Czestochowa, Poland (Course Ref No 12,02 POL)

Title: Foreign Languages- a 'passport' to a borderless Europe

Group Rapporteur: Mary Yarr
Group participants: Antonia Sagredo Santos, Orland Cardona Perez, Ana Fernandez Garrido, Kalevi Pohjala, Marie-Christine Kmiecik, Nesta Evans

Set in Czestochowa which possesses a rich cultural context and a high reputation for international cooperation recognized by the Council of Europe, the seven Arion participants were privileged to come on this study visit. We came from five different countries to share experiences and to generate new ideas on the theme of foreign languages and their significance in the Europe of the 21st century.

The rich cultural context of Czestochowa has made a remarkable impression on the group. We were fortunate to have a wonderfully enthusiastic guide to the Jasna Gora place of pilgrimage who allowed us to gain a sense of its importance for Polish people and indeed its importance as a place of pilgrimage throughout Europe. We truly experienced a sense of Polish history and spirituality here.

The sharing of meals, particularly at the school of gastronomy gave us an insight into another aspect of Polish culture - its expression of hospitality and companionship through its food and drink.
Central to the cultural experience is the Polish language. We were challenged by its uniqueness and it highlighted the enriching potential of Europe's many languages, some less well known than others. Now we can say 'dzien dobry'and 'dzienkuje' and we can even get 'herbata, kawa, piwo or vodka ' without difficulty!

How shall we begin to describe our day of culture in Krakow? It was an immersion into Polish religious spirit, history and culture balanced with a contemporary vision of Krakow in the 21st century, a truly vibrant city .

A highly organized programme allowed the group to visit a variety of educational institutions including nursery , primary, post primary and teacher training centres. They all had some common aspects

• openness to visitors
• devotion to learning foreign languages
• dedication to teaching
• interest and experience in Socrates projects

It was interesting to note that schools were identified by number rather than by name as would be common in France, Spain, Wales, N.Ireland and Finland.

The motivation and enthusiasm for learning languages left some members of the group, particularly UK members, very envious. Only the Finnish member could compare favorably with this .

The economic influence on language learning , for example, the teaching of German and English in Polish schools was remarked upon and compared with experiences in, for example, Finland. Contrast this to the negative influence of English as a major language in world markets on foreign language learning in English speaking countries.

Diversification in foreign language is encouraged by the European Union but most members of our group recognized the difficulties it presents. Yet, Poland has taken positive steps to promote diversification and whilst recognizing that English and German are strong, it has taken positive steps to promote French.

The use of the target language was widespread in classrooms, both primary and post primary. This worked well and contrasts with the reluctance of many languages' teachers to teach through the target language in other education systems.

Children in the nursery and primary schools were listening and absorbing language through communicative methods including games, songs, mime and chant. Language learning is fun. Class sizes were remarkably small. We were informed that the Town Hall makes this possible by funding the splitting of classes for foreign language teaching purposes.

Language learning is meaningless without a cultural context and children learn about other European countries in a spirit of fun using song, dance, drama and Comenius projects. An atmosphere of positive curiosity was evident.

There was a difference in methodology between primary and post primary teaching. The teaching in post-primary was more traditional with the teacher in control. However, the importance of Comenius projects to create learning partnerships and a rich cultural context for foreign language learning is very evident in the post primary sector too.

Pupils are selected to enter bilingual classes and whereas some members of the group questioned this, others thought it the only practical way of making it a successful venture. Remarkably, three hours per week over a three year cycle are dedicated to foreign language learning plus one hour for an optional second foreign language. We were informed that the source of funding for this bilingual education project is solely the Town Hall.

We saw pupils being taught Chemistry through English and Biology, Geography and Physics through German. UK members were particularly astonished at the high level of linguistic ability enabling pupils to involve themselves in e.g. a lesson on natural and artificial light sources.
Pupils are first taught the concepts associated with the subject in the mother tongue and then in the foreign language.

The organization of the visit showed team effort, thorough planning and true commitment
effects of recent reform.

Group members made the observation that English is not yet so widespread among the adult population. This is refreshing in a world dominated by English.

The sense of community spirit in Czestochowa is exemplary, from the combined efforts of all the teachers in the schools to the representation and support of local government including the Mayor. Warm Polish hospitality, a sense of pride in the education system,in the rich Polish culture and a desire to share it with enthusiasm made this study visit remarkable.

This study visit has been a celebration of our similarities and our differences within the group and with our Polish hosts. We have had a balanced programme offering opportunities for both formal contacts and informal networking. Addresses and e-mails have been exchanged for future partnerships. Wearn foreign languages.

The value of foreign languages as a 'passport' to a borderless Europe, contributing to the breaking down of barriers and increased mutual understanding has been reinforced and we return to our respective countries reinvigorated in our desire to promote modern languages and European awareness in our schools.

We have had the opportunity to see at first hand new approaches to language teaching, e.g bilingual teaching, to reflect upon our own practice and to appreciate that we share common difficulties in motivating children to learn foreign languages.