Students’ representations of languages in a ten-year time gap: are there any differences?

Abstract

From a didactic perspective of Plurilingualism it is important to develop students’ knowledge about languages, reconstruct their representations and promote contacts with other languages, thus contributing to citizens more willing to intercultural encounters and dialogue, especially in today’s multicultural world. The present work aimed at identifying the knowledge, representations and practices of 9th grade Portuguese students towards languages through the comparison of two studies, with data collected in 2000/01 and 2010/2011, published in Simões (2006) and Senos (2011). Data was obtained on a ten-year time gap, as we question ourselves how well the Portuguese school system is following the EU agenda, which puts forth that citizens should know at least two more languages, besides their native one.

Thus, we undertook a quantitative methodology (Survey), statistically analysed the results (SPSS), and used content analysis in open answers. Our data revealed that not many changes have occurred: students have little knowledge about the World of Languages, possess crystallized and curricular rooted representations towards languages, and reveal few real and ambitioned contacts with languages beyond those that are part of the school curriculum. These may be strong indicators of the changes that need to occur in terms of Portugal’s language policies. The results indicate the need for schools to rethink Language Education, adopting the critical role languages play in the education of more active and participative citizens. We also consider the school must reinvent the way languages are seen, creating enriching encounters with them, thus understanding language education within a holistic framework.