Abstract
The paper deals with the trends in foreign languages teaching in school education of Europe and Ukraine. The methods of description, comparison, analysis are used in order to specify the features of the issue. The international surveys of Eurydice, Eurostat, the OECD’s PISA and TALIS with the participation of the European Commission developed the main indicators that ensure the systemic nature of language training in the school sector. They encompass foreign languages in the curriculum, the range of languages studied, Content and Language Integrated Learning, expected levels for the foreign languages, qualification of foreign language teachers, transnational mobility of foreign language teachers, language support for newly arrived migrant students. The level of knowledge of modern foreign languages is determined in accordance with the Common European Framework of References. Taking into consideration the European policy of the development of the multilingual society through the individual competence in two foreign languages the European countries introduced the suggested approaches at the school level and created a comparable language-learning environment. It has determined similar and different trends in language education in schools. Ukraine has started introducing the common indicators to develop its own environment for language learning in school education withing the New Ukrainian school reform. It needs further studying and improving law, and education sectors under the conditions of current situation.
Highlights
The cultural and linguistic diversity are the reality and driving force for the development of the future European community, open to profound globalization
Based on the above we have to admit that Europe goes on developing and implementing the policy for multicutural and multilingual society through the educational system where schools are the main tool for the further social transformation
The main trends in language mastering in scholls in Europe are as follows: 1.–Two or three foreign languages in the curriculum but VET students learn fewer foreign languages than their counterparts in general education; 2.–The range of languages studied is influenced by the language situation and encompasses the widely spoken ones (English, French, German, Spanish); 3.–Content and Language Integrated Learning (CLIL) is used but not well enough to employ its potential in teaching; 4.–The expected levels for the first and second foreign languages are B2 and A1–A2–B1 for the third foreign language A1–A2–B1; the results are determined on CEFR but rarely indicated on the certificates; 5.–The goals for foreign language teachers are further training and transnational mobility; 6.–To provide language support for newly arrived migrant students
Summary
The cultural and linguistic diversity are the reality and driving force for the development of the future European community, open to profound globalization. Languages that appear in the community with migration waves, need special attention and the issue was developed into the separate EU policy. The aim of the school level in the education systems of the European countries is to prepare young people of the appropriate age for the competitive functioning in a multilingually transformed and multiculturally globalized social environment. Within the framework, learning languages in this level of education provides practical training through active interaction in the environment for the realization of social functions in the European and global space based on numerous cultural and linguistic contacts.
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