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Multilingualism: Access to new opportunities
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With 20 official languages, not counting regional or minority languages, the European Union leads the way in matters of multilingualism. Primary and secondary school remains the first place for learning foreign languages. But multilingualism also concerns adults, whatever their age or socio-professional status. This policy is a priority of the Barroso Commission. It is already a daily reality within the European institutions. Description of the video: Kaja is a teacher of French and Italian in Ljublana. She teaches these two languages to blind and partially-sighted students using auditory techniques. In the same city, Barbara is a teaching assistant for mentally-disabled students who are leaning English through play-based methods. These study groups are part of the ALLEGRO project, financed by the European Commission. At the nursery school of Anzio, near Rome, children from 3 to 5 years of age learn English from a very early age. Finally, in Brussels, multilingualism is a daily practice of the European institutions. Meeting with an interpreter. Interviews: - Kaja Petre Drasler, teacher of French and Italian - Barbara Hegedus, teaching assistant and youth worker in Slovenia - Darijan Novak , national coordinator of ALLEGRO in Slovenia - Jàn Figel’, Commissioner for Education, Training, Culture and Multilingualism - Prof. Traute Taescher, Faculty of Psychology, University of La Sapienza - Ian Andersen, Interpreter
The European Union has 20 official languages. Italian, Lithuanian, all European languages are equal.
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Every European has the right to use them.
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Together they constitute an extraordinary source of richness and understanding between people
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and give the Union its unique character.
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But languages are also an economic advantage
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because they make it easier for people to move around and create new working opportunities.
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This is why knowledge of several languages benefits all Europeans, whatever their age or profession.
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These children are between 3 and 5 years old and go to a nursery school in Anzio, near Rome.
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The youngsters are learning English without a word of translation
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from stories about two little dinosaurs called Hocus and Lotus.
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Observing, repeating gestures and expressions, then associating them with words
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is the basic principle of this original method.
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I'm a monkey.
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I'm a monkey.
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Magic bird.
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I'm magic bird.
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Based on a mini-musical comedy with video and audio cassettes,
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this learning method, supported by the European Commission, is a great success.
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Currently the two little dinosaurs Hocus and Lotus speak eight languages
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and are widely used as a learning tool in various countries.
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The Commission has one main objective in supporting language learning,
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to make it possible for each individual European to acquire even partial knowledge
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of two other European languages.
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Today, multilingualism has become a real European policy, with well-defined priorities.
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This is good.
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We want language competence, language learning, language expansion
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to become a horizontal importance in all kinds of programmes,
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for education, for culture, for professional training.
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Kaja is partially sighted.
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She can't distinguish colours and has about 10% vision.
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Today she'll be giving an Italian lesson
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at the headquarters of an association for the blind and partially sighted.
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Because her pupils have difficulty reading and writing,
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Kaja is concentrating on sounds by studying a well-known Italian song, for example.
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Volare oh oh, cantare oh oh, nel blu, dipinto di blu, felice di stare lassù.
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But more serious matters are also on the programme.
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She and her pupils find that knowing other languages is a real benefit.
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With the country, with the people.
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That's it.
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But the partially sighted often have another motivation, too.
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When we went to Italy, it was a big problem,
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because I didn't see, I didn't understand what it was like,
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and then I was like a moron there.
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I was always on my own.
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Then, when I know a little, I can make a cappuccino on my own,
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I can say, I'd like this shape, and people are dependent on me, not on them.
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This course of 30 lessons will soon end with a trip to Venice.
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And to get a flavour of the city, why not listen to a gondolier's song?
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The study groups in Slovenia are part of the Allegro project,
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supported by the European Commission.
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This initiative reflects the fact that language learning is accessible to everyone,
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including people with special needs.
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On the other side of Ljubljana, an English lesson is also beginning with a song.
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We are in an establishment for mentally handicapped people.
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All these pupils are adults with a much reduced intellectual capacity.
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Hello, hello, my name is Dejan.
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Hello, hello, my name is Dejan.
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Their circumstances mean that a special approach to learning is required,
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which is both fun and explicit.
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Today, the English conversation lesson begins with the pupils themselves
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preparing coffee and chocolate cookies.
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Chocolate.
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Chocolate, yeah?
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Chocolate, yeah?
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One, cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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Cookie.
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- Idioma/s:
- Niveles educativos:
- ▼ Mostrar / ocultar niveles
- Nivel Intermedio
- Autor/es:
- The European Union
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 833
- Fecha:
- 17 de julio de 2007 - 13:49
- Visibilidad:
- Público
- Enlace Relacionado:
- European Commission
- Duración:
- 06′
- Relación de aspecto:
- 1.45:1
- Resolución:
- 488x336 píxeles
- Tamaño:
- 30.92 MBytes