Foreign Language Learning in Various European Union Countries - Essay Example

Individual Report Foreign Language Learning in Various European Union Countries The ability to speak foreign languages constitutes the greatest factor for competitiveness. This is because languages increase the level of employability and labour mobility, which are necessary in any economy devoted to growth and development. Kelly (2013) cites the European Commission’s assertion that investment in education and training skills has a critical role to play in boosting Europe’s growth and competitiveness. According to Kelly (2013), the European Union needs to make efforts for addressing the skill shortages that characterise member countries. Languages are vital and need attention if the commission is to achieve capacity to increase productivity. Poor language skills, on the other hand, create obstacles to free movement of workers. People who cannot use foreign languages cannot secure cross-border employment that accelerates the home country’s ability to earn foreign exchange. English is becoming the first foreign language in the European Union. Kelly (2013) noted that English is the most taught foreign language, both in Europe and the world at large, because it plays a key role in daily life. Other foreign languages have also been identified as the primary accelerators towards the achievement of the European Commission’s 2020 plan. Therefore, member states make teaching and learning of foreign languages significantly more effective by ensuring proper quantity, quality, focus, guidance and monitoring. Kelly (2013) used secondary data methodology in carrying out his research study. In this method, the researcher collected data from available sources such as news articles, the European Union publications, and progress reports of ongoing foreign language learning projects. The main disadvantage of using secondary data methodology is that errors from the original data collection may be reflected in the current study. News articles are sometimes criticised because of lack of objective foundation for the data; information aired in the news are not researched well, but depend on public opinions. European Union publications are the most accurate sources of information that the author used to come up with the results. This is because the commission employs highly experienced researchers and data collected must be filtered to ascertain validity and reliability. The research study by Liepa and Ratniece (2013) focused on development of a model for studying a foreign language based on integrated language acquisition. The problem identified by Liepa and Ratniece (2013) in their research constituted incompetence among graduates of higher institutions to professionally use the language despite broadening integration approaches in foreign language studies. The researchers used two samples; first, the organisation of the foreign language study process, which is a five-year process encompassing five stages. The sample size varied depending on the number of learners in a particular classroom under the lecturer. The second reassessment involved the researchers collaborating with A. Spona when students were invited to participate in Erasmus project Intensive Program. Educational management students and primary school trainee teachers participated in the project. The sampling contexts constituted actual classrooms where learning took place; thus, data collected was accurate. However, errors would arise if the participants pretended during the research process for purposes of providing information that they thought researchers wanted. Liepa and Ratniece (2013) posit that teachers are vested with the responsibility of resolving tensions that characterise foreign language classes; these tensions lie between gaining access to the content and language acquisition. Learners are always interested in acquiring new languages for individual purposes; they can also use language to fulfil real purpose, which makes them more independent. Acquiring foreign languages in informal contexts based on collaboration stimulates student skills to use foreign language in various real life situations. The students develop positive attitudes towards language acquisition during the active process of language learning; this leads to emergence of new values and improvement in personality of the learner. As more students start developing interest in learning foreign languages, demand increases and educational institutions start offering these languages. This leads to increased proportions of learners interested in foreign languages over time. Hennerbry (2011) recognises that the European Union saw widespread expansion during the end of the 20th century and the onset of the 21st century; this bore numerous implications for the social and political structures within the EU members states and Europe at large. Development agents emphasise the necessity of language skill as the key competence and the source of effective intercultural communication and cooperation. Findings from this research revealed that educational structures in the EU support active learning for both the political and cultural dimensions of European citizenship. Member states, therefore, focus on integrated language learning in order to make learners full citizens of across the European countries. The aim of foreign language learning in Ireland is making it possible for pupils to consider job opportunities and further education abroad. However, students under study reported little learning concerning opportunities to work abroad. This is why most Ireland pupils consider learning foreign language a waste of time. The sample under the study by Hennerbry (2011) constituted adolescent Europeans studying on the secondary school maintained sector. The sampling frame consisted of England, Spain, France, and Ireland. The researcher selected an inner city and rural school from this sampling frame in order to provide for a larger cross-section of society. The total sample size was 866 participants. The participants were invited for interviews and filling in questionnaires. Quantitative data collected was analysed using SPSS. The participants were given a test comprising of 13 items concerning their knowledge of opportunities to live, work or travel abroad. Potential sources of errors in this study would include some questionnaires not returned to the researcher and possibility of giving false information. Reference List Hennebry, M 2011, Modern foreign language learning and European citizenship in the Irish context, Irish Educational Studies, vol. 30, no. 1, pp. 83-112, Education Research Complete, EBSCOhost, viewed 27 October 2014. Kelly, M 2013, Interventions: Language competences for employability, mobility and growth, European Journal Of Language Policy, vol. 5, no. 2, pp. 257-286, Communication & Mass Media Complete, EBSCOhost, viewed 27 October 2014. Liepa, D, & Ratniece, I 2013, Proficiency Increase by Collaboration within the Foreign Language Study Process, Problems Of Education In The 21St Century, vol. 52, pp. 48-59, Education Research Complete, EBSCOhost, viewed 27 October 2014. Read More