for en europæisk identitet.</p><p>De følgende anbefalinger – der er udarbejdet af ansatte ved centrale institutioner inden for sprogplanlægning og sprogforskning fra flere europæiske lande – giver udtryk for de principper der er nedfældet i Maastricht- og Amsterdamtraktaterne om en flersproglig og kulturelt mangfoldig udvikling af Den Europæiske Union.</p><p>1. Undervisning i standardsproget eller -sprogene er en vigtig opgave for skolerne og andre uddannelsesinstitutioner. Det sprog som præsenteres via medierne og den offentlige diskurs, har også betydning som mønstermodel for sprogbrugerne.</p><p>2. Formålet med modersmålsundervisningen er bibringelse af mundtlig og skriftlig sproglig kompetence. Denne kompetence er forudsætningen for fuld social integration. Derfor bør man på alle klassetrin forlange grundig undervisning i et lands standardsprog.</p><p>3. Undervisning i fremmedsprog skal bidrage til at opretholde den europæiske sproglige mangfoldighed. Undervisningen bør senest begynde i grundskolen og den skal leve op til europæisk standard mht. kvalitet i undervisningen. Målet er mundtlig og skriftlig færdighed i mindst to europæiske fremmedsprog og høre- og læseforståelse af flere europæiske fremmedsprog. Der skal tilskyndes til undervisning i nabosprog.</p><p>4. Der bør opmuntres til studier af klassiske sprog og kulturer, især pga. disses berigende bidrag til det moderne Europas sprog og kulturer.</p><p>5. Ikke-indfødte borgere skal opfordres til at lære standardsproget i det land de bor i. Både børn og voksne bør tilbydes den nødvendige sprogundervisning. Deres ret til deres modersmål skal der ikke røres ved.</p><p>6. Sprog- og litteraturundervisningen bør indbefatte en kritisk analyse af både den lingvistiske brug og norm og komparative sprogstudier og sproghistorie. Formålet hermed er at udvikle en sproglig bevidsthed og at stimulere refleksionen over universaliteten og mangfoldigheden i sprog.</p><p>7. Der bør være mulighed for at udveksle studenter og lærere inden for Europa. De hermed forbundne administrative procedurer skal være så enkle som muligt.</p><p>8. Forskning i undervisning i modersmål og i fremmedsprog skal udnytte de muligheder som det europæiske samarbejde tilbyder.</p><p>9. Der er behov for en omhyggelig videnskabelig beskrivelse af alle standardsprog, en kontinuerlig opmærksomhed og en sprogtypisk og i sprogsamfundet accepteret styring. Sprognævn, akademier og lignende videnskabelige institutioner som deltager i dette arbejde, bør have mulighed for at samarbejde på europæisk niveau.</p><p>10. Der bør dannes et råd bestående af repræsentanter for de centrale sproglige institutioner i de europæiske lande. Dette råd skal fremme udvekslingen af information om mål og metoder inden for sprogpleje og sprogpolitik og skal stimulere og fremme fælles lingvistiske forskningsprojekter.</p><p>Landene inden for Den Europæiske Union opfordres til at modtage ovenstående anbefalinger og at tage hensyn til dem i forbindelse med landenes sprogpolitik for at fremme standardsprogene i Europa og at styrke et multilingvalt Europa.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8814" class="elementor-tab-title" data-tab="4" role="button" aria-controls="elementor-tab-content-8814" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Deutsch</a> </div> <div id="elementor-tab-content-8814" class="elementor-tab-content elementor-clearfix" data-tab="4" role="region" aria-labelledby="elementor-tab-title-8814"><p><strong>Mannheim-Florentiner Empfehlungen zur Förderung der europäischen Hochsprachen Präambel</strong></p><p>Die aktuellen wirtschaftlichen und sozialen Veränderungen betreffen auch die europäischen Hochsprachen als diejenigen Sprachvarietäten, die in den jeweiligen Ländern als Amtssprachen gebraucht und in ihren Bildungseinrichtungen gelehrt und gelernt werden. Die Hochsprachen garantieren in ihren Geltungsbereichen einen Sprachverkehr maximaler Reichweite und unterstützen die kulturelle Identifikation ihrer Sprecherinnen und Sprecher. Sie werden auch international als Standards anerkannt. Besonders die europäische Integration stellt für Maßnahmen zur Förderung der europäischen Hochsprachen Herausforderung und Chance zugleich dar. Mit der Erhaltung und Weiterentwicklung der Sprachenvielfalt sowie ihrer Anpassung an die Kommunikationsbedürfnisse der modernen Welt wird der kulturelle Reichtum Europas als Grundlage für eine europäische Identität bewahrt.</p> <p>Die folgenden Empfehlungen, die von Mitgliedern zentraler Institutionen der Sprach-forschung und –planung mehrerer Staaten der Europäischen Union ausgearbeitet wurden, stützen sich auf die in den Verträgen von Maastricht und Amsterdam niedergelegten Grundsätze einer mehrsprachigen und kulturell vielfältigen Entwicklung der Europäischen Union.</p> <p>1. Die Vermittlung der hochsprachlichen Standards ist vordringlich Aufgabe der Schulen und der Institutionen der Weiterbildung. Bei ihrer Verbreitung und Entwicklung kommt auch den Medien und dem öffentlichen Sprachgebrauch Verantwortung zu.</p> <p>2. Ziel des schulischen Erstsprachenunterrichts ist eine mündliche und schriftliche Kompetenz, die zur vollen Beteiligung am gesellschaftlichen Leben befähigt. Deshalb ist der Unterricht in der Hochsprache bzw. den Hochsprachen eines Landes auf allen Klassenstufen Hauptfach.</p> <p>3. Zur Erhaltung der europäischen Sprachenvielfalt sollte auch der Fremdsprachenunterricht beitragen. Dieser setzt spätestens in der Grundschule ein und orientiert sich an europaeinheitlichen Qualitätsmaßstäben. Ziel ist die mündliche und schriftliche Handlungsfähigkeit in wenigstens zwei europäischen Fremdsprachen und Hör- und Leseverständnis in weiteren. Die Vermittlung von Nachbarschaftssprachen sollte gefördert werden.</p> <p>4. Das Studium der klassischen Sprachen und damit verbundener Kulturen soll gefördert werden, besonders wegen ihres Beitrags zur Bereicherung der Sprachen und Kultur des modernen Europas.</p> <p>5. Migranten werden in ihrem Bemühen unterstützt, die Hochsprachen des Landes, in dem sie leben, als Zweitsprache zu lernen. Hierzu erhalten Kinder und Erwachsene ein ihnen angemessenes Unterrichtsangebot. Das Recht der Migranten auf ihre Erstsprache bleibt unberührt.</p> <p>6. Sprach- und Literaturvermittlung schließt Sprachkritik, Sprachvergleich und Sprachge-schichte ein, um zum Entstehen von Sprachbewusstheit beizutragen und zur Reflexion über Universalität und Vielfalt des Phänomens Sprache anzuregen.</p> <p>7. Der grenzüberschreitende Austausch von Schülern und Lehrkräften wird verstärkt, Verwaltungshemmnisse werden abgebaut.</p> <p>8. Die wissenschaftliche Erforschung des Erstsprachen- wie des Zweit- und Fremd-sprachenunterrichts nutzt Möglichkeiten der europäischen Zusammenarbeit.</p> <p>9. Jede Hochsprache bedarf einer sorgfältigen wissenschaftlichen Beschreibung, einer kontinuierlichen Pflege und eines sprachtypischen und in der Sprachgemeinschaft akzeptierten Ausbaus. Das ist im besonderen die Aufgabe der Sprachakademien und der ihnen entsprechenden wissenschaftlichen Institutionen, die hierzu die Gelegenheit zur Zusammenarbeit auf europäischer Ebene haben sollten.</p> <p>10. Es wird ein ständiger Rat von zentralen Sprachinstitutionen der europäischen Länder eingerichtet, der für den Austausch von Informationen über Art und Ziel von Sprach-förderung und Sprachpolitik sorgt und gemeinsame linguistische Forschungsvorhaben anregt und unterstützt.</p> <p>Die europäischen Staaten sind eingeladen, diese Empfehlungen anzunehmen und sie in ihrer Sprachpolitik zu berücksichtigen, um die europäischen Hochsprachen und ein mehr-sprachiges Europa zu fördern.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8815" class="elementor-tab-title" data-tab="5" role="button" aria-controls="elementor-tab-content-8815" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Elliniki</a> </div> <div id="elementor-tab-content-8815" class="elementor-tab-content elementor-clearfix" data-tab="5" role="region" aria-labelledby="elementor-tab-title-8815"><p><b>Oι προτάσεις των συναντήσεων Mannheim και Φλωρεντίας για την προώθηση των ευρωπαϊκών standard (ή εθνικών) γλωσσών</b></p> <p>Oι τρέχουσες οικονομικές και κοινωνικές αλλαγές επηρεάζουν τις standard/εθνικές/ επίσημες ευρωπαϊκές γλώσσες: τις γλωσσικές ποικιλίες που χρησιμοποιούνται στις αντίστοιχες χώρες ως επίσημες γλώσσες και οι οποίες διδάσκονται και μελετώνται στα εκπαιδευτικά ιδρύματά τους. Oι γλώσσες αυτές εγγυώνται το ευρύτερο δυνατό φάσμα γλωσσικών ευκαιριών μέσα στον γεωγραφικό και κοινωνικό ορίζοντά τους και ενισχύουν την αίσθηση πολιτισμικής ταυτότητας μεταξύ των ομιλητών. Aναγνωρίζονται επίσης διεθνώς ως standard γλώσσες. H ευρωπαϊκή ολοκλήρωση αποτελεί πρόκληση αλλά και ευκαιρία για τη λήψη μέτρων που θα προωθήσουν τις γλώσσες αυτές. Mε τη διατήρηση της γλωσσικής ποικιλομορφίας καθώς και την ανάπτυξη και προσαρμογή των γλωσσών στις απαιτήσεις του σύγχρονου κόσμου, θα διατηρηθεί ο πολιτισμικός πλούτος της Eυρώπης ως βάση για μια ευρωπαϊκή ταυτότητα.</p> <p>Oι προτάσεις που ακολουθούν διαμορφώθηκαν από μέλη κεντρικών φορέων για τη γλωσσική έρευνα και τον γλωσσικό σχεδιασμό διαφόρων χωρών της Eυρωπαϊκής Ένωσης και εκφράζουν τις αρχές που διατυπώνονται στις συνθήκες του Maastricht και του Amsterdam για την πολυγλωσσική και πολυπολιτισμική ανάπτυξη της Eυρωπαϊκής Ένωσης.</p> <p>1. H διδασκαλία της επάρκειας στη χρήση της standard/εθνικής/επίσημης γλώσσας είναι μια σημαντική λειτουργία των σχολείων και άλλων εκπαιδευτικών ιδρυμάτων. O ρόλος των μέσων μαζικής ενημέρωσης και του επίσημου λόγου αναγνωρίζεται επίσης ως σημαντικός για την επιλογή προτύπων που παρέχονται στους ομιλητές μιας γλώσσας.</p> <p>2. H απόκτηση επάρκειας στον προφορικό και στον γραπτό λόγο είναι ο στόχος της εκπαίδευσης στην μητρική γλώσσα. Συμβάλλει στη διευκόλυνση της πλήρους κοινωνικής ένταξης. Eπομένως, η διδασκαλία στην standard/εθνική/επίσημη γλώσσα ―ή γλώσσες― μιας χώρας θα πρέπει να απαιτείται ως κύριο αντικείμενο σε όλες τις σχολικές τάξεις.</p> <p>3. H διδασκαλία των ξένων γλωσσών θα πρέπει να συμβάλλει στη διατήρηση της ευρωπαϊκής πολιτισμικής ποικιλομορφίας. Θα πρέπει να αρχίζει στην πρωτοβάθμια εκπαίδευση ―το αργότερο― και θα πρέπει να υιοθετεί ενιαία ευρωπαϊκά κριτήρια απόδοσης. O στόχος είναι η επάρκεια ―προφορική και γραπτή― σε δύο τουλάχιστον ευρωπαϊκές ξένες γλώσσες και η απόκτηση δεξιοτήτων κατανόησης και άλλων ευρωπαϊκών γλωσσών. H διδασκαλία των γειτονικών γλωσσών θα πρέπει να ενθαρρύνεται.</p> <p>4. H διδασκαλία των αρχαίων γλωσσών ―και των πολιτισμών με τους οποίους συνδέονται― θα πρέπει να ενθαρρύνεται, λόγω της συμβολής τους στον εμπλουτισμό των γλωσσών και του πολιτισμού της σύγχρονης Eυρώπης.</p> <p>5. Oι μη ιθαγενείς ομιλητές θα πρέπει να ενισχύονται στις προσπάθειές τους να μάθουν την standard γλώσσα της χώρας στην οποία διαμένουν. Tόσο τα παιδιά όσο και οι ενήλικες θα πρέπει να διαθέτουν πρόσβαση σε κατάλληλη και επαρκή γλωσσική διδασκαλία. Tο δικαίωμά τους να διατηρήσουν την αρχική μητρική τους γλώσσα παραμένει ανεπηρέαστο.</p> <p>6. H διδασκαλία τόσο της γλώσσας όσο και της γραμματείας θα πρέπει να συμπεριλαμβάνει την κριτική ανάλυση της γλωσσικής νόρμας και χρήσης, καθώς και τη συγκριτική και ιστορική γλωσσική σπουδή. Aυτό στοχεύει στην ανάπτυξη γλωσσικής επίγνωσης και στην κινητοποίηση του στοχασμού πάνω στην καθολικότητα και στην ποικιλομορφία της γλώσσας.</p> <p>7. Θα πρέπει να αναπτυχθούν οι ευκαιρίες για την ανταλλαγή σπουδαστών και διδασκόντων μέσα στην Eυρώπη. Θα πρέπει επίσης να απλοποιηθούν οι σχετικές διοικητικές διαδικασίες.</p> <p>8. Oι έρευνες πάνω στη διδασκαλία της πρώτης και της ξένης γλώσσας θα πρέπει να επωφεληθούν από τις ευκαιρίες που προσφέρει η ευρωπαϊκή συνεργασία.</p> <p>9. Kάθε standard/εθνική/επίσημη γλώσσα απαιτεί προσεκτική επιστημονική περιγραφή. Eπιπλέον, ο βαθμός στον οποίο κάθε γλώσσα ρυθμίζεται ή επηρεάζεται με άλλους τρόπους από γλωσσικά θεσμικά όργανα ποικίλλει από χώρα σε χώρα μέσα στην Eυρώπη. Oι γλωσσικές ακαδημίες καθώς και τα αντίστοιχα γλωσσολογικά ινστιτούτα που συμμετέχουν στο έργο αυτό θα πρέπει να έχουν την ευκαιρία να συνεργαστούν σε ευρωπαϊκό επίπεδο.</p> <p>10. Tα κεντρικά γλωσσικά θεσμικά όργανα των ευρωπαϊκών κρατών θα πρέπει να συγκροτήσουν ένα μόνιμο συμβούλιο. Στόχος του θα είναι να διευκολύνει την ανταλλαγή πληροφοριών για τους στόχους και τις μεθόδους των γλωσσικών πολιτικών και να ενεργοποιήσει και να προωθήσει κοινά γλωσσικά ερευνητικά προγράμματα.</p> <p>Tα κράτη μέλη της Eυρωπαϊκής Ένωσης καλούνται να δεχτούν αυτές τις προτάσεις και να τις εξετάσουν στο πλαίσιο των δικών τους γλωσσικών στρατηγικών για να στηρίξουν τις standard/εθνικές/επίσημες ευρωπαϊκές γλώσσες και για να ενθαρρύνουν τη δημιουργία μιας πολυγλωσσικής Eυρώπης.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8816" class="elementor-tab-title" data-tab="6" role="button" aria-controls="elementor-tab-content-8816" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Español</a> </div> <div id="elementor-tab-content-8816" class="elementor-tab-content elementor-clearfix" data-tab="6" role="region" aria-labelledby="elementor-tab-title-8816"><p><strong>Recomendaciones de Mannheim y Florencia para la promoción de las lenguas nacionales europeas</strong></p><p>Los cambios actuales en los niveles económicos y sociales afectan también a las lenguas europeas nacionales en tanto que variedades lingüísticas utilizadas en sus países respectivos como lenguas oficiales y cooficiales enseñadas y estudiadas en las instituciones educativas. En su ámbito de influencia estas lenguas garantizan el máximo de funciones lingüísticas y sustentan la identidad cultural de sus hablantes. Son reconocidas internacionalmente como lenguas standard. La integración europea representa simultáneamente un desafío y una oportunidad para las medidas de promoción de estas lenguas. Con el mantenimiento de la diversidad lingüística y el desarrollo y adaptación de las lenguas a las necesidades de comunicación del mundo moderno se preserva la riqueza cultural de Europa entendida como fundamento para una identidad europea.</p><p>Las siguientes Recomendaciones, elaboradas por miembros de instituciones centrales de investigación y planificación lingüística de varios estados europeos concretan los principios del desarrollo de la Unión Europea fundada sobre la diversidad cultural y lingüística tal como han sido plasmados en los tratados de Maastricht y de Amsterdam.</p><p>1. La enseñanza de los estándares lingüísticos es un cometido prioritario de las escuelas y las instituciones educativas. Debido a su gran difusión también los medios de comunicación y el uso lingüístico público tienen responsabilidades en este ámbito.</p><p>2. El objetivo de la enseñanza escolar de la primera lengua es la adquisición de una competencia oral y escrita que permita una total integración en la vida social. Es por ello que la enseñanza en la lengua oficial (o en las lenguas oficiales)de un país debe ser una asignatura obligatoria en todos los niveles.</p><p>3. La enseñanza de lenguas extranjeras contribuye también a mantener la diversidad lingüística europea. Este aprendizaje debe empezar a más tardar en la escuela primaria y adoptar criterios de calidad intereuropeos. Su objetivo es la capacidad de actuación oral y escrita en como mínimo dos lenguas extranjeras europeas así como la competencia de comprensión en otras lenguas europeas. Deberían fomentarse prioritariamente las lenguas utilizadas en los países vecinos.</p><p>4. Se animará al estudio de las lenguas y civilizaciones clásicas, teniendo particularmente en consideración su contribución a las lenguas y al patrimonio cultural de la Europa moderna.</p><p>5. Se apoyará a los inmigrantes en su esfuerzo por aprender como segunda lengua las lenguas oficiales del país en el que viven. Para ello niños y adultos recibirán una oferta educativa adecuada. Se debe respetar el derecho de los inmigrantes a mantener su primera lengua.</p><p>6. Con el fin de reforzar la conciencia lingüística así como la reflexión sobre la universalidad y la diversidad del fenómeno “lengua”, la enseñanza de la lengua y la literatura debe comprender también el análisis crítico de los usos y de la norma lingüística, la comparación de lenguas y la historia de la lengua.</p><p>7. Los intercambios escolares, tanto de alumnos como de enseñantes, deben se reforzados, las trabas administrativas deben ser reducidas.</p><p>8. Las investigaciones respecto a la enseñanza de la primera lengua y de las lenguas extranjeras deben sacar más provecho de las posibilidades ofrecidas por la cooperación europea.</p><p>9. Toda lengua oficial precisa de una cuidada descripción científica, de una atención continua y de un fomento específico en el respeto de sus particularidades y con la aceptación de su comunidad lingüística. Ésta es específicamente la tarea de las academias de la lengua y de las instituciones de investigación equiparables a ellas, que deberían tener la oportunidad de cooperar para ello a nivel europeo.</p><p>10. Se debe crear un consejo permanente de instituciones lingüísticas centrales de países europeos. Su tarea será facilitar el intercambio de información respecto a los objetivos y métodos de toda acción de política lingüística, así como promover y estimular investigaciones lingüísticas comunes.</p><p>Se invita a los Estados europeos a tener en cuenta estas Recomendaciones en su política lingüística para promover las lenguas europeas nacionales / oficiales de los países de la unión y favorecer así la permanencia de una Europa plurilingüe.</p></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8817" class="elementor-tab-title" data-tab="7" role="button" aria-controls="elementor-tab-content-8817" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Français</a> </div> <div id="elementor-tab-content-8817" class="elementor-tab-content elementor-clearfix" data-tab="7" role="region" aria-labelledby="elementor-tab-title-8817"><p><strong>Recommandations de Mannheim-Florence pour la promotion des langues standard (ou nationales) Europeènnes</strong></p><div id="exrosso1"><p class="normale">Les changements actuels au niveau économique et social touchent également les langues européennes standard / nationales / officielles en tant que variétés linguistiques utilisées dans leurs pays respectifs comme langue officielles, étudiées et enseignées dans les établissements scolaires. Ces langues garantissent à l’intérieur de leur domaine d’influence le maximum de fonctions linguistiques et assurent l’identité culturelle de ceux et de celles qui les parlent. Elles sont reconnues internationalement. L’intégration européenne, en particulier, représente à la fois un défi et une chance pour des mesures de promotion de ces langues. C’est par le maintien de la diversité linguistique et par le développement et l’adaptation des langues aux besoins de communication du monde moderne que l’on peut sauvegarder la richesse culturelle de l’Europe sur laquelle se fonde l’identité européenne.</p><p class="normale">Les Recommandations suivantes, élaborées par des membres d’institutions centrales de recherche et de planification linguistique de plusieurs pays européens concrétisent les principes du développement de l’Union Européenne fondé sur la diversité culturelle et linguistique, tels qu’ils ont été fixés dans les traités de Maastricht et d’Amsterdam.</p><p class="centrato">1. C’est surtout aux établissements d’enseignement et aux institutions de formation continue que revient la tâche de donner une maîtrise sûre des langues standard / nationales / officielles. Du fait de leur grande diffusion, il revient également aux médias et à l’usage officiel de la langue une large part de responsabilités en ce domaine.</p><p class="centrato">2. Le but de l’enseignement de la première langue (langue maternelle) est l’acquisition d’une compétence orale et écrite permettant une participation entière à la vie sociale. C’est pourquoi il est nécessaire que la ou les langues standard / nationales / officielles soient enseignées à tous les niveaux avec le statut de matière principale.</p><p class="centrato">3. L’enseignement des langues étrangères contribue également à maintenir la diversité linguistique européenne. Cet enseignement doit commencer au plus tard à l’école primaire et adopter des critères de qualité intereuropéens. Le but à atteindre est de permettre aux élèves de communiquer de manière efficace à l’oral et à l’écrit au moins dans deux langues étrangères européennes. Il est recommandé d’acquérir compétences de compréhension dans d’autres langues européennes. Dans l’éventail des langues à enseigner, les langues utilisées dans les pays voisins pourraient être choisies en priorité.</p><p class="centrato">4. L’étude des langues classiques et des civilisations correspondantes doit être encouragée, particulièrement en considération de leur contribution aux langues et au patrimoine culturel de l’Europe moderne.</p><p class="centrato">5. Les migrants doivent être aidés à apprendre la langue du pays dans lequel ils vivent. Dans ce but, enfants et adultes doivent recevoir un enseignement adapté. Le droit des migrants à conserver leur première langue (langue maternelle) doit rester entier.</p><p class="centrato">6. Afin de renforcer la conscience linguistique ainsi que la réflexion sur l’universalité et la diversité du phénomène «langue», l’enseignement de la langue et de la littérature doit comprendre également l’analyse critique des usages autant que de la norme linguistique, la comparaison des langues et l’histoire de la langue.</p><p class="centrato">7. Les échanges scolaire, tant des élèves que des enseignants, doivent être renforcés et les procédures administratives doivent être allégées.</p><p class="centrato">8. Les recherches concernant l’enseignement de la première langue et des langues étrangères doivent tirer plus de profit des possibilités offertes par la coopération européenne.</p><p class="centrato">9. Non seulement chaque langue standard/nationale/officielle devrait être décrite scientifiquement, mais elle doit être soignée et aidée dans son développement en permanence, dans le respect des ses particularités et avec l’acceptation de la communauté linguistique. Ces tâches reviennent notamment aux académies chargées de la langue et aux instituts de recherche correspondants qui doivent travailler de concert au niveau européen.</p><p class="centrato">10. Un conseil permanent des institutions linguistiques centrales des divers pays européens doit être constitué. Il aura pour tâche de faciliter les échanges d’informations concernant les objectifs et les méthodes de toute action de politique linguistique, ainsi que de promouvoir et de stimuler des recherches linguistiques communes.</p><p class="normale">Les Etats de l’Union Européenne sont invités à prendre en compte dans leurs politiques ces Recommandations, afin de promouvoir les langues européennes standard / nationales / officielles des pays de l’Union, et de favoriser de cette manière la permanence d’une Europe plurilingue.</p></div></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8818" class="elementor-tab-title" data-tab="8" role="button" aria-controls="elementor-tab-content-8818" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Italiano</a> </div> <div id="elementor-tab-content-8818" class="elementor-tab-content elementor-clearfix" data-tab="8" role="region" aria-labelledby="elementor-tab-title-8818"><p><strong>Raccomandazioni di Mannheim-Firenze per la promozione delle lingue standard/ / nazionali / ufficiali d’Europa</strong></p> <div id="exrosso1"> <p class="normale">Gli attuali mutamenti nell’economia e nella società investono ugualmente l’intera realtà linguistica europea, specialmente le varietà linguistiche, alle quali qui ci si riferisce, usate nei rispettivi Paesi come lingue standard / nazionali / ufficiali,<a href="http://www.eurfedling.org/rac/racita.htm#uno" style=""><sup>1</sup></a> studiate e utilizzate per l’insegnamento scolastico e riconosciute internazionalmente. Tali lingue garantiscono all’interno del loro dominio il massimo di funzioni linguistiche e assicurano l’identità culturale di coloro che le parlano. L’integrazione europea, in particolare, rappresenta al tempo stesso una sfida e un’occasione per prendere iniziative di promozione di queste lingue. La ricchezza culturale dell’Europa, sulla quale si fonda l’identità Europea, può essere salvaguardata solo mantenendo la diversità linguistica del continente e quindi curando lo sviluppo delle singole lingue e il loro adattamento ai bisogni di comunicazione del mondo moderno.</p> <p class="normale">Le seguenti Raccomandazioni, elaborate da membri di istituzioni centrali di ricerca e di pianificazione linguistica di diversi Paesi europei, rendono concreti i principi dello sviluppo dell’Unione Europea fondato sulla diversità culturale e linguistica, quali sono fissati nei trattati di Maastrischt e di Amsterdam.</p> <p class="centrato">1. Il compito di conferire una sicura padronanza delle lingue standard spetta soprattutto alle istituzioni incaricate dell’istruzione e a quelle che provvedono alla formazione e all’educazione permanente. Una larga parte di responsabilità in questo ambito ricade ugualmente, in ragione del loro grande potere di diffusione, sui media e sull’uso linguistico ufficiale.</p> <p class="centrato">2. Scopo dell’insegnamento della lingua prima (lingua materna) è l’acquisizione di una competenza orale e scritta che permetta una piena partecipazione alla vita sociale. È perciò necessario che in ciascun paese la o le lingue standard siano insegnate a tutti i livelli dell’istruzione come materie principali.</p> <p class="centrato">3. Anche l’insegnamento delle lingue straniere contribuisce a conservare la diversità linguistica europea. Questo insegnamento deve aver inizio al più tardi nella scuola elementare e deve adottare criteri di qualità intereuropei. Lo scopo da raggiungere è quello di permettere agli allievi di comunicare con efficacia, oralmente e per iscritto, in almeno due lingue straniere europee. Nel ventaglio delle lingue che vanno insegnate potrebbero essere scelte con priorità le lingue dei Paesi con i quali vi sono maggiori contatti.</p> <p class="centrato">4. Lo studio delle lingue classiche e delle corrispondenti civiltà deve essere incoraggiato, particolarmente in considerazione del loro contributo alle lingue e al patrimonio culturale dell’Europa moderna.</p> <p class="centrato">5. Gli immigrati devono essere aiutati ad apprendere la lingua del Paese nel quale vivono. A tal fine, bambini ed adulti devono ricevere un insegnamento adeguato. Gli immigrati devono avere anche il pieno diritto di conservare la loro lingua primaria (lingua materna).</p> <p class="centrato">6. Allo scopo di rinforzare la coscienza linguistica e sviluppare la riflessione sull’universalità e sulla diversificazione del fenomeno “lingua”, l’insegnamento della lingua e della letteratura deve affiancare la presentazione della norma e l’analisi critica degli usi in atto e deve comprendere la comparazione tra le lingue e la storia della lingua.</p> <p class="centrato">7. Vanno potenziati gli scambi scolastici sia degli alunni che degli insegnanti, e vanno semplificate le relative procedure burocratiche.</p> <p class="centrato">8. Le ricerche concernenti l’insegnamento della lingua primaria e delle lingue straniere devono trarre maggior vantaggio dalle possibilità offerte dalla cooperazione europea.</p> <p class="centrato">9. È necessario non solo procurare descrizioni scientifiche di ciascuna lingua standard, ma curare e aiutare il suo sviluppo permanente, tenendo conto delle sue peculiarità e dell’uso accettato dalla comunità dei parlanti. Questi compiti spettano in modo particolare alle accademie che si occupano di lingua e ai corrispondenti istituti di ricerca, che devono lavorare di concerto sul piano europeo.</p> <p class="centrato">10. È necessario costituire un Consiglio permanente delle istituzioni linguistiche centrali dei diversi Paesi europei. Suo compito sarà quello di facilitare gli scambi di informazioni sugli obiettivi e i metodi di ogni azione di politica linguistica, nonché di promuovere e stimolare ricerche linguistiche comuni.</p> <p class="normale"><em>Gli Stati dell’Unione Europea sono invitati a tener conto di queste Raccomandazioni nelle loro politiche, allo scopo di promuovere le lingue europee standard dei Paesi dell’Unione e di favorire in tal modo il perdurare di un’Europa plurlingue.</em></p> <p class="normale">(<sup>1</sup>) In questa prima menzione vengono adoperati congiuntamente questi tre termini per rispettare le situazioni e gli usi dei diversi Paesi. Nel seguito del testo per brevità viene adoperato, con lo stesso significato complessivo, soltanto il termine <em>standard</em>, che risulta il più neutro.</p> </div></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-8819" class="elementor-tab-title" data-tab="9" role="button" aria-controls="elementor-tab-content-8819" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Lietuva</a> </div> <div id="elementor-tab-content-8819" class="elementor-tab-content elementor-clearfix" data-tab="9" role="region" aria-labelledby="elementor-tab-title-8819"><p><strong>Manheimo ir Florencijos susitikimų rekomendacijos dėl Europos bendrinių (arba nacionalinių) kalbų rėmimo</strong></p><div id="exrosso1"><p class="normale">Dabarties ekonominiai ir socialiniai pokyčiai turi įtakos Europos bendrinėms (nacionalinėms) kalboms – toms kalboms, kurios atitinkamose šalyse vartojamos kaip oficialiosios kalbos ir kurių mokoma(si) jų švietimo įstaigose. Šios kalbos atveria didžiausias kalbines galimybes geografiniu ir socialiniu mastu ir stiprina jas vartojančių žmonių kultūrinės tapatybės suvokimą. Kaip norminės jos pripažįstamos ir tarptautiniu mastu. Europos integracija joms – ir iššūkis, ir paramos galimybė. Skatinant kalbinę įvairovę ir kalbų vystymąsi bei prisitaikymą prie šiuolaikinio pasaulio reikalavimų, bus išsaugotas Europos kultūros lobynas – europinės tapatybės pagrindas.</p><p class="normale">Šios rekomendacijos, kurias parengė kelių Europos Sąjungos valstybių mokslo tiriamosios ir kalbų planavimo institucijos, įkūnija Mastrichto ir Amsterdamo sutartyse išdėstytus principus dėl Europos Sąjungos kalbų ir kultūrų įvairovės plėtros.</p><p class="centrato">1. Bendrinės kalbos vartojimo įgūdžių ugdymas yra svarbi mokyklų ir kitų švietimo įstaigų funkcija. Svarbus ir žiniasklaidos bei oficialiojo diskurso vaidmuo pasirenkant kalbos vartotojams pateikiamus kalbinius modelius.</p><p class="centrato">2. Gimtosios kalbos mokymo tikslas – išmokyti sakytinės ir rašytinės kalbos. Tai padeda pasiekti visišką socialinę integraciją. Todėl šalies bendrinė kalba turėtų būti pagrindinis privalomasis dalykas visose klasėse.</p><p class="centrato">3. Užsienio kalbų mokymas prisidėtų prie Europos kalbinės įvairovės išsaugojimo. Jis pradėtinas vėliausiai pradinėje mokykloje, taikant Europos kvalifikacinius standartus. Tikslas – išmokyti mažiausiai dviejų Europos užsienio kalbų (žodžiu ir raštu) ir padėti įgyti dar ir kitų Europos kalbų pradmenis. Derėtų skatinti ir kaimyninių kalbų mokymą(si) .</p><p class="centrato">4. Skatintinos senųjų kalbų ir su jomis susijusių kultūrų studijos, ypač dėl jų indėlio į šiuolaikinės Europos kalbų ir kultūros lobyną.</p><p class="centrato">5. Remtinos kitakalbių pastangos išmokti šalies, kurioje jie gyvena, bendrinę kalbą. Ir vaikams, ir suaugusiesiems turėtų būti prieinamas tinkamas ir pakankamas kalbos mokymas nepažeidžiant jų teisės išsaugoti savo gimtąją kalbą.</p><p class="centrato">6. Kalbos ir literatūros mokymas turėtų būti grindžiamas kritiška kalbos normų ir vartosenos analize, taip pat lyginamaisiais ir istoriniais kalbos tyrimais. Tokio mokymo tikslas – ugdyti kalbinį sąmoningumą ir skatinti kalbos universalumo ir įvairovės suvokimą.</p><p class="centrato">7. Skatintini studentų ir mokytojų mainai Europoje, paprastintinos su tuo susijusios administracinės procedūros.</p><p class="centrato">8. Reikėtų pasinaudoti Europos bendradarbiavimo teikiamomis gimtosios kalbos ir užsienio kalbų mokymo mokslinių tyrimų galimybėmis.</p><p class="centrato">9. Kiekviena bendrinė kalba turi būti moksliškai išsamiai aprašyta. Pridurtina, kad įvairių Europos šalių kalbos institucijos taiko labai skirtingo masto kalbos planavimo arba kitokius kontrolės būdus. Kalbos akademijoms ir lyginamosios kalbotyros institutams, dalyvaujantiems šioje veikloje, reikėtų suteikti galimybę bendradarbiauti Europos lygmeniu.</p><p class="centrato">10. Europos valstybių centrinės kalbos institucijos turėtų sudaryti nuolatinę tarybą. Tai padėtų keistis informacija apie kalbos politikos tikslus ir metodus, skatintų bendrus kalbos tyrimo projektus.</p><p class="normale">Siekiant paremti Europos bendrines kalbas ir skatinti jos kalbinę įvairovę Europos Sąjungos šalys raginamos priimti šias rekomendacijas ir atsižvelgti į jas savo kalbos strategijos kontekste.</p></div></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-88110" class="elementor-tab-title" data-tab="10" role="button" aria-controls="elementor-tab-content-88110" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Svenska</a> </div> <div id="elementor-tab-content-88110" class="elementor-tab-content elementor-clearfix" data-tab="10" role="region" aria-labelledby="elementor-tab-title-88110"><p><strong>Rekommendationer för främjande av de europeiska nationalspråken och ett mångspråkigt Europa</strong></p><div id="exrosso1"><p>De ekonomiska och sociala förändringarna av i dag påverkar också de europeiska nationalspråken eller standardspråken, alltså de språk som används i respektive länder som officiella språk inom bl.a. förvaltning och undervisning. Nationalspråken ger inom sitt användningsområde tillgång till maximal språklig kommunikation och bidrar till att stärka språkbrukarnas kulturella identitetskänsla. De är också internationellt erkända som standardspråk. Integrationen i Europa innebär både en utmaning och en möjlighet när det gäller att främja dessa språk. Genom att bevara den språkliga mångfalden och utveckla och anpassa språken till kommunikationsbehoven i den moderna världen kan vi slå vakt om den kulturella rikedomen i Europa som i sin tur utgör grunden för den europeiska identiteten.</p><p>Rekommendationerna nedan har utarbetats av företrädare för centrala institutioner för språkforskning och språkvård från ett flertal stater inom Europeiska unionen. Rekommendationerna bygger på de principer om en mångspråkig och mångkulturell utveckling av Europeiska unionen som har slagits fast i Maastrichtfördraget och Amsterdamfördraget.</p><p>1. Att förmedla och lära ut standardspråket är en central uppgift för skolor och andra utbildningsinstitutioner. Också massmedierna och det allmänna har ett stort ansvar när det gäller att tillhandahålla språkliga mönster.</p><p>2. Målet för modersmålsundervisningen i skolan är att ge eleverna en muntlig och skriftlig språkbehärskning som ger dem tillgång till alla samhällslivets områden. Därför bör undervisningen i standardspråket eller standardspråken i ett land höra till de centrala ämnena på alla skolstadier.</p><p>3. Ett viktigt mål för undervisningen i främmande språk bör vara att främja den språkliga mångfalden i Europa. Undervisningen bör inledas senast i grundskolan och den bör motsvara europeisk kvalitetsstandard. Målet är att eleverna i tal och skrift skall kunna använda minst två europeiska språk utöver modersmålet och att de dessutom skall ha förmåga att förstå ytterligare ett antal språk. Undervisning i grannländernas språk bör uppmuntras.</p><p>4. Också studiet av antikens språk och kulturer bör uppmuntras mot bakgrunden av den betydelse dessa har haft för språken och kulturen i dagens Europa.</p><p>5. Invandrare bör få stöd i sin strävan att som andraspråk lära sig nationalspråket eller nationalspråken i sitt nya land. Både barn och vuxna bör få tillgång till adekvat språkundervisning. Samtidigt bör de få behålla sin rätt att bevara och utveckla det egna språket.</p><p>6. För att stärka den språkliga medvetenheten och uppmuntra till reflexioner kring språklig universalitet och mångfald bör undervisningen i språk och litteratur omfatta kritisk analys av språk och språkbruk, språkliga jämförelser och språkhistoria.</p><p>7. Utbyte av elever och lärare mellan länderna i Europa bör underlättas och de administrativa procedurer som detta kräver bör förenklas.</p><p>8. Forskningen i såväl modersmålsinlärning som andraspråksinlärning och främmandespråksinlärning kan dra nytta av de möjligheter som ett europeiskt samarbete erbjuder.</p><p>9. Varje standardspråk har behov av en noggrann vetenskaplig beskrivning och av en språkvård som är förenlig med språkets behov och som accepteras av språkgemenskapen. Dessa uppgifter tillkommer i första hand språkliga akademier och motsvarande institutioner, som bör erbjudas möjlighet att samarbeta på europeisk nivå.</p><p>10. En permanent samarbetsorganisation skall bildas för de centrala språkliga institutionerna i de europeiska länderna. Dess uppgift är att underlätta utbytet av information om mål och metoder i språkvård och språkpolitik och att stimulera och stödja gemensamma språkliga forskningsprojekt.</p><p>De europeiska staterna inbjuds att ta till sig dessa rekommendationer och att beakta dem i sin språkpolitik i syfte att främja nationalspråken i Europa och stärka den europeiska mångspråkigheten.</p></div></div> </div> <div class="elementor-accordion-item"> <div id="elementor-tab-title-88111" class="elementor-tab-title" data-tab="11" role="button" aria-controls="elementor-tab-content-88111" aria-expanded="false"> <span class="elementor-accordion-icon elementor-accordion-icon-left" aria-hidden="true"> <span class="elementor-accordion-icon-closed"><i class="fas fa-plus"></i></span> <span class="elementor-accordion-icon-opened"><i class="fas fa-minus"></i></span> </span> <a class="elementor-accordion-title" tabindex="0">Suomalaien</a> </div> <div id="elementor-tab-content-88111" class="elementor-tab-content elementor-clearfix" data-tab="11" role="region" aria-labelledby="elementor-tab-title-88111"><p><strong>Mannheimin – Firenzen suositukset Euroopan kansalliskielten ja Euroopan monikielisyyden suosimiseksi</strong></p><div id="exrosso1"><p class="normale">Taloudelliset ja sosiaaliset muutokset vaikuttavat myös Euroopan kansalliskieliin (tai standardikieliin), siis niihin kieliin, joita käytetään kussakin maassa virallisina kielinä mm. hallinnossa ja koulutuksessa. Kansalliskielet mahdollistavat käyttöalueillaan mahdollisimman laajan kommunikoinnin; ne myös vahvistavat kielenkäyttäjien kulttuuri-identiteettiä. Ne tunnustetaan kansainvälisesti kansalliskieliksi. Euroopan yhdentymisen voi nähdä sekä uhkaavan näiden kielten käyttöä että antavan mahdollisuuksia kielten kehittämiseen. Huolehtimalla monikielisyydestä ja kehittämällä kieliä nykymaailman tarpeita vastaavaksi voimme turvata Euroopan kielellisen rikkauden, joka puolestaan luo perustan eurooppalaisuudelle.</p><p class="normale">Joukko useista Euroopan maista tulevia kielentutkijoita ja –huoltajia on laatinut seuraavat suositukset. Ne perustuvat niille monikielisyyden ja monikulttuurisen periaatteille, jotka on päätetty Maastrichtin ja Amsterdamin sopimuksissa.</p><p>1. Kansalliskielten opettaminen on koulutusjärjestelmän keskeinen tehtävä. Myös tiedotusvälineillä ja muulla julkisella kielenkäytöllä on suuri vastuu, sillä ne antavat kielenkäytön malleja.</p><p class="centrato">2. Äidinkielenopetuksen tavoitteena on sellainen suullinen ja kirjallinen kielitaito, joka mahdollistaa toiminnan kaikilla yhteiskunnan alueilla. Siksi kansalliskielen tai –kielten tulee kuulua koulun keskeisiin oppiaineisiin.</p><p class="centrato">3. Vieraiden kielten opetuksen tavoite on edistää Euroopan monikielisyyttä. Opetus tulee aloittaa viimeistään peruskoulussa, ja siinä tulee pyrkiä yhteisiin eurooppalaisiin laatutavoitteisiin. Tavoitteena on, että oppilaat oppivat äidinkielensä lisäksi käyttämään kirjallisesti ja suullisesti vähintään kahta eurooppalaista kieltä ja ymmärtämään joitakin muita kieliä. Oppilaita tulee kannustaa valitsemaan naapurimaiden kieliä.</p><p class="centrato">4. Myös antiikin kielten opiskeluun tulee kannustaa, sillä näillä kielillä on ollut suuri vaikutus Euroopan kieliin ja kulttuureihin.</p><p class="centrato">5. Maahanmuuttajia on tuettava uuden asuinmaansa kielen opiskelussa. Sekä lapsille että aikuisille on taattava pätevä kielenopetus. Samalla tulee turvata mahdollisuus oman kielen ja kulttuurin säilyttämiseen ja kehittämiseen.</p><p class="centrato">6. Kielitietoisuuden lisäämiseksi ja kielellisten pohdintojen kannustamiseksi tulee kielen ja kirjallisuuden opetuksen perustua kielen ja kielenkäytön kriittiseen analyysiin, kielten vertailuun ja kielihistoriaan.</p><p class="centrato">7. Koululaisten ja opettajien vaihtoa Euroopan maiden kesken tulee helpottaa ja hallintoa tältä osin yksinkertaistaa.</p><p class="centrato">8. Äidinkielen ja vieraiden kielten opetuksen tutkimus voi hyötyä merkittävästi niistä mahdollisuuksista, joita Euroopan maiden yhteistyö tarjoaa.</p><p class="centrato">9. Jokainen kansalliskieli (tai standardikieli) tarvitsee tutkimusta ja kielen kehitystarpeiden ja kieliyhteisön periaatteiden mukaista huoltoa. Näistä tehtävistä huolehditaan kieliakatemioissa ja muissa tutkimuslaitoksissa; näille laitoksille on taattava mahdollisuus yhteistyöhön vastaavien eurooppalaisten laitosten kanssa.</p><p class="centrato">10. Euroopan maiden kesken tulee luoda kielentutkimuksen ja -huollon yhteistyöorganisaatio. Tällä helpotetaan kielenhuoltoa ja kielipolitiikkaa koskevan tiedon vaihtoa ja kannustetaan kehittämään yhteisiä tutkimusprojekteja.</p><p class="normale">Euroopan maita kehotetaan hyväksymään nämä suositukset ja noudattamaan niitä kielipolitiikassaan, jotta kansalliskielet säilyisivät ja Euroopan monikielisyys voimistuisi.</p></div></div> </div> </div> </div> </div> </div> <div class="elementor-element elementor-element-d8b58e7 e-con-full e-flex e-con e-child" data-id="d8b58e7" data-element_type="container"> <div class="elementor-element elementor-element-f48dd4c e-con-full e-flex e-con e-child" data-id="f48dd4c" data-element_type="container"> <div class="elementor-element elementor-element-3d8cbca eael-hamburger--none eael-simple-menu-hamburger-align-right elementor-widget elementor-widget-eael-simple-menu" data-id="3d8cbca" data-element_type="widget" data-widget_type="eael-simple-menu.default"> <div class="elementor-widget-container"> <div data-hamburger-icon="<i aria-hidden="true" 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Recommendations of Mannheim - Florence​ - EFNIL – European Federation of National Institutions for Language

Recommendations of Mannheim - Florence - EFNIL – European Federation of National Institutions for Language