Reason: 10
Britain is no longer a monolingual state (if ever it was) and the realities of globalisation make the speaking of languages more important than ever
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Globalisation, Multilingualism, UK
Reason: 12
Increasingly, people find themselves working in a multilingual or multicultural environment locally
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Employability, Intercultural competence, Multilingualism, UK Community Languages
Reason: 21
Linguistic knowledge endows one section of the community with an advantage lacked by monolinguals in their midst
Reference:
Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
Related Keywords:
Equality (equal opportunities), Multilingualism
Reason: 22
It is through bilinguals that any proactive communication with the outside world occurs
Reference:
Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
Related Keywords:
Communication, Multilingualism, Networking
Reason: 23
In time, English will not be the sole lingua franca and those who are monolingual will be ill equipped for this new world
Reference:
Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
Related Keywords:
Global English, Multilingualism
Reason: 26
England’s monolingualism symbolises an expectation that others reach out to the nation via the medium of English. This ultimately implies a difference in the relationship of power: it is perceived as a remnant of colonial attitudes
Reference:
Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
Related Keywords:
Equality (equal opportunities), Global English, Multilingualism, Values
Reason: 27
Those who speak only English may, in the future, be unable to communicate with the newly empowered and potentially rising communities where English is not the mother tongue. This is politically disempowering to monolingual English speakers
Reference:
Willis, J. (2003) Foreign Language Learning and Technology in England from the 17th to 21st Centuries (a thesis presented in fulfilment of the requirements for the examination for PhD in the Department of Education at the University of Surrey)
Related Keywords:
Communication, Equality (equal opportunities), Global English, Globalisation, Multilingualism
Reason: 31
Intercultural communication is not an activity which occurs predominantly through the use of English as a lingua franca, nor can it be adequately carried out monolingually
Reference:
Kelly, M., Elliott, I., Fant, L. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education (Bern: Peter Lang)
Related Keywords:
Global English, Intercultural competence, Multilingualism
Reason: 32
The Intercultural speaker is defined as having three main characteristics: Multilingual competence; Sensitivity to the identities present in interlingual and cross-frontier interaction; Ability to mediate/relate one’s own and other cultures with intercultural communicative competence
Reference:
Byram, M. (1999) cited in Chambers, A. ‘Intercultural communication: the role of virtual mobility’ in Kelly et al. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education’ (Bern: Peter Lang), pp. 47-57
Related Keywords:
Communication, Intercultural competence, Multilingualism, Values
Reason: 35
Language teaching has a crucial role to play in ensuring that communication in the emerging world community is fully multilingual and multicultural
Reference:
Kelly, M. ‘Towards an intercultural practice of language teaching’ in Kelly et al. (eds) (2001) Third Level, Third Space: Intercultural Communication and Language in European Higher Education’ (Bern: Peter Lang), pp. 121-130
Related Keywords:
Globalisation, Intercultural competence, Multilingualism, Teaching
Reason: 40
The promotion of respect for diversity of languages and of learning more than one foreign language at school is significant..It is a matter of helping learners: to construct their linguistic and cultural identity through integrating it into a diversified experience of otherness; to develop their ability to learn through this same diversified experience of relating to several languages and cultures
Reference:
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Cambridge: Cambridge University Press)
Related Keywords:
Diversity, Identity, Intercultural competence, Learning, Multilingualism, Secondary sector, Values
Reason: 64
Plurilingualism enhances creativity
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Creativity, Multilingualism
Reason: 65
High level plurilinguals as a group do better than corresponding monolinguals on tests measuring aspects of intelligence, creativity, divergent thinking, cognitive flexibility etc.
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Academic skills, Creativity, Critical thinking, Learning, Multilingualism
Reason: 67
Knowledge in non-European languages will become an important economic and political asset. We need to be plurilingual and have English as only one of the languages
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Diversity, Economic, social and political dimension, Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Multilingualism
Reason: 69
The future belongs to multilinguals
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Multilingualism
Reason: 126
Proficiency in several Community languages has become a precondition if citizens of the European Union are to benefit from the occupational and personal opportunities open to them in the border-free single market
Reference:
European Commission (1995: 67) cited in Byram, M. (2002) 'Foreign language education as political and moral education - an essay' in the Language Learning Journal, No. 26, pp. 43-47
Related Keywords:
Employability, European Union (EU), Multilingualism, Personal and social development
Reason: 127
Languages are also the key to knowing other people. Proficiency in languages helps to build up the feeling of being European with all its cultural wealth and diversity and of understanding between the citizens of Europe
Reference:
European Commission (1995: 67) cited in Byram, M. (2002) 'Foreign language education as political and moral education - an essay' in the Language Learning Journal, No. 26, pp. 43-47
Related Keywords:
European Union (EU), Multilingualism, Networking, Understanding
Reason: 129
Multilingualism is part and parcel of both European identity/citizenship and the learning society
Reference:
European Commission (1995: 67) cited in Byram, M. (2002) 'Foreign language education as political and moral education - an essay' in the Language Learning Journal, No. 26, pp. 43-47
Related Keywords:
Citizenship, European Union (EU), Identity, Learning, Multilingualism
Reason: 161
Many employers nowadays expect to recruit people who have practical skills in understanding and in speaking and writing foreign languages, and an ability in more than one foreign language is particularly valuable
Reference:
King, A., Thomas, G. (1999) The Guide to Languages and Careers (London: CILT)
Related Keywords:
Employability, Language learning skills, Multilingualism, Practical skills
Reason: 222
The reality seems to be that there is no limit to the number of languages that a child will pick up once exposed to them
Reference:
Crystal, D. (2003) 'Taking account of the linguistic revolution' in Head, D., Jones, E., Kelly, M., Tinsley, T. (eds) Setting the Agenda for Languages in Higher Education (London: CILT), pp. 9-23
Related Keywords:
Multilingualism
Reason: 225
Multilingualism and 'linguistic flexibility' and the more 'provisional loyalties' that they necessarily engender are routes to both the preservation of identity as opposed to the nihilism represented by the events of September 11, and to the mutual intelligibility that will rescue us from that destruction at all its levels
Reference:
Davies, V. (2003) 'Tools of diplomacy: the language policy of the Foreign and Commonwealth Office and what it means for higher education' in Head, D. et al. Setting the Agenda for Languages in Higher Education (London: CILT), pp.43-59
Related Keywords:
Identity, International relations, Multilingualism
Reason: 241
Pupils need to confront other cultures if they are to be broadly educated and to understand the arrogance of the monolingual position
Reference:
Swarbrick, A. (2002) 'Positioning modern foreign language teaching in schools: issues and debates' in Swarbrick, A. (ed) Teaching Modern Foreign Languages in Secondary Schools (London: Routledge Falmer, The Open University), pp. 3-22
Related Keywords:
Culture, Education Studies, Multilingualism, Secondary sector, Understanding, Values
Reason: 257
The world faces a future of people speaking more than one language, with English no longer seen as likely to become dominant
Reference:
Graddol, D., cited by Schmid, R. (2004) 'Sun may set on English Language, experts say' in Los Angeles Daily News, Friday February 27, 2004
Related Keywords:
Global English, Multilingualism
Reason: 258
Monolingual speakers of any variety of English - American or British - will experience increasing difficulty in employment and political life
Reference:
Graddol, D., cited by Schmid, R. (2004) 'Sun may set on English Language, experts say' in Los Angeles Daily News, Friday February 27, 2004
Related Keywords:
Economic, social and political dimension, Employability, Global English, Multilingualism
Reason: 259
The share of the world's population that speaks English as a native language is falling
Reference:
Graddol, D., cited by Schmid, R. (2004) 'Sun may set on English Language, experts say' in Los Angeles Daily News, Friday February 27, 2004
Related Keywords:
Global English, Multilingualism
Reason: 260
A multilingual population is already the case in much of the world and is becoming more common in the United States
Reference:
Graddol, D., cited by Schmid, R. (2004) 'Sun may set on English Language, experts say' in Los Angeles Daily News, Friday February 27, 2004
Related Keywords:
Multilingualism
Reason: 285
An interesting phenomenon is the growth in jobs requiring multilingual staff such as regional airports and the emergence of new areas of activity calling on a whole variety of languages at different levels of skill
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Business, Diversity, Employability, Multilingualism
Reason: 297
There is strong anecdotal evidence that commercial employers are recruiting abroad. This would appear to be the case where multilingual staff in particular are needed. It is also indicated where employers need a language other than the standard ones available within the UK education system
Reference:
Connell, T. (2002) Languages and Employability: A Question of Careers (www.cilt.org.uk/careers/pdf/reports/employability.pdf)
Related Keywords:
Business, Employability, Less Widely Used and Lesser Taught (LWULT) Languages, Multilingualism, UK
Reason: 302
The use of a single language by a community is no guarantee of social harmony or mutual understanding, as has been repeatedly seen in world history
Reference:
Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
Related Keywords:
Multilingualism, Social cohesion, Understanding, Values
Reason: 303
The presence of more than one language in a community does not necessitate civil strife
Reference:
Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
Related Keywords:
Multilingualism, Social cohesion, Values
Reason: 304
Plurilingual and pluricultural competence promotes the development of linguistic and communication awareness, and even metacognitive strategies which enable the social agent to become more aware of and control his or her own spontaneous ways of handling tasks and in particular their linguistic dimension. In addition, this experience of plurilingualism and pluriculturalism: exploits pre-existing sociolinguistic and pragmatic competences which in turn develops them further; leads to a better perception of what is general and what is specific concerning the linguistic organisation of different languages; by its nature refines knowledge of how to learn and the capacity to enter into relations with others and new situations
Reference:
Council of Europe (2001) Common European Framework of Reference for Languages: Learning, Teaching, Assessment (Cambridge: Cambridge University Press)
Related Keywords:
Communication, Intercultural competence, Key skills, Language awareness, Learning, Learning strategies, Linguistics, Multilingualism
Reason: 306
Several studies have shown that English-monolingual companies are increasingly encountering language difficulties as they try to expand in those areas of the world thought to have greatest prospects of growth, such as East Asia, South America , and Eastern Europe - areas where English has traditionally had a relatively low presence
Reference:
Crystal, D. (1997) English as a Global Language (Cambridge: Cambridge University Press)
Related Keywords:
Business, Communication, Global English, Multilingualism
Reason: 310
As one reflects on the war zones of the world in the last decades of the 20th century, it is striking just how many of them are in countries which are predominantly monolingual - Vietnam, Cambodia, Rwanda, Burundi... It is, in short, a total myth that the sharing of a single language brings peace
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Multilingualism, Social cohesion, Values
Reason: 320
There is a real sense in which a monolingual person, with a monolingual temperament, is disadvantaged or deprived
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Equality (equal opportunities), Multilingualism
Reason: 321
There are good grounds for conceiving the natural condition of the human being to be multilingual. The human brain has the natural capacity to learn several languages and most members of the human race live in settings where they naturally and efficiently use their brains in precisely this way... People who belong to a predominantly monolingual culture are not used to seeing the world in this way, because their mindset has been established through centuries of being part of a dominant culture, in which other people learn your language and you do not learn theirs
Reference:
Crystal, D. (2000) Language Death (Cambridge: Cambridge University Press)
Related Keywords:
Equality (equal opportunities), Health, Multilingualism, Values
Reason: 330
Societies which deal in only one language will be in a minority and are unlikely to flourish, nor will they maximise job opportunities for their citizens
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Business, Employability, Multilingualism, UK
Reason: 331
As Internet use increases, so does the use of languages other than English and the opportunities for English speakers to access information in other languages
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Global English, Information acquisition, Multilingualism, Technology
Reason: 333
English alone is not enough. In the face of such widespread acceptance and use of English the UK's complacent view of its limited capability in languages is understandable. It is also dangerous. In a world where bilingualism and plurilingualism are commonplace, monolingualism implies inflexibility, insensitivity and arrogance. Much that is essential to our society, its health and interests - including effective choice in policy, realisation of citizenship, effective overseas links and openness to the inventions of other cultures - will not be achieved in one language alone
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Citizenship, Economic, social and political dimension, Global English, Inclusion, Intercultural competence, International relations, Multilingualism, UK, Values
Reason: 336
The UK’s active membership of the EU argues for a sustained effort with European languages, but our wider global engagement also underlines the need to broaden the languages menu
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Diversity, European Union (EU), Globalisation, Multilingualism, UK
Reason: 337
Our relationship with Europe needs more than English. Europe is emerging not only as a single market but also as a social and political forum in which English serves as a second language. There is a danger that European monolinguals will find themselves marginalised - unable to take a full part in the new institutions and opportunities in the economic, cultural and educational fields. For English monolinguals there is no single other language which will suffice: we need to explore the means of creating diversity of provision and language expertise in both the major and minor European languages
Reference:
The Nuffield Languages Inquiry (2000) Languages: the next generation (London: The Nuffield Foundation)
Related Keywords:
Culture, Diversity, Economic, social and political dimension, Education Studies, Equality (equal opportunities), European Union (EU), Global English, Less Widely Used and Lesser Taught (LWULT) Languages, Multilingualism, UK
Reason: 365
At the heart of communication is language. The complexity of modern society creates complex language needs - access to a single language is not enough
Reference:
King, L., Johnstone, R. (2001) An agenda for languages (produced by CILT for the Birmingham Conference of October 2001, http://www.eyl2001.org.uk/agenda.pdf)
Related Keywords:
Communication, Multilingualism, UK
Reason: 367
In the knowledge society of the 21st century multilingualism is better. It is better for countries and states whose shared ambitions are for peace, growth and prosperity. It is better for business whose purpose is increased trade, greater competitiveness and greater employability. It is better for communities in their desire for social inclusion, mutual tolerance and an appreciation of their past and present heritages. It is better for individuals - for their sense of self and their openness to the world, for opportunities for economic and personal growth. At this time of great fear and dangers in the world, it is better for humanity in its vital quest for peace, stability and enrichment. Only through multilingualism can we really understand and appreciate the stranger
Reference:
King, L., Johnstone, R. (2001) An agenda for languages (produced by CILT for the Birmingham Conference of October 2001, http://www.eyl2001.org.uk/agenda.pdf)
Related Keywords:
Business, Economic, social and political dimension, Employability, Historical dimension, Identity, Inclusion, International relations, Knowledge, Multilingualism, National security, Social cohesion, Understanding, Values
Reason: 387
What makes language learning essential to a child’s development and crucial to any young person’s personal and professional prospects lies first and foremost in what makes the world of today a place where political, economic and personal relations are ruled by global communication. Furthermore, plurilingualism and cultural diversity need to be safeguarded not only to protect individual identities but also to guarantee the opening of the mind to otherness
Reference:
Monsieur Daniel Bernard, S.E. l’Ambassadeur de France au Royaume-uni (record of the symposium, 'Why languages matter', held on 6 March 2002 (The English-Speaking Union, The Nuffield Foundation)
Related Keywords:
Communication, Diversity, Economic, social and political dimension, Employability, Globalisation, Identity, Intercultural competence, International relations, Multilingualism
Reason: 389
A world-class education system preparing people for life in the 21st century must reflect the fact that the world we live in is multilingual. The UK cannot afford a system that reduces languages to an elite accomplishment, available principally to those educated in independent schools
Reference:
Response from the Steering Group of the Nuffield Languages Programme to the consultation document 14-19: extending opportunities, raising standards, 20 May 2002
Related Keywords:
Accessibility, Education Studies, Equality (equal opportunities), Multilingualism, UK
Reason: 401
Those who are monolingual in English may run the risk of being perceived by others as having a limited and possibly arrogant outlook on life
Reference:
Scottish Executive, Ministerial Action Group on Languages (2000) Citizens of a Multilingual World: Key Issues (www.scotland.gov.uk-library3-education-mwki-07.asp)
Related Keywords:
Equality (equal opportunities), Global English, Multilingualism, Values
Reason: 402
A monolingual mentality is not the same as a multilingual one. There is therefore an educational reason for learning a modern language which is that it can allow students to operate two or more different systems of representation and thereby acquire the flexibility of perspective shared by the rest of the world who speak more than one language
Reference:
Scottish Executive, Ministerial Action Group on Languages (2000) Citizens of a Multilingual World: Key Issues (www.scotland.gov.uk-library3-education-mwki-07.asp)
Related Keywords:
Education Studies, Multilingualism, Values
Reason: 404
It cannot be stated with confidence how the 'languages game' will be played in European and international society of the future. The rise of English as global language means that students, businesspersons and others will increasingly find themselves in fluid and changing rather than predictable and fixed situations of language use. In particular, they may find themselves increasingly in situations abroad where more than one language is used within the one event. This is potentially encouraging for English-speaking learners of other modern languages. It means they need not aspire to reach the inaccessible pinnacle of the native speaker (which has been an implicit though unattainable aim of traditional language teaching to an elite minority) but instead may require new and more pragmatic types of competence in communication in which they draw on such languages as they possess, ensuring that these work together in order to achieve a desired effect. If so, this will have important consequences for the education system which will seek to develop in students the following pragmatic sorts of competence: to communicate entirely in international English in certain contexts; to communicate entirely in their modern language in other contexts; to communicate in 'mixed mode' in other contexts, using both English and one or more other modern languages. We should add that communication in international English is not straightforward and to be taken for granted as something that native speakers of English are automatically able to achieve
Reference:
Scottish Executive, Ministerial Action Group on Languages (2000) Citizens of a Multilingual World: Key Issues (www.scotland.gov.uk-library3-education-mwki-07.asp)
Related Keywords:
Communication, Global English, Multilingualism
Reason: 411
Just as in biology, diversity is the norm. So it is with language: multilingualism is the norm
Reference:
St Clair (2001) cited in Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Diversity, Multilingualism, Sustainability
Reason: 412
In an information society, those parts of the world will do well where multilingualism has been and is the norm
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Information acquisition, Multilingualism
Reason: 414
Plurilinguals as a group think in more flexible and divergent ways than monolinguals as a group: they innovate more, create more new knowledge and dreams
Reference:
Skutnabb-Kangas, T. (2002) Why should linguistic diversity be maintained and supported in Europe? Some arguments (Strasbourg: Council of Europe)
Related Keywords:
Creativity, Knowledge, Multilingualism
Reason: 439
Learning and using a second language helps to protect the brain from the effects of ageing. Research has found that bilingual people are far better at retaining their mental abilities into old age than the majority, who speak only one language. The findings suggest that parents who help their children to learn a language while young could be raising their chances of a healthy old age
Reference:
Leake, J. (2004) (report on research by Bialystok, E.) 'Talking a second language keeps old age at bay' in Times Online, June 13, 2004, www.timesonline.co.uk
Related Keywords:
Health, Multilingualism
Reason: 440
In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. For too long we have lagged behind in our capability to contribute fully as multilingual and culturally aware citizens.
Reference:
DfES (2002) Languages for All: Languages for Life: A Strategy for England (London: DfES)
Related Keywords:
Citizenship, Intercultural competence, Knowledge, Multilingualism, UK
Reason: 540
It would be lovely to be fluent in as many languages as possible
Reference:
Sixth Former
Related Keywords:
Multilingualism, Personal satisfaction
Reason: 542
It's fun - you feel really good when you can speak many different languages
Reference:
Sixth Former
Related Keywords:
Multilingualism, Personal satisfaction
Reason: 705
Language learning opens up a range of opportunities that would be unavailable if you were monolingual and it is also important with regard to the relationship and interaction between European countries
Reference:
language undergraduate
Related Keywords:
European Union (EU), International relations, Multilingualism, Personal and social development
Reason: 717
Britain has a multicultural image and is often seen as a country that has come to terms with multiculturalism. It is a society that is heading towards multilingualism
Reference:
Higher Education Advisory Panel
Related Keywords:
Multilingualism, Social cohesion, UK
Reason: 719
If everyone else is learning English, then monoglot English speakers are disadvantaged in employment
Reference:
Higher Education Advisory Panel
Related Keywords:
Employability, Global English, Multilingualism
Reason: 725
Overseas inward investment into this country means that multilinguals are needed in the UK
Reference:
Higher Education Advisory Panel
Related Keywords:
Business, Employability, Multilingualism, UK
Reason: 728
Research has shown that children are not disadvantaged by a bilingual upbringing - quite the contrary, it is a major addition to their intellectual horizons in the long run
Reference:
Kimbrough, Ollers and Eilers (2002) cited in Phipps, A., Gonzalez, M. (2004) Modern Languages Teaching and Learning in an Intercultural Field (London: Sage Publications)
Related Keywords:
Education Studies, Multilingualism, Personal and social development

700 Reasons to study languages...