WRITTEN QUESTION E-2162/00

by Alexandros Alavanos (GUE/NGL) to the Commission

(30 June 2000)

Subject: Downgrading of foreign language teaching at Greek upper secondary schools (lycées)

The future of a citizens' Europe depends to a great extent on giving as many citizens as possible and particularly young people the chance to communicate and to overcome the language barrier. The European Union has therefore set itself the target that every European citizen should be able to communicate in two Community languages apart from his or her mother tongue. Compulsory foreign language teaching in the educational system of the Member States is a basic measure adopted by the Member States to attain the above objective. It is equally important if foreign language teaching is to become firmly established and progress that foreign languages be put on a par with other school subjects.

In Greece foreign languages are taught throughout the school year at lycées, but at the end of the year they do not feature in the general examinations for the lycée school leaving certificate, and the grades obtained in foreign languages do not affect the overall grade of the student in this certificate, their ticket for entering higher education.

Given the importance of learning foreign languages for the future of Europe, does the Commission consider that the serious downgrading of foreign language teaching in Greece is in line with the general trend towards promoting foreign language teaching in the European Union? Does it agree that, with due respect for the principle of subsidiarity, foreign language teaching should be included in the general examinations and in the overall school leaving certificate grade by leaving out other less important subjects or reducing the syllabus of school subjects, so as not to further increase the heavy exam workload already facing students?

Answer given by Mrs Reding on behalf of the Commission

(7 September 2000)

Language skills are key skills for all citizens of the Union to acquire and use throughout their lifetime.

The Commission white paper Teaching and learning(1) sets the general objective of proficiency in three Community languages. It says that it is becoming necessary for everyone to be able to acquire and keep up their ability to communicate in at least two Community languages in addition to their mother tongue.

The white paper goes on to say that it is desirable for foreign language learning to start at pre-school level with the learning of a second Community foreign language starting in secondary school. Upon completing initial training, everyone should be proficient in two Community foreign languages. All this presupposes the availability of top quality education drawing on modern materials equipment and methods customised to meet the needs of the diverse groups involved.

In some Member States, a significant proportion of school-age pupils undertake language learning outside the compulsory education system. The systems for testing and for formally recognising the language skills which a citizen has acquired throughout his lifetime, whether in formal or informal education, whether in the state or the non-state sectors, vary from country to country.

Article 149 (ex-Article 126) of the EC Treaty makes clear that the Community's role is to encourage cooperation between Member States and to complement their actions, whilst respecting their responsibility for the content of education and the organisation of the education system.

The Member may wish to note that the European Eurydice Unit is currently preparing for publication a detailed survey of the teaching of foreign languages in the different education systems of Member States, of European economic area (EEA) countries, and of the other countries participating in the Socrates programme. This publication, planned for the end of this year, will provide a useful comparison of practice and policy across Europe.

(1) COM(95) 590 final.