Assessment of the Language Education Policy in Austria and its Fitness for Purpose within the European Union
The EU language policy, which is directly linked to the EU language education policy, has been constantly developing since the establishment of the EEC more than fifty years ago (Treaty of Rome, 1957). The Council Resolution of 31 March 1995 on improving and diversifying language learning and teaching within the education systems of the European Union made it clear that in language learning and teaching, as in education in general, the principle of subsidiarity applies. In this respect, this work examines the existing Austrian language education policy regulations and the country’s educational practices, in the light of the EU language education policy, focusing on the groups of Austrian nationals with German as their first language, non-indigenous minorities and Austria’s officially recognised autochthonous ethnic groups. The question of whether Austria adequately prepares pupils for the purposes of a multilingual social and economic interaction within the EU is equally considered. An up-to-date insight into the minority language education practice of a Burgenland-Croatian ethnic sample group is delivered, based on data obtained by self reporting questionnaires.
The analysis shows that the language education practice for all three groups can be largely regarded as a successful implementation of the current EU language education policy and, therefore, as an adequate preparation of pupils for live within the EU. The major deficiency of the most numerous groups of pupils is the fact that the learning of a second foreign language is usually introduced only at the upper secondary stage. With regard to the ethnic groups, the largest deficiency lies in the unavailable legal protection of the Minority School Acts to all groups. As the case study shows, this legal protection provides for a guaranteed, soundly balanced, mother tongue and German instruction at the kindergarten, primary and lower secondary school.
Contents
1. INTRODUCTION
2. LANGUAGE EDUCATION POLICY (LEP) AND MULTILINGUAL DIMENSIONS OF THE EU
2.1 The beginnings of the EU LEP
2.2 Towards an inclusive LEP
2.3 Multilingualism in the EU and Austria: Key facts and figures
3. BACKGROUND INFORMATION ON THE GEOGRAPHIC POSITION, POPULATION, LANGUAGES AND EDUCATIONAL SYSTEM OF AUSTRIA
3.1 Geographic position of Austria
3.2 Demographic data
3.3 Languages used informally by the resident population of Austria
3.4 Educational system
4. LEP REGULATIONS AND PRACTICE FOR AUSTRIAN NATIONALS WITH GERMAN AS THEIR FIRST LANGUAGE AND NON-INDIGENOUS MINORITIES
4.1 The present situation of (foreign) language learning in pre-school education (ISCED level 0)
4.2 The present situation of (foreign) language learning in compulsory schooling (ISCED levels 1-2)
4.3 The present situation of foreign language learning in post-compulsory schooling (ISCED level 3-3/4)
5. LEGISLATIVE FRAMEWORK AND LEP REGULATIONS/PRACTICE FOR THE OFFICIALLY RECOGNISED AUTOCHTHONOUS ETHNIC GROUPS OF AUSTRIA
5.1 Legislative framework governing ethnic groups and their languages in Austria
5.2 LEP regulations for the officially recognised autochthonous ethnic groups of Austria
5.3 The present situation of minority language learning in Carinthia
5.4 The present situation of minority language learning in Burgenland
5.4.1 Case Study – Language education of the Burgenland-Croatian ethnic group of Nikitsch
5.5 The present situation of minority language learning in Styria and Vienna
6. CONCLUSIONS
Objectives and Research Themes
This dissertation examines the Austrian language education policy and educational practices in the context of the European Union, specifically evaluating how effectively these prepare pupils for multilingual interaction and economic participation. It analyzes how different language groups are addressed and investigates the adequacy of legal protections for minorities.
- The evaluation of the existing Austrian language education policy and its implementation.
- A comparison of language learning provisions for German-speaking nationals, non-indigenous minorities, and autochthonous ethnic groups.
- An analysis of the linguistic impact of the EU’s multilingualism policies on the Austrian educational system.
- The delivery of an up-to-date case study on minority language education practice among the Burgenland-Croatian ethnic group.
- A critical review of the legal frameworks governing minority language instruction in Austria.
Excerpt from the Book
3.4 Educational system
The Austrian system of education is, in principle, unified and is regulated by the federal law. However, the specific division of competences presents a complex situation (BMUKK, BMWF, ÖSZ 2008: 15): The Austrian Federal Ministry for Education, the Arts and Culture (BMUKK) is the highest supervisory authority for the entire primary and secondary school system. Responsibilities in legislation and its execution are divided between the federal authorities and the Austrian Länder. In this way, legal provisions, and their execution, are matters of federal responsibility across the entire range of the academic secondary school system, and the Vocational Education and Training (VET) school and college system (except for schools of forestry and agriculture). Questions of practical organisation in the compulsory sector of schooling, such as matters of school structure, establishing and maintaining schools, setting maximum numbers of pupils per form etc., are regulated by the federal authorities as regards basic legislation. However, specific legal provisions, which regulate execution and implementation of that legislation, are responsibilities of the Austrian Länder. Kindergarten matters are dealt with exclusively by the Länder as regards both legislation and implementation.
In Austria, pre-school education is optional. In 2008/09, institutionalised child care facilities across the country were attended by 73.5% of all 3-year-olds, 92.58% of all 4-year-olds and 93.7% of all 5-year-olds (Statistics Austria 2008: 335; Statistics Austria 2009c: 60). These numbers suggest that the promotion of (foreign) languages at this educational stage has an enormous potential to target many children who are younger than six years.
As from their 6th birthday, all children who are permanently resident in Austria have a duty to be schooled, no matter what their, or their parents’, status of residence in Austria might be. Compulsory schooling extends over 9 school years and includes different types of school. The offer of various educational routes is broadened in post-compulsory schooling.
Summary of Chapters
1. INTRODUCTION: Outlines the historical development of EU multilingualism policy and defines the research scope regarding Austrian language education.
2. LANGUAGE EDUCATION POLICY (LEP) AND MULTILINGUAL DIMENSIONS OF THE EU: Examines the evolution of European Union language policy and its shift towards an inclusive approach.
3. BACKGROUND INFORMATION ON THE GEOGRAPHIC POSITION, POPULATION, LANGUAGES AND EDUCATIONAL SYSTEM OF AUSTRIA: Provides context on Austria's demography, language usage, and the structure of its educational system.
4. LEP REGULATIONS AND PRACTICE FOR AUSTRIAN NATIONALS WITH GERMAN AS THEIR FIRST LANGUAGE AND NON-INDIGENOUS MINORITIES: Analyzes the implementation of language education regulations for the majority of the population and non-indigenous groups.
5. LEGISLATIVE FRAMEWORK AND LEP REGULATIONS/PRACTICE FOR THE OFFICIALLY RECOGNISED AUTOCHTHONOUS ETHNIC GROUPS OF AUSTRIA: Details the legal and practical status of minority language education, including a specific case study of Burgenland-Croatians.
6. CONCLUSIONS: Summarizes the findings regarding the success of Austria's language policy and identifies existing deficiencies, particularly in legal protection for specific ethnic groups.
Keywords
Language Education Policy, LEP, Multilingualism, European Union, Austria, Minority Rights, Educational System, Burgenland-Croatian, ISCED, Language Instruction, Linguistic Diversity, Autochthonous Ethnic Groups, Language Competence, Immersion, Bilingualism
Frequently Asked Questions
What is the core focus of this research?
The work investigates whether Austrian language education policy and school practices effectively prepare pupils for social and economic interaction within the European Union.
Which social groups does the analysis cover?
The research focuses on three distinct groups: Austrian nationals with German as their first language, non-indigenous minorities, and officially recognized autochthonous ethnic groups.
What is the primary research question?
The study asks whether the current educational policy and practices in Austria meet the requirements to adequately prepare students for a multilingual and economically integrated EU environment.
Which scientific methodology is applied?
The research combines an analysis of original EU and Austrian legislation with secondary data from academic literature and a primary case study based on self-reporting questionnaires.
What content is included in the main chapters?
The chapters cover the development of EU policy, the Austrian demographic and educational structure, current language regulations for various social groups, and a detailed case study on the Burgenland-Croatian ethnic group.
What are the characterizing keywords of the work?
Key terms include Language Education Policy (LEP), Multilingualism, EU integration, autochthonous ethnic groups, ISCED levels, and linguistic diversity in schools.
How is minority language education in Burgenland legally structured?
Minority education is supported by the Minority School Act for Burgenland (1994) and the Kindergarten Act, which mandate bilingual instruction in designated settlement areas.
What is the main deficiency identified in the research?
The study highlights a significant deficiency regarding the lack of consistent legal protection across all officially recognized autochthonous ethnic groups and the late introduction of second foreign language learning for many pupils.
- Quote paper
- Sonja Kirschner (Author), 2010, Assessment of the Language Education Policy in Austria and its Fitness for Purpose within the European Union, Munich, GRIN Verlag, https://www.grin.com/document/265492
