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  Best practices for communication via an interpreter
  

  The nature of the work of law enforcement officials involves communication in multiple languages. Our job frequently requires us to use interpreters to communicate with persons with limited or no English proficiency. Quality interpretation allows an interviewer to gain an interviewee’s confidenc...

  The nature of the work of law enforcement officials involves communication in multiple languages. Our job frequently requires us to use interpreters to communicate with persons with limited or no English proficiency. Quality interpretation allows an interviewer to gain an interviewee’s confidence and trust, to get information and to convey messages effectively. This is especially true of official interviews, including debriefing, screening and second line interviews.Interpreters play a crucial role in the success of an interview, so it’s worth putting in the effort to find and employ qualified interpreters, and to learn to benefit from their skills.

  • Published: 2019-03-14
  • Corporate Author(s): Frontex (EU body or agency)
  • Subject: aid to refugees, communication skills, foreign language, integration of migrants, interpreting, migrant, refugee, translation, use of languages
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  European stories
  EUPL winners write Europe

  In 2018 the European Union Prize for Literature is celebrating its 10th anniversary. To mark this special occasion the EUPL writing contest 'A European story: EUPL winners write Europe' has been organised. 36 EUPL winning authors from a total of 26 different countries have submitted fascinating ...

  In 2018 the European Union Prize for Literature is celebrating its 10th anniversary. To mark this special occasion the EUPL writing contest 'A European story: EUPL winners write Europe' has been organised. 36 EUPL winning authors from a total of 26 different countries have submitted fascinating European stories, which are compiled in this publication along with translations into English.

  • Published: 2019-01-22
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; European and International Booksellers Federation ; European Writers' Council ; Federation of European Publishers
  • Subject: cultural heritage, cultural prize, European language, literature, use of languages
• Translation in figures 2019
  

  We are the Translation Department of the European Commission. We provide high-quality translation and other language services. This helps the Commission communicate with citizens in a language they understand, making the EU more open and democratic....

  We are the Translation Department of the European Commission. We provide high-quality translation and other language services. This helps the Commission communicate with citizens in a language they understand, making the EU more open and democratic.

  • Published: 2019-03-20
  • Corporate Author(s): Directorate-General for Translation (European Commission)
  • Subject: EU office or agency, official language, translation, Translation Centre for the Bodies of the European Union, use of languages
• Case T-355/18: Action brought on 8 June 2018 — Spain v Commission

  • Published: 2018-06-08
  • Corporate Author(s): General Court (Court of Justice of the European Union)
  • Subject: administrator, competition (EU), discrimination on the basis of nationality, EPSO, equal treatment, linguistic discrimination, staff regulations (EU), use of languages
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  Rethinking language education in schools
  

  The European Union (EU) has long promoted language learning and linguistic diversity across Europe, with the view to increase mutual understanding and provide access to other countries and cultures. Since 2002, the EU has supported the principle that every citizen should be offered the opportuni...

  The European Union (EU) has long promoted language learning and linguistic diversity across Europe, with the view to increase mutual understanding and provide access to other countries and cultures. Since 2002, the EU has supported the principle that every citizen should be offered the opportunity to learn at least two foreign languages from a very early age - the ‘mother tongue plus two’ objective. This is also reflected in the European key competence framework. Fifteen years on, it is necessary to question if these definitions and recommendations are still appropriate in the context of societal changes such as new migration, globalisation, economic and technological change.

  • Published: 2018-03-09
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission)
  • Subject: child of migrant, comparative education, education policy, foreign language, language teaching, mother tongue, multilingualism, new educational methods, use of languages
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  Languages in secondary education
  An overview of national tests in Europe – 2014/15

  Is there a long history of national testing in foreign languages at school level? What is the purpose of these tests? How many languages are involved, and which languages and skills are tested most often? These key questions are the focus of Eurydice’s new report on languages. The linguistic and...

  Is there a long history of national testing in foreign languages at school level? What is the purpose of these tests? How many languages are involved, and which languages and skills are tested most often? These key questions are the focus of Eurydice’s new report on languages. The linguistic and cultural diversity in Europe calls for the promotion of language learning at school level and beyond. This issue is important not just because it helps protect Europe’s cultural heritage, but because good language skills are a social and economic necessity if Europe is to become a living and concrete reality for its citizens. At European level, the learning of foreign languages at school is therefore recognised as crucially important and is strongly encouraged. The results of the first European Commission survey on language competences published in 2012 showed great variety in language proficiency across Europe, and pinpointed the need to sustain efforts in promoting and improving the teaching and learning of languages at school. It is therefore essential that national authorities in Europe continue their efforts to improve the teaching and learning of languages. Moreover, as stressed by the Council of the European Union in the Conclusions on multilingualism and the development of language competences in 2014, the assessment of language competences is a key factor in the effective teaching and learning of languages at school. In this context, the European Commission asked Eurydice to provide a Europe-wide comparative overview of the national tests for assessing the language competences of secondary school students. The Languages in Secondary Education: An Overview of National Tests in Europe – 2014/15 report covers the 28 EU Member States as well as Iceland, Liechtenstein, Norway, Turkey, Montenegro and Serbia. The reference year is 2014/15. This 'Eurydice Highlights' provides a snapshot of some of the main findings of this study.

  • Published: 2018-02-16
  • Corporate Author(s): Eurydice (Education, Audiovisual and Culture Executive Agency)
  • Subject: assessment, education policy, foreign language, language policy, language teaching, secondary education, use of languages
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  Migrants in European schools
  Learning and maintaining languages : executive summary

  Newly arrived migrant children often have complicated, multicountry trajectories behind them and may have acquired a rich and yet uneven pattern of linguistic skills in different languages. They are therefore often ideally placed to reflect on the relationship between languages and cultural cont...

  Newly arrived migrant children often have complicated, multicountry trajectories behind them and may have acquired a rich and yet uneven pattern of linguistic skills in different languages. They are therefore often ideally placed to reflect on the relationship between languages and cultural contexts, and to bring these assets to bear for the benefit of all learners. While multilingualism is a reality in European classrooms, multilingual education has not always kept apace, and the potential benefits are not fully realised.

  • Published: 2018-03-09
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission)
  • Subject: adjustment to school, child of migrant, comparative education, cultural pluralism, education policy, foreign language, integration of migrants, language teaching, mother tongue, multilingualism, school environment, use of languages
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  Migrants in European schools
  Learning and maintaining languages : thematic report from a programme of expert workshops and peer learning activities (2016-17)

  Supporting newly arrived migrant children to master the language of schooling alongside maintaining and further developing their personal linguistic repertoire is key for their successful reception and integration, as well as successful teaching. Unlike their native peers, newly arrived pupils o...

  Supporting newly arrived migrant children to master the language of schooling alongside maintaining and further developing their personal linguistic repertoire is key for their successful reception and integration, as well as successful teaching. Unlike their native peers, newly arrived pupils often have complicated, multi-country trajectories behind them and have accumulated varied levels of proficiency in multiple languages. This linguistic diversity is a rich and often unexploited source of social and cultural capital. At the same time, however, acquiring the language of schooling is not only key for education, but also for the labour market and wider society. This presents a conundrum as to how best to recognise social and linguistic difference as an asset within Europe’s schools, while helping migrant children to thrive and become active citizens by learning the language of schooling.

  • Published: 2018-03-09
  • Corporate Author(s): Directorate-General for Education, Youth, Sport and Culture (European Commission) ; ECORYS
  • Subject: adjustment to school, child of migrant, comparative education, cultural pluralism, education policy, foreign language, integration of migrants, language teaching, mother tongue, multilingualism, report, school environment, use of languages
• Case T-223/18: Action brought on 26 March 2018 — Casa Regina Apostolorum della Pia Società delle Figlie di San Paolo v Commission

  • Published: 2018-03-26
  • Corporate Author(s): General Court (Court of Justice of the European Union)
  • Subject: control of State aid, health care system, Italy, Latium, medical institution, State aid, transparency in decision-making, use of languages
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  Languages in secondary education
  An overview of national tests in Europe : 2014/15

  The main objective of this report is to provide a clear understanding of the current national testing regimes for languages in European countries. National tests are defined as standardised tests/examinations set by central/top level public authorities and carried out under their responsibility....

  The main objective of this report is to provide a clear understanding of the current national testing regimes for languages in European countries. National tests are defined as standardised tests/examinations set by central/top level public authorities and carried out under their responsibility. All languages are considered except the languages of instruction, regional languages and ancient languages. In most cases, the languages considered are regarded as foreign languages in national curricula. There is currently a widespread agreement in Europe on the importance of foreign language teaching at school level and beyond, and on the role of evaluation in improving foreign language teaching and learning. The rise of these issues on the European political agenda has prompted the launch of this Eurydice study.

  • Published: 2018-02-13
  • Corporate Author(s): Eurydice (Education, Audiovisual and Culture Executive Agency)
  • Subject: assessment, education policy, foreign language, language policy, language teaching, report, secondary education, use of languages