Питання іншомовної освіти в контексті інтеграційного розвитку вищої освіти у Європі
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Дата
2014
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Анотація
У статті розглянуто офіційні настанови розвитку питань іншомовної освіти в межах інтегрування Європейського простору вищої освіти. Висвітлюються рішення і дії Ради Європи та Європейського Союзу, спрямовані на формування мультилінгвальної та багатокультурної Європи. Визначено, що вирішення проблеми здійснюється на індивідуальному, національному та наднаціональному рівнях. Встановлено, що сфера вищої освіти розглядається як важливий чинник, що дозволяє формувати відкритий простір європейської вищої освіти, сприяти мобільності європейців, пропонувати важливі засоби економічного зростання шляхом поліпшення вивчення іноземних мов. Схарактеризовано пріоритети навчання іноземних мов у вищій освіті й суттєвий вплив розвитку мовних і мовленнєвих умінь для ефективного функціонування в сучасному світі.
The article deals with foreign language learning policy making in Europe and in European higher education in particular. The study points out that demands are made not only for the recognition of a citizenship of residence, but also for an acknowledgement of the value of a diversity of languages and cultures for all countries. The leading European agencies (The Council of Europe, The European Union) decisions and activities directed at the promotion of foreign language learning in higher education are considered. The efforts made to raise awareness of the European Union and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe and to promote European co-operation in developing language policies and practices for higher education are discussed. The article also focuses on the implications of the Bologna Process for the field of HE language education (languages and academic mobility, languages and employability, lifelong language learning). The investigated data prove that globalization and integration set a new economic context for the developments in HE foreign language provision. The adopted decisions are connected with raising foreign language proficiency at the individual, national and supranational levels. The tasks and practical solutions are aimed at the creation of a European Higher Education area, allowing for mobility of students, graduates and higher education staff; preparing students for their future careers and for life as active citizens; offering broad access to high quality higher education, based on academic freedom by means of promotion language learning in higher education and acquisition of foreign language skills. The calls for academic mobility lead to understanding that students, graduates, and teaching staff need a potentially wide range of communicative skills which arise out of the various tasks which they may have to perform in a foreign language (gaining access to specialised material in another language, participating in mobility programmes and in international projects, the professional communication skills, socialization skills etc.) The priorities of foreign language learning and teaching within European higher education context are characterized (needs analysis, professionally-oriented language learning, creating diversity of language learning models).
The article deals with foreign language learning policy making in Europe and in European higher education in particular. The study points out that demands are made not only for the recognition of a citizenship of residence, but also for an acknowledgement of the value of a diversity of languages and cultures for all countries. The leading European agencies (The Council of Europe, The European Union) decisions and activities directed at the promotion of foreign language learning in higher education are considered. The efforts made to raise awareness of the European Union and Council of Europe recommendations for promoting language learning and linguistic diversity across Europe and to promote European co-operation in developing language policies and practices for higher education are discussed. The article also focuses on the implications of the Bologna Process for the field of HE language education (languages and academic mobility, languages and employability, lifelong language learning). The investigated data prove that globalization and integration set a new economic context for the developments in HE foreign language provision. The adopted decisions are connected with raising foreign language proficiency at the individual, national and supranational levels. The tasks and practical solutions are aimed at the creation of a European Higher Education area, allowing for mobility of students, graduates and higher education staff; preparing students for their future careers and for life as active citizens; offering broad access to high quality higher education, based on academic freedom by means of promotion language learning in higher education and acquisition of foreign language skills. The calls for academic mobility lead to understanding that students, graduates, and teaching staff need a potentially wide range of communicative skills which arise out of the various tasks which they may have to perform in a foreign language (gaining access to specialised material in another language, participating in mobility programmes and in international projects, the professional communication skills, socialization skills etc.) The priorities of foreign language learning and teaching within European higher education context are characterized (needs analysis, professionally-oriented language learning, creating diversity of language learning models).
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Ключові слова
іншомовна освіта, вища освіта, Рада Європи, Європейський Союз, foreign language education, higher education, Council of Europe, European Union
Бібліографічний опис
Кузнецова, О. Ю. Питання іншомовної освіти в контексті інтеграційного розвитку вищої освіти у Європі [Текст] / О. Ю. Кузнецова // Педагогічні науки: теорія, історія, інноваційні технології: науковий журнал / Міністерство освіти і науки України, Сумський державний університет імені А. С. Макаренка ; редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін. – Суми : СумДПУ імені А. С. Макаренка, 2014. – № 5 (39). – С. 10–19.