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A discussion of the role of national languages in an international context focuses on the situation of Europe, currently and in the foreseeable future, and particularly on the situation of multilingual Switzerland. The first section gives an overview of the status of national languages outside their own boundaries, especially in relation to spreading cultural diversity in Europe. Swiss research and policy recommendations concerning language in society and in education are outlined. The second section considers issues in national language teaching outside the nation's boundaries in light of Swiss policy recommendations for the media, education, and educational exchanges. The third section looks at language teaching in the context of current European and Swiss education. Commercialization of language teaching is also discussed briefly. Section four addresses the issues of the difficult but necessary articulation between countries, territories, and cultural identities, and discusses in greater detail the problems this poses for Switzerland, as a whole and in its linguistic regions. The final section predicts that this situation will create a period of disequilibrium in Switzerland, and outlines a plan for second language instruction in the nation's schools. Contains 11 references. (MSE)

It is argued that because of rapid demographic change at the end of the current century, characterized by growing population diversity, closed systems that cannot accommodate these changes will be hurt. Europe in general, and Switzerland in particular, must adjust perspectives and integrate cultural diversity into the social system as a new value. This suggests that society must work to create a Europe of shared spaces, acknowledged minorities, multiple languages, affirmed identities, and pluralistic citizenry. It also suggests that education must continue in the direction of multilingualism and treat the issue of migration as a new, multicultural paradigm. So far, it is argued, the schools are virtually alone in this quest, but the need is societal as well as educational. Linkages are drawn between this trend and the growing acknowledgement of the rights of the child. Text is entirely in French. (MSE)

A discussion of multilingualism in Switzerland begins with a description of the country's linguistic characteristics. Historical Swiss policy recognizing four official languages, one of which (Romansch) is spoken by very few people, is compared with the current situation in which internal and external migration and multilingualism are common. The minimal role of the schools in helping manage this situation is criticized, but increased efforts to improve education's role are noted, particularly in the areas of bilingual education and language immersion. Three educational models are described briefly. The first allows students to repeat their last year of compulsory schooling in another area of the country. The second model focuses on maintenance of Romansch. The third is two-way bilingual education. Based on current conditions and predicted trends, some possible directions for Switzerland are explored. (MSE)

The role of the French language in Flanders, a region of Belgium, is described. First, the region's characteristics are summarized, including its size, population, language distribution, economy, exports, and vacation migration patterns. Next, Belgium's overall linguistic situation, in which each of three regions has its own language, is outlined and attitudes toward the French language are considered. It is suggested that motivation for learning French in Flanders is more professional than social or cultural. However, fewer people are passing the standardized French examination, and French is ranked third in popularity as a second language, after English and German. French language instruction in Flemish elementary, secondary, and postsecondary education is described briefly, and the language's current status in Flemish society as a whole is sketched. It is concluded that while French language instruction is not inferior to that of other major languages, the motivation to learn it appears to have declined in favor of English, which does not carry the same historical or cultural connotations. It is proposed that if the language's role is to improve, it must be stimulated, particularly through international cooperative programs. (MSE)

The linguistic situation in Nigeria might be represented as a pyramid with a base composed of 400-500 native languages of which about 100 have been alphabetized. Of these, 51 with more than 100,000 speakers each, are considered regional languages; ten, with more than 1 million speakers each, are considered inter-regional languages; and three having more than 10 million speakers each are national languages. Besides these, there are three languages with special sociolinguistic functions: Pidgin, the contact language; English, the official administrative and educational language; and Arabic, the language used for religious purposes by a large segment of the population. This situation is the context for the discussion of the following: (1) education in general; (2) Nigerian languages and education; (3) the position of English, Pidgin, Arabic, and French with regard to education; and (4) the standardization of Nigerian languages and education. It is concluded that a uniform and centralized policy could not be applied to the entire country, but that each state, and even each ethnic group, would have to find a workable formula adapted to local, regional, and national needs. A solution might be to use the native language of the children involved for elementary education. This would be followed by education in either a second Nigerian language or in English, depending on the part of the country. (AMH)

A study is reported of the language behavior of trilingual 9-to-12-year-old native Italian speakers in Montreal, some of whom were studying Italian on Saturdays and some of whom were not. The study focused on their available vocabulary in the three languages (Italian, French, and English) and on their language productivity during their various activities. A comparison was made between this group and monolinguals and bilinguals. The report outlines the sociohistory of the Montreal Italian community, characteristics of the Italian spoken in Montreal, a description of the study, and quantitative and qualitative analyses of the data. The findings are presented and examined in the context of the importance of the home language, the comparable vocabulary of persons in France and Acadia, and the "balance effect theory" of language and the "principle of languages for communication." It is concluded that the conscious study of the home language does not slow the intellectual development of the adolescent; rather, it appears to correlate positively and strongly with academic achievement. (MSE)

Presented in Inuttitut, French, and English, this report summarizes research initiated by the Kativik School Board, which oversees education in Nunavik (northern Quebec). Four studies examined the current status of Inuttitut in Nunavik, the intellectual ability of Inuit students, and the effects of bilingual education on Inuit students' self-esteem and language proficiency. Community surveys showed that Inuttitut (also called Inuktitut or Inupiaq) was the strongest language for Inuit people. However, English was the dominant language, serving as a lingua franca for anglophones, francophones, and Inuit, and Inuttitut was showing signs of language shift with diminishing fluency in younger speakers. Inuit respondents strongly supported the school's role in protecting and propagating Inuttitut. In a second study, K-2 Inuit students had higher scores than U.S. and Canadian samples on the Raven Progressive Matrices, confirming the intellectual potential of Inuit students. Two other studies compared Inuit students enrolled in Inuttitut, English, or French immersion programs in grades K-2. The Inuttitut conversational skills of all children developed somewhat over the 3 years, but only the children in the Inuttitut immersion program showed strong gains in Inuttitut academic language proficiency. Self-esteem increased during the kindergarten year for children in the Inuttitut program, but not those in second-language programs. Also, children in the Inuttitut program had a more positive view of Inuit children as a group. (Contains 46 references.) (SV)

Discusses the case of bilingualism in Morocco, a territory where a large variety of languages intersect, including French, Arabic, and Tamazight. The contact of cultures articulated through these languages allows Morocco to assign value to bilingualism that is not perceived as rivalry but as complementing the development of modern cosmopolitan Moroccan society. (Author/JL)

Examines the cultural effects of globalization, a trend that threatens the eradication of some cultures and gives rise to skewed ethnic consciousness and narrow linguistic protectionism. National governments must promote pluralism. Learning a specialty language advances this cause and can provide a lively experience if the teacher adopts flexible methods of instruction. (23 references) (Author/CK)

An interview with Umberto Eco, novelist and linguist, addresses issues in international communication of the future, and particularly the role of Esperanto in a rapidly changing, culturally diverse world society. Topics discussed include translation, native language and multilingualism, and politics of language. (MSE)

Focuses on the approximation of French instructional standards to the concrete needs of the Black African lands in which French is spoken, with consideration given to the linguistic or multilinguistic situation of each country. The article points out that, to date, the French language has been taught in Africa in accordance with French standards that are foreign to the African land concerned. (Author/CK)

This is the report of a 1983 conference convened by an ad hoc group of Canadian educators who wished to reexamine the Federal Policy on Multiculturalism (promulgated in 1971) in light of present and future educational needs. The report is in both French and English. Chapter I describes multiculturalism as a part of mainstream Canada, rather than as a representation of two separate aspects of Canadian life. Chapter II addresses the challenge of educating Canadians in schools, colleges, and universities; and Chapter III considers the task of educating Canadians outside of the classroom. Chapter IV is a discussion of steps required to combat covert prejudice and discrimination in the courts and legal system. Finally, Chapter V calls for a greater commitment to multiculturalism throughout the Canadian government and society. (CJM)

This booklet, written in both English and French, reports on the activities of the Canadian Consultative Council on Multiculturalism since its formation in 1973. Chapters are presented on the retention of language and culture, overcoming inequalities, community cultural centers and multicultural centers, ethnic press and mass media, the arts, immigrants, youth, and governmental administration. Included in each chapter are recommendations to effect positive changes in the areas the council has focused upon. A summary of recommendations and list of council members are appended. (MK)

This booklet introduces Canada's Multiculturalism Act which provides for a new government-wide commitment to the principles and policy objectives of multiculturalism. As an essential component of the Canadian identity, multiculturalism has been fundamental to nation building and has allowed Canadians to enjoy the benefits of life in a culturally and racially diverse society. The history of immigration to Canada is reviewed in words and photographs. The aboriginal peoples of the nation are recognized. Canada's involvement with human rights, cultural equity, and bilingualism are traced. Suggestions are given for carrying out the principles and policies of the new Multiculturalism Act in public and private sectors of Canadian endeavors. The text is provided in English and in French. (VM)

A review of the situation of modern language teaching in western Europe (Belgium, Denmark, Ireland, France, Italy, Luxembourg, the Netherlands, West Germany, and the United Kingdom) looks at the demography and multilingualism of the region, the organization of school systems in those countries, and the status of school-based modern language instruction at each educational level. The concept and the realities of international cooperative planning for language instruction are discussed, and the international roles of English, French, and Esperanto are explored. Issues such as the role of language in international understanding and the concepts of language utility and difficulty are also addressed. Finally, the responsibilities of the individual governments with regard to languages and access to language instruction are examined, as well as the tasks faced by the European Community as a whole. (MSE)

The role of the French language in the European Community, whose membership increasingly includes countries where French is not prominent, is examined. The distinction between official language and the lingua franca of work is noted, and strategies for ensuring the future of French in a multilingual global community are considered. (MSE)