CRAMLAP

Celtic, Regional and Minority Languages Abroad Project

Teaching of regional and minority language internally or nationally in Europe can be found in all education sectors –primary, post-primary, higher and life-long learning education. At transnational level, however, these languages are mostly taught abroad in higher and life-long institutions only. So, for example, while it is unlikely that Celtic languages will be taught in Swedish Grundskolan or Gymnasiet, they are taught in Uppsala Univeristy. Accordingly, the higher education environment will be the focus of the project.

The CRAMLAP partners are researching the transnational provision for regional and minority languages outside their national borders in Europe through investigating ab initio provision and pedagogy in higher education. Celtic languages across Europe are the case study focus, but provision for other regional and minority languages will also be investigated.

An audit provision and evaluation of practice across Europe will be undertaken. Good practice in higher education teaching will be applied to the subject and the particular global experience of TESOL will be incorporated, as will educational technology in higher education language teaching, supported by the Education Technology Unit in Queen’s University Belfast. Materials for teaching, learning and assessment will be made available on the project website.

The first transnational seminar took place in Belfast in February 2004, followed by a seminar in Maynooth in June 2004. Important issues have already emerged; for example, why and how regional and minority languages are taught and studied. Three main categories or approaches have been distinguished: communicative, philological and cultural. Each of these gives rise to different expectations and practices which will be investigated. The existing literature focuses on the larger vehicular languages and there is a need to reflect on approaches to good practices in teaching CRAM languages.

The professional training and development of CRAM teachers is emerging as an issue. Self-evaluation and reflective practice in the teaching of CRAM languages will also be discussed and pro-formas provided.

The partners in the project are from the universities of Haute-Bretagne, Rennes, Maynooth, Mannheim, Oslo, Uppsala and Queen’s Belfast.