MULTILINGUALISM
IN THE EU DOCUMENTS (1997 – 2007)
This working paper presents research undertaken within DYLAN’s Workpackage 2, Task 2.3. (Partner 10 – Lancaster University) and pertaining to the “Analysis of documents in which European institutions describe multilingualism, possible actions on multilingualism”. As an example of analyses undertaken in the recent period of works – and encompassing structural, thematic and contextual analysis of EU documents on Multilingualism from the period 1997-2007 – this working paper highlights (thematic) discourse analysis of the ‘Council Resolution of 14/02/2002 on the Promotion of Linguistic Diversity and Language Learning in the Framework of the Implementation of the Objectives of the European Year of Languages 2001’. The analysed resolution represents the most frequent genre (type of text) and pertains to the most frequent macro topic (or theme - of ‘language learning/teaching’) used by the European Union institutions in recent years to describe multilingualism and related notions. The results of our analysis point to the main issues targeted by the EU Documents on Multilingualism of the last decade as well as elaborate on the development of the European Union’s interest in multilingualism and related notions such as language teaching and learning, linguistic diversity, minority and lesser used languages, etc. As we conclude from our diachronic analysis of EU documents, the main turning point which triggered the Union’s interest in multilingualism and related issues was that of the 2000 Lisbon Strategy which put languages among a set of crucial skills which must be fostered throughout the EU member states if the Union is to become one of the world’s most competitive knowledge-based economies. By pointing to the ideological underpinnings of the Union’s recent Lisbon-based interest in languages and multilingualism, we also elaborate on the fact that the described documents aim solely at promoting ‘external’ language learning and teaching within domestic spaces of EU-member states and clearly discard the growing ‘internal’ linguistic diversity of the EU institutions.
This working paper presents research undertaken within DYLAN’s Workpackage 2, Task 2.3. (Partner 10 – Lancaster University) and pertaining to the “Analysis of documents in which European institutions describe multilingualism, possible actions on multilingualism”. As an example of analyses undertaken in the recent period of works – and encompassing structural, thematic and contextual analysis of EU documents on Multilingualism from the period 1997-2007 – this working paper highlights (thematic) discourse analysis of the ‘Council Resolution of 14/02/2002 on the Promotion of Linguistic Diversity and Language Learning in the Framework of the Implementation of the Objectives of the European Year of Languages 2001’. The analysed resolution represents the most frequent genre (type of text) and pertains to the most frequent macro topic (or theme - of ‘language learning/teaching’) used by the European Union institutions in recent years to describe multilingualism and related notions. The results of our analysis point to the main issues targeted by the EU Documents on Multilingualism of the last decade as well as elaborate on the development of the European Union’s interest in multilingualism and related notions such as language teaching and learning, linguistic diversity, minority and lesser used languages, etc. As we conclude from our diachronic analysis of EU documents, the main turning point which triggered the Union’s interest in multilingualism and related issues was that of the 2000 Lisbon Strategy which put languages among a set of crucial skills which must be fostered throughout the EU member states if the Union is to become one of the world’s most competitive knowledge-based economies. By pointing to the ideological underpinnings of the Union’s recent Lisbon-based interest in languages and multilingualism, we also elaborate on the fact that the described documents aim solely at promoting ‘external’ language learning and teaching within domestic spaces of EU-member states and clearly discard the growing ‘internal’ linguistic diversity of the EU institutions.
Authors:
Michal Krzyzanowski
Ruth Wodak
Team coordinator:
Ruth Wodak
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