At their 1423rd meeting, on 2 February, the Ministers’ Deputies referred the Kavala v. Turkey case to the European Court of Human Rights to determine whether Turkey has failed to fulfil its obligation to implement the Court’s judgment in this case, in line with proceedings provided for under Article 46.4 of the European Convention on Human Rights [more information …].
The Deputies adopted a recommendation to member States on the importance of plurilingual and intercultural education for democratic culture and took note of its explanatory memorandum. This recommendation addresses two developments of concern to the Council of Europe: a tendency on the part of public authorities and civil society to think that proficiency in one additional language is enough; and the notion that proficiency in minority or migrant languages, widespread in today’s increasingly diverse societies, is harmful to societal cohesion.
More information https://www.coe.int/en/web/cm/-/meeting-of-the-ministers-deputies-on-2-february-2022
The Center for the Advancement of Languages, Education, and Communities has announced the following call for papers. In this book, we wish to examine the potential of multilingual education across the countries of Africa and in divIn this book, we wish to examine the potential of multilingual education across the countries of Africa and in diverse sectors. Authors (including educators, students, actors on the ground, parents, etc) are invited to present an essay about the local applications of various models of dual-language education and the ways to encourage their growth and scale. This book will seek to offer a positive and constructive vision for the future and will try to combat the myths and received ideas about bilingualism and education in Africa, namely, ignorance and obstacles that have retarded the development of dual-language education as a strategy for inclusiveness, equity, and quality as well as a means to achieve economic growth and develop human capital within Africa’s multilingual environments. The goal of the Bilingual Revolution is to advocate for a multilingual education for all, but to do so, we must raise the awareness about the importance and the advantages of multilingual education for Africa and to reach as many people as possible. One is allowed to dream, and so, each author submitting a paper to become a chapter of this book is invited to share his or her dream for the future of education on the continent.
Our target audience is made up of people with diverse backgrounds such as parents, educators and policy makers, and so, we need to express our thoughts in a simple and understandable manner. We must avoid excessive use of technical terms, scientific jargon and key references which would only undermine the effect “of a general audience book” that we hope to produce in our audience.
Who may submit an essay?
Authors older than 21, living in Africa or elsewhere. In addition, we know that the opinions of advocates in the field, communities, national and international organizations (such as associations and NGOs) could be interesting and insightful, and that they deserve a platform to be heard as well.
Authors who are working on the topic and are interested to have their work considered for this book must submit the following to the CALEC’S editorial team at firstname.lastname@example.org before October 30, 2021.
Statement of interest (half a page)
Title and subtitle of the essay
A 200-words abstract outlining the paper and responding to the questions: 1. What does the author expect to achieve with his/her essay? 2. What is he/she offering? (Topic and solutions)
Writing sample (1.5 to 2 pages, Times New Roman, 250-300 words)
Description of illustrations (black and white only). If applicable.
A brief biographical note (half a page) which should include the author’s experience in multilingual environments and affiliation to an institution if applicable.
Authors can write in French, English or another language on condition that they will also provide a translation in French or English. Everything must be turned both in a Word and a PDF document, Times New Roman, size 12, double space.
The committee will choose 15-20 essays. If the work of the author is accepted, he/she will be contacted before November 30, 2021. The author will need to turn in his/her finished chapters before January 30, 2022. Each essay must be submitted both in a Word and a PDF document. It may have a minimum of 10 and a maximum of 12, double-spaced pages. Times New Roman, 1-inch margins all the way around (250-300 words or around 1700 characters including spaces per page).
It was great to see so much interest for multilingualism and bilingual education in Washington, DC last Saturday! The CALEC team, which included Yenlik and Meichen took part in DC Immersion’s Multilingual Education Fair with a table loaded with books, brochures, and goodies! We were thrilled to make so many new connections! 🙂 Many thanks to DC Language Immersion Project for your amazing work! 👏
The full CALEC team was on deck during the 2019 Bilingual Fair in New York, and we loved it! In its 6th edition, the Bilingual Fair organized by FrenchMorning.com provided parents and educators with an opportunity to learn more about bilingual education. Our table was loaded with books, brochures, and goodies. Many visitors stopped by. Our video crew was non-stop interviewing language advocates and even several VIPs, including Councilman Mark Levine and Manhattan Borough President Gale Brewer, among others. This day culminated with CALEC’s founder, Fabrice Jaumont, receiving the Leader Award, and CALEC’s vice-president, Jane Ross, receiving the Patron’s Award for their work in bilingual education and language advocacy. Mariam Moustafa, who translated our recently-released book, الثورة ثنائية اللغة received the studend award. A great day for CALEC!
CALEC was in Philadelphia on October 6th to participate in the bilingual forum organized by PhilaFLAM in order to emphasize the importance of learning new languages, and of choosing a bilingual education all the way to college. French, German, Spanish, and English were languages represented during the fair which also offered a series of conferences including one by Fabrice Jaumont – world expert and CALEC’s author of the Bilingual Revolution on the implementation of bilingual programs in public schools.
More information: http://ecole.philaflam.com/salon-orientation-bilingue/
On Friday September 27, the CALEC team visited the Goethe Institut in New York to celebrate multilingualism by participating in the 2019 European Day of Languages. The day was marked by community building, knowledge sharing, and connecting with a variety of cultural organizations, including Alliance Francaise, China Institute, Istituto Italiano di Cultura, Polish Cultural Institute, and Instituto Cervantes.
CALEC was present at the event as a publishing resource, showcasing some of TBR Books’ titles including The Bilingual Revolution and The Gift of Languages. Participants were thrilled to find TBR Books titles available in many of the languages represented at the event, including Polish, Italian, German, and French. Event goers received a code to download a free e-book from the TBR Books site in order to better spread the word about CALEC’s mission and the bilingual revolution. Through this service, CALEC demonstrated its commitment to providing resources to educators and communities interested in bilingual education.
Participants left the Goethe Institut on Friday armed with new connections and renewed enthusiasm for a shared goal: making multilingualism a reality throughout schools within the US and abroad. The CALEC team was happy to engage with the bilingual education community to affirm CALEC’s advocacy for this vital mission. By fostering relationships within the educational community, CALEC will strengthen bilingual education networks and improve its offerings of resources to parents, teachers, and administrators. CALEC thanks the Goethe Institut and participants in the European Day of Languages for their role in a successful celebration of multilingualism.
We were thrilled to give two presentations during Transforming Communities through Multilingualism, a three-day seminar hosted by the New York City Department of Education on November 5 and 7, 2018. CALEC President Fabrice Jaumont was able to present our flagship program, The Bilingal Revolution, and share his experiences about the importance of parents and grassroots efforts for New York’s multilingual learners. Other presenters included Dr. José Medina. Chancellor Richard Carranza, Dr. Linda Chen, Kathleen Leos, Dr. Margarita Calderón, and many more.
We are even more convinced that NYC will gain tremendously from offering dual language programs in as many languages as possible. We believe bilingual education is for all. The time to do this is now! Being bilingual is the new norm and it must start with our youngest citizens.
During New York’s Bilingual Fair with Fabrice Jaumont and Kathleen Stein-Smith and our soon-to-be released book, The Gift of Languages: Paradigm Shift In Foreign Language Education. The book explores the many advantages of multilingual education and sets the stage for a new paradigm in our approach to teaching and learning languages. Also, the book touches on the issue of foreign language deficit in the United States and the changes that need to occur in our schools to better serve our children and our linguistic communities. The book also explores the growth of dual-language education in recent years and explores the connection between both multilingual programming and solving the United States’ foreign language problem. You can pre-order it on http://www.tbr-books.com
STARTALK is a federal grant program funded by the National Security Agency and administered by the National Foreign Language Center at the University of Maryland. STARTALK grants fund summer world language learning programs as well as professional development programs for world language teachers. STARTALK grants support programs for students and teachers of eleven critical need languages: Arabic, Chinese, Dari, Hindi, Korean, Persian, Portuguese, Russian, Swahili, Turkish, and Urdu.
Through these programs, the STARTALK program seeks to achieve three goals:
– Increase the number of students enrolled in the study of critical languages
– Increase the number of highly effective critical-language teachers in the U.S.
– Increase the number of highly effective materials and curricula available to teachers and students of critical-need languages
Fabrice’s speech focused on the Bilingual Revolution and how parents and linguistic communities can play a role in creating multilingual programs in schools. After the presentation we met many interesting people who were willing to translate our book in Hindi, Urdu, Korean, Portuguese, Turkish and more.