The Languages Company

Policy Discussion and Debate

As well as official documents setting out language policies, there have been many debates and discussions about Multilingualism. This section summarizes some of the main ones.

NUFFIELD

One of the seminal statements in the UK was the Nuffield Inquiry into Languages.

Additional information about the Nuffield Foundation’s work on languages , including its Languages Programme can be found here.

UK DEBATES 2001-3

Other unofficial, but influential documents about language policy in the UK include the Agenda for languages which was launched in 2001, The European Year of Languages, and A new landscape for languages (2003) which analyses the changes taking place in particular for Higher Education.

This debate about languages is an ongoing process and we expect to add to these pages regularly.

COMMUNITY LANGUAGES

One of the most important current issues is the question of minority or community languages. These have, for example been supported by the Our Languages Initiative. A particular policy challenge throughout Europe is the interface between these languages and national or state languages. We hope to develop some more detailed information about this later in the year, and also to promote a seminar and Conference on languages and social inclusion. For further information please contact us.

A REWARDING CHALLENGE

A major contribution to the debate about multilingualism was published in 2008 – A rewarding Challenge - how the multiplicity of languages could strengthen Europe. Written by a Group of Intellectuals for Intercultural Dialogue and chaired by Amin Maalouf, the report sets out a number of interesting proposals about cultural identity, diversity and fundamental values including the idea of a “personal adoptive languages” . Although presented to and discussed by the education Ministers of the EU, this document is not part of official policy but a stimulus for debate.

Some of our links point to PDF files for which you will require the free Adobe Acrobat Reader.