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Debate: What can British schools learn from the Chinese education system?

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Debate: What can British schools learn from the Chinese education system?

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Is there anything British schools can learn from the Chinese education system? Join in the debate.

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Présentation fr
https://youtu.be/JShBse52oFU
Articles En
Two tales of internationalization – Chinese internet firms' expansion into the European market - ScienceDirect
Article Cn
https://mp.weixin.qq.com/s/Oc8HS-eKZXm7EnzLqIXzPQ

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Les BATX désignent les géants de l’Internet chinois : Baidu, Alibaba, Tencent et Xiaomi, ils sont l’équivalent des célèbres GAFAM mais made in China. Quel est leur véritable pouvoir ? Faut-il s’en inquiéter ?

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大话中国艺术史(意公子)
十三邀 - YouTube
25 livres pour connaître et comprendre la Chine | lepetitjournal.com

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蘇東坡式的自嘲：活著的意義，也許是那些渡過人生低谷時的經歷【意公子】

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2.http://eole.irdp.ch/eole/eole_en_autonomie/bim_bam_bum_audios_lies.pdf
3.

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严修鸿 -百米不同音郑子宁-南腔北调CLAPI 

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https://www.yixi.tv/wx/h5/#/videos/?video_type=0&video_id=1083&album_id=0

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Les enregistrements et les transcriptions de CLAPI sont disponibles sous licence Creative Common 4.0 International (CC BY-NC-SA 4.0) c'est à dire qu'elles sont réutilisables à l'identique ou modifiables mais pour des usages non commerciaux et avec citation de la source ( CLAPI, http://clapi.icar.cnrs.fr ), elles peuvent être redistribuées dans les mêmes conditions.

The recordings and the transcripts of CLAPI are available with license Creative Common 4.0 International (CC BY-NC-SA 4.0) which means that they could be reusable faithfully or modified but not for commercial purposes and with appropriate credit ( CLAPI, http://clapi.icar.cnrs.fr ), they could be redistributed under the same license.

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Les enregistrements et les transcriptions de CLAPI sont disponibles sous licence Creative Common 4.0 International (CC BY-NC-SA 4.0) c'est à dire qu'elles sont réutilisables à l'identique ou modifiables mais pour des usages non commerciaux et avec citation de la source ( CLAPI, http://clapi.icar.cnrs.fr ), elles peuvent être redistribuées dans les mêmes conditions.

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I am plurilingual! Je suis plurilingue! a doctor research of how to practice plurilingualisme in mainstream class

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学校，家庭和社区的联系_Connecting home school and community

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学校，家庭和社区的联系_Connecting home school and community

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PUBLICATIONS | familylanguagepolicy
familylanguagepoli.wixsite.com

差异教学：不是区分目标
differencier-sa-pedagogie （书）

Lycée International - British Section: Useful info for parents (international-schools-database.com)

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Click on the audio link below to hear students reading their self portraits.

a plurilingual book in FrenchLes jours de la semaine:

and a variety of students' diverse languages
​in Sète, France

Don't miss the plurilingual table at the end of this book that allows you to compare the days of the week in more than 5 languages!

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Click on the audio link below to hear students reading their self portraits. Don't miss the plurilingual table at the end of this book that allows you to compare the days of the week in more than 5 languages!

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欧盟语言政策

168069d29b (coe.int)  PLURILINGUAL AND PLURICULTURAL COMPETENCE With a Foreword and Complementary Bibliography French version originally published in 1997 (2009)

CARAP > Accueil (ecml.at)

https://www.europarl.europa.eu/factsheets/en/sheet/142/language-policy#:~:text=Multilingualism%2C%20in%20the%20EU's%20view,addition%20to%20their%20mother%20tongue.

欧盟多语政策（语言日）
Language policy | Fact Sheets on the European Union | European Parliament (europa.eu)

International Mother Language Day | United Nations

Piller, I. and Takahashi, K., 2011. Linguistic diversity and social inclusion. International Journal of Bilingual Education and Bilingualism, 14(4), pp.371-381.
Vancouver |

Piller, I., 2012. Multilingualism and social exclusion. The Routledge handbook of multilingualism, pp.281-296.
Vancouver |

Oxford, R.L., Olivero, M.M., Harrison, M. and Gregersen, T. eds., 2020. Peacebuilding in language education: Innovations in theory and practice. Multilingual Matters.
Vancouver

Hélot, C. and Laoire, M.Ó. eds., 2011. Language policy for the multilingual classroom: Pedagogy of the possible. Multilingual Matters.

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As part of its efforts to promote mobility and intercultural understanding, the European Union (EU) has designated language learning as an important priority, and funds numerous programmes and projects in this area. Multilingualism, in the EU's view, is an important element in Europe's competitiveness. One of the objectives of the EU's language policy is therefore that every European citizen should master two other languages in addition to their mother tongue.

Legal basis

In a European Union based on the motto 'United in diversity', languages are the most direct expression of our culture. Linguistic diversity is a reality, observance of which is a fundamental value of the European Union. Article 3 of the Treaty on European Union (TEU) states that the Union 'shall respect its rich cultural and linguistic diversity'. Article 165(2) of the Treaty on the Functioning of the European Union (TFEU) emphasises that 'Union action shall be aimed at developing the European dimension in education, particularly through the teaching and dissemination of the languages of the Member States', while fully respecting cultural and linguistic diversity (Article 165(1) TFEU).

The Charter of Fundamental Rights of the EU, adopted in 2000 and made legally binding by the Treaty of Lisbon, prohibits discrimination on grounds of language (Article 21) and places an obligation on the Union to respect linguistic diversity (Article 22).

The first regulation, dating from 1958, determining the languages to be used by the former European Economic Community[1], has been amended following subsequent accessions to the EU, and defines the Union's official languages[2], together with Article 55(1) TEU. The provisions of that regulation and Article 24 TFEU provide that every citizen of the EU has the right to write to any of the institutions or bodies of the EU in one of those languages and to receive an answer in the same language.

Objectives

EU language policy is based on respect for linguistic diversity in all Member States and on the creation of an intercultural dialogue throughout the EU. In order to put mutual respect into practice, the EU promotes the teaching and learning of foreign languages and the mobility of every citizen through dedicated programmes for education and vocational training. Foreign language competence is regarded as one of the basic skills that all EU citizens need to acquire in order to improve their educational and employment opportunities. In its contribution to the Social Summit held on 17 November 2017 in Gothenburg, the Commission set out the idea of a 'European Education Area' where by 2025, 'in addition to one's mother tongue, speaking two other languages has become the norm' (COM(2017)0673). The EU also works with Member States to protect minorities, on the basis of the Council of Europe's European Charter for Regional or Minority Languages.

Achievements

A. Policy developments and support for research on languages

1. Supporting language learning

On 22 May 2019, the Council adopted a recommendation on a comprehensive approach to the teaching and learning of languages (2019/C 189/03). In its recommendation, the Council invites the Member States to bolster language learning by the end of compulsory education in order to ensure that more language teachers have the opportunity to learn abroad and to promote innovative teaching methods using tools such as the School Education Gateway and eTwinning.

2. Comparability of data on language competence

In 2005, the Commission published a communication to the European Parliament and the Council on the European Indicator of Language Competence [(COM(2005)0356)], an instrument to measure overall language competence in each Member State. The European Union also promotes the use of the Council of Europe's Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR). This tool was designed 'to provide a transparent, coherent and comprehensive basis for the elaboration of language syllabuses and curriculum guidelines, the design of teaching and learning materials, and the assessment of foreign language proficiency'[3]. It is now widely used in Europe and in other continents.

3. ECML and Mercator

The EU works closely with two centres for research on languages, the European Centre for Modern Languages of the Council of Europe (ECML) and the European Research Centre on Multilingualism and Language Learning (Mercator). The ECML encourages excellence and innovation in language teaching and helps Europeans learn languages more efficiently. Its main aims are to help Member States implement effective language-teaching policies by focusing on the learning and teaching of languages, supporting dialogue and exchange of best practices as well as programme-related networks and research projects. The European Union co-finances ECML projects to promote the linguistic integration of children with a migrant background and to establish quality and comparability criteria for language tests and their assessment. Mercator is mostly focused on the regional and minority languages in Europe and works on the acquisition and inventory, research and study, dissemination and application of knowledge in the field of language learning at school, at home and through cultural participation[4].

4. European Master's in Translation

The European Master's in Translation (EMT) is a quality label for university translation programmes that meet agreed professional standards and market demands. The main goal of EMT is to improve the quality of translator training and to encourage highly skilled people to enter the profession in the EU. The EMT also seeks to enhance the status of the translation profession in the EU.

B. Action programmes

1. Erasmus+ Programme

Erasmus+ is the EU programme for education, training, youth and sport for 2021-2027. The promotion of language learning and linguistic diversity is one of the programme's specific objectives. The Erasmus+ Programme Guide 2021 states that 'the opportunities put in place to offer linguistic support are aimed to make mobility more efficient and effective, to improve learning performance and therefore contribute to the specific objective of the Programme' (p. 11). The Erasmus+ Online Linguistic Support is offered for participants in mobility actions to help them to learn the language of the host country. Erasmus+ encourages cooperation with a view to innovating and exchanging good practices through partnerships in the area of language teaching and learning. The Erasmus+ Programme also funds numerous projects to support the teaching and learning of sign languages, and to promote linguistic diversity awareness and the protection of minority languages.

2. Creative Europe Programme

In the framework of the Creative Europe Programme, support is provided for the translation of books and manuscripts under the Culture sub-programme.

3. European Day of Languages

Encouraged by the huge success of the European Year of Languages in 2001, the EU and the Council of Europe decided to celebrate the European Day of Languages every year on 26 September, with all sorts of events to promote language learning throughout the EU. This action is designed to raise awareness among citizens of the many languages spoken in Europe and to encourage them to learn languages.

4. European Language Label

The European Language Label is an award by the Commission designed to encourage new initiatives in language teaching and learning, to reward new language teaching methods, and to raise awareness of regional and minority languages. The award is presented to the most innovative language-learning projects, to people who have made the most progress in learning foreign languages, and to the best language teachers.

5. Juvenes Translatores

Every year, the Commission awards the Juvenes Translatores prize to the best translation done by a 17-year-old pupil in each Member State. Pupils can choose to translate from and into any official language of the European Union.

Role of the European Parliament

A. Linguistic diversity

As a preliminary point, it has to be noted that the European Parliament has adopted a full multilingual language policy in its own communication strategy, meaning that all EU languages are equally important. All parliamentary documents are translated into all the official languages and every Member of the European Parliament has the right to speak in the EU language of his or her choice. Similarly, visits to the House of European History and the Parlamentarium (European Parliament Visitors' Centre) are available in the twenty-four official EU languages.

Every year since 2007, the European Parliament has awarded the LUX Film Prize, which includes the subtitling of the three finalist films in the 24 official EU languages.

In its resolution of 24 March 2009 on 'Multilingualism: an asset for Europe and a shared commitment'[5], the European Parliament reiterated its support for EU policies in the field of multilingualism and called on the Commission to draw up measures aimed at promoting linguistic diversity.

On 11 September 2018, Parliament adopted a resolution on language equality in the digital age[6], which is based on a study drawn up at the request of the Parliament's Science and Technology Options Assessment Panel. In the resolution, Parliament called on the Commission to assess the most appropriate means to ensure language equality in the digital age, and to develop a strong and coordinated strategy for a multilingual digital single market.

On 11 December 2020, Parliament and the Council reached an agreement on the proposal for a successor programme to Erasmus+ for the period 2021-2027. As part of its Key Action 1, this programme includes linguistic support measures in the context of learning mobility activities.

In the agreement reached on the same date on the proposal establishing the Creative Europe Programme (2021-2027), Article 3 states that one of the objectives of the programme is to safeguard, develop and promote European cultural and linguistic diversity and to promote Europe's cultural heritage. The MEDIA sub-programme will also have to take account of the 'cultural and linguistic diversity', which characterises the markets of the various countries. It also added a specific provision on supporting the subtitling, dubbing and audio description of European audiovisual content, in order to foster 'international sales and [...] circulation of non-national European works on all platforms'.

B. Support for minority languages

In 2013, the European Parliament adopted a resolution on endangered European languages and linguistic diversity in the European Union[7], urging Member States to be more attentive to endangered European languages and to commit to the protection and promotion of the diversity of the Union's linguistic and cultural heritage.

On 23 November 2016, the European Parliament adopted a resolution on sign languages and professional sign language interpreters[8]. The purpose was to stress that deaf, deaf-blind and hard-of-hearing citizens must have access to the same information and communication as their peers in the form of sign language interpretation, subtitling, speech-to-text and/or alternative forms of communication, including oral interpreters.

On 7 February 2018, the European Parliament approved a resolution on protection and non-discrimination with regard to minorities in the EU Member States[9]. This resolution encourages the Member States to ensure that the right to use a minority language is upheld and to protect linguistic diversity within the Union. It advocates respect of linguistic rights in communities where there is more than one official language, and calls on the Commission to strengthen the promotion of the teaching and use of regional and minority languages.

In its resolution of 17 December 2020, Parliament expressed its support for the Minority SafePack, a European Citizens' Initiative seeking to improve the protection of linguistic minorities'[10].
Katarzyna Anna Iskra

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Language policy | Fact Sheets on the European Union | European Parliament

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Read about EU language policy. Fact Sheets provide an overview of European integration and the role of the European Parliament.

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学习计划制定_from book Bilingual families by By Eowyn Crisfield

课标：
义务教育课程方案及各学科课程标准 - 政府信息公开 - 中华人民共和国教育部政府门户网站 (moe.gov.cn)

读书笔记

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Growing up with Three Languages Birth to Eleven (Parents and Teachers Guides) by Xiao-lei Wang.pdf

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Raising a Trilingual Child: Language Strategies (trilingualchildren.com)

Bilingual brain_TedEd
https://youtu.be/MMmOLN5zBLY

Documentation:From C to C
https://youtu.be/nWZ78YXJ9_E

How to raise a trilingual child

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Jackie Answers:  "How to raise a TRILINGUAL child!"

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童行绘本伴读weplan中的绘本：
https://drive.google.com/drive/folders/1NMSMOspYBnHKI3iGU4-n5lyA8YE98AY4?usp=sharing

皮克斯动画短片合集_哔哩哔哩_bilibili

历届奥斯卡最佳动画短片（1932-2020）_哔哩哔哩_bilibili

学习强国 (xuexi.cn)  人教的视频不错

臺灣師範大學國語教學中心 (ntnu.edu.tw)
當代課本 鄧守信：字體不錯

臺灣師範大學國語教學中心 (ntnu.edu.tw)

全國新書資訊網／工具與資源／國圖電子書資源閱讀書單，讓您在家閱讀好安心 (ncl.edu.tw)

《温妮女巫》 下载专题 | 外研童书 (fltrp.com)

全球中文学习平台 (chinese-learning.cn)

Chinese Activities for Kids - What Does Your Child Want To Learn Today? (chalkacademy.com)

學華語向前走 (huayuworld.org)
台湾海外华语教材、游戏、练习。网速不错。

Cantonese For Families - Helping Families Learn Cantonese

Jìn bù 1 (new) | IOE Confucius Institute 英国中文项目教程

iChineseReader  有沉浸式分級閱讀

全球華文網 (huayuworld.org)

南一教師網-聆聽頻道.doc (google.com)  台灣國語課本

汉语教材（试读）：
汉语教材 (yunzhan365.com)

学龄前语文：
《学前600字》
《四五》
《亲近母语—日有所诵》
古文：
《唐诗宋词》
《诗经》
《论语》
小学：
《部编》+《年级阅读》
综合性学习综合实践活动小学语文同步教学 小学语文·人民教育出版社官方网站（人教网）－人教版/部编本 (pep.com.cn)

初中部：
高中部：
大学：
研究：

给中文非母语的分级阅读：

少儿 七色龙（个人感觉文化单元有意思）

青少儿  Xiao Ming, Boy Sherlock - Mandarin Companion Graded Readers （一系列）
Sherlock Holmes and the Case of the Curly Haired Company: Mandarin Companion Graded Readers: Level 1, Simplified Chinese Edition eBook: Doyle, Sir Arthur Conan, Pasden, John, Yang, Renjun, Yu, Cui, Turner, Jared: Kindle Store
（Book club Sharing from My Online Classes | Ignite Language (tprsforchinese.blogspot.com) 杜燕子)
Susan You Mafan!: Simplified Chinese version (Chinese Edition): Waltz, Terry T, Waltz, Terry T: 9781946626042: Amazon.com: Books

www.multilingualmatters.co.uk

日本小學生三語週記 • A podcast on Anchor

有中国元素的短动漫：
均为获得国际动漫金猴奖作品
官网：Past Programs-Monkey-Kingawards (cicaf.com)

生生不息：没找到...
西游记：金丁
西游记的故事_CCTV节目官网-动画片_央视网(cctv.com)
百鸟朝凤：https://tv.cctv.com/2019/10/01/VIDEIGGLY4G0zyZnm8HiAvvg191001.shtml
小济公：少儿台同上
咚咚呛：《咚咚呛》—北京电影学院：折瑞涛_腾讯视频 (qq.com)
借光记：借光记_腾讯视频 (qq.com)

有意思的法语短片：
BOBO-Monkey-Kingawards (cicaf.com)
Outremer-Monkey-Kingawards (cicaf.com)https://vimeo.com/224641224
Les Pionniers de l'Univers-Monkey-Kingawards (cicaf.com)

The breadwinner
https://youtu.be/9tY5aLZvdBA

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1_08_cavalli_01.pdf (babylonia.ch)

Quest-ce_que_le_plurilinguismeV2.pdf (observatoireplurilinguisme.eu)

https://youtu.be/w5Gh_0Fx0B8

Transition Seminars & Support - World Family Education

Steve Kaufmann - lingosteve

338K subscribers

https://youtu.be/ayuVmUUURho

Polyglot Gathering
https://youtu.be/-yX5R4nefH0
最近议题：linguistic justice

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理论如何帮助你？（ref worksheets of Bilingual Families by Eowyn Cr.)
1.理论帮助增强信心，制定学习计划，回答目标问题。
2.理论帮助你和相关人员（老师，学校，亲属等等）交流你的目标，想法和计划。

The education of bilingual and multilingual by Ofelia García · Angel M.Y. Lin Stephen May

Bilingual Families
By Eowyn Crisfield

Hélot, C. and Laoire, M.Ó. eds., 2011. Language policy for the multilingual classroom: Pedagogy of the possible. Multilingual Matters.

Cenoz, J., Hufeisen, B. and Jessner, U. eds., 2001. Cross-linguistic influence in third language acquisition: Psycholinguistic perspectives (Vol. 31). Multilingual Matters.
Vancouver

Todeva, E. and Cenoz, J. eds., 2009. The multiple realities of multilingualism: Personal narratives and researchers’ perspectives (Vol. 3). Walter de Gruyter.

Language Switches in L3 Production: Implications for a Polyglot Speaking Model

SARAH WILLIAMS, BJORN HAMMARBERG

Applied Linguistics, Volume 19, Issue 3, September 1998, Pages 295–333, https://doi.org/10.1093/applin/19.3.295

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IB项目学习

PYP-

MYP-董宁《IB MYP语言与文学》

IB-

法国学校中文汉字门槛（如何走向自主阅读）
Le "niveau-seuil" de la compréhension écrite du chinois langue seconde - TEL - Thèses en ligne (archives-ouvertes.fr)

法国中文作为三语教学
theses.fr – Yan-Zhen Chen , L’enseignement du chinois standard en tant que 3ème ou 4ème langue étrangère dans une classe de seconde en Alsace : le rôle de la notion de compétence plurilingue et pluriculturelle

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《字的童话》王小小

《神奇校车-心脏》

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Would you like your children to grow up bilingual, even if you aren't yet? Then speak to your kids in Spanish as you learn the language a...