NEIGHBOUR

(New Educational Instruction-method Guaranteeing Heterogeneity (and) Bilinguism
(while) Observing Universal Rules)

Proposal for a pilot-project (language experiment) in the framework of the
SOKRATES-Program of the EUROPEAN UNION concerning
application, co-operation and research between elementary schools and universities
in the field of
teaching the first foreign language at school (target language)
by means of
a universal language system (Language Orientation Course)
- Paderborn Model(n1)) -
as a propedeutical instrument of language teaching in a multi-lingual Community of people

I. EUROPEAN DIMENSION:

Proving whether the results of the language experiment, which has been conducted by the Institute of Cybernetics at the University of Paderborn in the years between 1975 and 1984 for learning the English language will be confirmed,

  1. on a larger statistical scale in the European context and
  2. when using other languages than English as target-language.

II. AIMS OF THE PROJECT:

  1. Learning the first foreign language at school better and quicker.
  2. Testing a universal language system (Language orientation course based on a planned language)(n2) as a propedeutical means of teaching (different) languages.
  3. Enabling everybody under these circumstances to learn as first foreign language at school the language of their neighbour, which is a precondition for better mutual understanding in a multi-cultural and multi-lingual Community (if you master your neighbour's language you will better understand his culture and thinking).
  4. Facilitating communication between people of different cultural and linguistic backgrounds without discrimination on the basis of the common universal language model (language orientation course).
  5. Safeguarding the existing cultural and linguistic diversity within the European Union by guaranteeing equal treatment in language learning according to everybody's professional or private preferences.
  6. Stimulating co-operation and research between schools and universities in the European Union.

III. PROJECT IN KEYWORDS (OUTLINE):

  1. Reference and Size:
    • the "Language Orientation Course" (Paderborn Model)(see note 1) tested between 1975 -84 should be taken as reference;
    • it should be tested the efficiency of this universal language instruction model for learning the first foreign language at school on a Europe-wide scale by means of a language experiment (2 to 4 schools in each country) under scientific control (University, interlinguists, pedagogues, instructors, etc.)
    • the experiment should cover two to three consecutive school years for the whole normal teaching period (4 - 6 years) of the first foreign language instruction.
  2. Targets and Content:
    The whole concept can be divided into 3 parts; one experimental, and if successful, two practical instruction phases:
    1. Part I: the "experimental phase" (no change of the present language instruction schemes in schools, but selecting experimental classes, 2 to 4 schools in each participating country)
      Short-term target: - verification on a larger statistical scale of the efficiency of the universal language approach used in Paderborn
      • Using the existing educational systems in Member States with their obligatory first foreign language learning (target language) in school; one class shall continue to learn its first foreign language on the basis of the traditional teaching method while the experimental classes in parallel will first get (80 to 120 hours; one school year) a "Language orientation course" based on a universal language model (planed language) and then be instructed in the same target language;
        There will be regular and systematic comparisons of the school classes in their communication capacities;
        • between the parallel classes of the same school: in the first year between those who have learnt directly the target language and those who were instructed in the universal language model; from the second year onwards (after the language orientation course had finished): both classes are also compared in the knowledge and speaking capacities of their common target language.
        • between the classes which participate in that language experiment in the different countries; first, between those classes which have learnt the target language directly; second, between those classes which have experimented the 'language orientation course' (propedeutical approach) in their target language as well as in their 'universal language model'.
      • - if the envisaged results of the experimental classes (better and quicker learning of the target language) are confirmed, transition to part II:
    2. Part/Phase II: - introducing greater diversity in language teaching
      Medium term target: - introducing other "target languages" as first foreign language at school -
      In border regions the learning of the language of the neighbour should be recommended at school (offered as first foreign language);
      Offering also classes with other target languages, for which there is a professional or private interest;
      As all experimental classes will learn their specific target language by means of the same 'language orientation course', communication between all these classes will be possible in the universal language model.
    3. Part/Phase III:
      Long term target: - expanding the " language orientation course " on local and regional languages for learning the official language of the state -
      Classes which are instructed in their local or regional language could learn the official national language more efficiently via the universal language model, enabling them at the same time to communicate (world) European-wide with all those who have learnt another foreign language on the basis of the same 'language orientatio      n course'.
  3. Approach/Method of the experiment
    1. Preparational phase: (3 to 6 months)
      • selection of interested scientific institutes (Universities, Pedagogical High-schools, etc.) for preparing and controlling the test methods.
      • information and selection of teachers guiding the experimental classes about the "Paderborn Model" and training them in the "Language Orientation Course" (universal language system);
    2. The 'core' or experimental phase: > period for each experimental classes: about one year
      (as 2 to 3 consecutive beginner-classes/"vintages" should be tested, the total period of the core experiment would be 2 to 3 years);
      • one class learns directly the target language (first foreign language foreseen in the participating school);
      • a parallel class gets the "Language Orientation Course" (80 to 120 hours, about one year) on the basis of a planed language.
        After one year, testing the communication capacities of both classes (the one in the "target language", the other in the universal language model)
    3. Observing, evaluation and analyzing phase: (4 to 6 years);
      • after two years, starting to test each year the different "vintages" in the "target language" (first foreign language), i.e., comparing the knowledge and communication capacities in the "target" language between both classes (the 'normal' and the ' experimental' class) of the same 'vintage';
      • final comparison in language knowledge and capacities at the end of the normal instruction period for the first foreign language learning (after 4 or 5 years), that is, in particular,
        1. testing the language knowledge and capacities of both classes of the same school in the "target language",
        2. comparing the communication capacities in the "target language" of all classes which were under scientific control,
        3. testing the participants of the experimental classes (as they all had received the same 'language orientation course' for their first foreign language instruction but (might) have learnt different "target languages") about their final communication capacities in the common universal language model.

IV. FRAMEWORK OF THE PROJECT

A: Within the EUROPEAN UNION (EUR 15)

Realising within member countries of the European Union under scientific control a similar language experiment like that which had been conducted in the years 1976 - 84 by the Institute of Cybernetics (Univ. Paderborn); at least one university institute in each country should survey the project where schools are involved in the experiment. Within the EU such education and language experiments could be covered by the SOCRATES program or pilot education programs.

B: In co-operation with the COUNCIL OF EUROPE (EUR 40) and third-countries

With the idea of making all languages of the European Union more attractive for language teaching in non-EU countries, Member States of the European Union might have a fundamental interest that their neighbours and commercial partners will also experience and introduce such an instruction-method in their schools for teaching one of their languages as first foreign language.
Under this aspect the legal and financial framework for co-operation could be: Tempus, Phare, Tacis program, Council of Europe members, co-operation agreements with China, Japan, Mediterranean countries, etc.

C: Common activities between "sister-towns" having more than two different cultural and linguistic partners

Such a language experiment for learning the first official foreign (target) language in school can facilitate common multi-national/multi-cultural activities organised in the framework of 'twin-towns' (sistered' municipalities, public partnerships) which have more than two or three partners of different linguistic background. Each partner town could continue to instruct its first foreign language scheme, but introduces a parallel class which applies the structure of the NEIGHBOUR project. All 'experimental' classes should come regularly together and be tested under scientific control about their communication capacities in the common universal language model which has helped them to learn the different 'target languages' (according to the educational system in their country) better and quicker.

V. SUMMARY:

If the first part/phase of this project confirms the results which have been achieved in language experiments conducted in the past by the University of Paderborn (D) and elsewhere concerning the use of a universal language model as a propedeutical instrument for learning the first foreign language better and quicker then the present language teaching, then this project

  1. opens a free choice to everybody as to the language he wants to learn first at school,
  2. facilitates a greater diversity in language teaching at school, in particular as to the first foreign language and
  3. contributes, in a practical and pedagogical way, to the guarantee of equal treatment of all languages and cultures within the European Union, a pre-condition for its long-term political cohesion.

VI. THE MESSAGE OF THIS PROJECT:

"Learn the language of your neighbour and communicate with the world!"

For the "Working group on the language and communication problem in the European Union"
H.ERASMUS

Version: Brussel/Bruxelles, 28.2.2003

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Notes:

1) See article of Prof. Dr. Helmar Frank, "Das Paderborner Experiment zum Sprachenorientierungsunterricht" in the publication of the Hanns-Seidel Stiftung eV, Verbindungsstelle Brussel/Bruxelles, covering the contributions of a one-day-conference on September 29, 1993 at the European Parliament on: "Communication and the language problem in the European Community - To what extent could a "planned language" contribute to its solution?", page 100ff. back

2) "Planned languages are language systems created by persons or groups of persons on the basis of certain criteria in order to make international communication more easy" (Eugen Wüster, 1931) mentioned in the article of Dr. sc. Detlev Blanke under the title "Internationale Plansprachen - Wesen, historische Perspektiven und aktueller Stand" in the same publication, page 63; examples are: Interlingua, Internacia lingvo/Esperanto, Novial, Glossa etc. back