English as a foreign language in the EU: Preliminary analysis of the difference in proficiency levels among the member states

European Journal of Language Policy (2010), 2, (1), 23–39.

DOI: https://doi.org/10.3828/ejlp.2010.4
Language: English
Pages: 17

Abstract

Recent research about languages in the EU has reported that English is the most widely known language besides the mother tongue in the EU member states, and it is also the most widely spoken language at country level in sixteen member states (CoEC 2005; 2006). Also, it has been acknowledged that the number of speakers of English as a foreign language (FL) among the member states is very varied (i.e., The Netherlands and Sweden over 80 per cent, and Italy and Spain under 30 per cent). This article presents a preliminary analysis to explain why these differences occur. Accordingly, we have established a factor taxonomy and identified different factors within four main categories: individual, linguistic, educational and societal. Although we cannot offer in-depth analysis because of extension restrictions and the interdisciplinary nature of the factors, we maintain that societal factors contribute highly to language learning success. In particular, social, historical, economic and demographical characteristics of a country, and its type of television broadcasting, may exert potential influence. This article also warns about the problematic side effects that language inequality may cause for the EU's consolidation process.

Les recherches récentes sur les langues dans l'UE confirment que l'anglais est la langue la plus connue, à côté de la langue maternelle dans les États-membres. Il est aussi la langue étrangère la plus utilisée dans seize de ces pays (CoEC 2005; 2006). On a reconnu que le nombre de locuteurs de l'anglais langue étrangère est très variable selon le pays (par ex : plus de 80 pour cent au Pays-Bas et en Suède, moins de 30 pour cent en Italie ou en Espagne). Cet article présente une analyse préliminaire pour expliquer comment ces différences existent. Nous avons donc adopté une taxonomie des facteurs, que nous avons groupés en quatre catégories principales : facteurs individuels, linguistiques, éducatifs et sociaux. Bien que l'analyse approfondie soit exclue dans le cadre d'un article court, nous postulons que les facteurs sociaux contribuent largement au succès dans l'apprentissage des langues. En particulier, les caractères sociaux, historiques, économiques et démographiques d'un pays, ainsi que son type d'émissions de télévision, peuvent exercer une influence potentielle. Cet article avertit aussi que les effets problématiques de l'inégalité linguistique peuvent nuire au processus d'intégration européenne.

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Rubio, Fernando

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Lirola, María Martínez

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European Journal of Language Policy