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The Role of Language Skills and Foreign Country Experiences in the Development of a European Identity

In: Sociológia - Slovak Sociological Review, vol. 36, no. 3
Daniel Fuss - Gema Garcia-Albacete - Miryam Rodríguez-Monter
Detaily:
Rok, strany: 2004, 273 - 292
Kľúčové slová:
Language skills; foreign contry experiences; education policy; value preferences
O článku:
The Role of Language Skills and Foreign Country Experiences in the Development of a European Identity. Starting from the idea of a ‘People’s Europe’ the paper examines language skills and foreign country experiences among young men and women from selected European cities. Data from the research project ‘Youth and European Identity’ show significant differences with regard to the average number of languages mastered and the frequency of stays abroad. The statistical findings indicate that the more languages an individual is able to speak, and the more foreign country experiences he or she has, the stronger is his or her identification with Europe. Hence, the analyses support a basic assumption of the European Union’s education policy: promoting a sense of European-ness by fostering foreign language learning and encouraging personal contacts beyond national borders. On the other hand, language skills and foreign country experiences are not independent of an individual’s value preferences. Rather, capabilities and experiences tend to go together with a general orientation towards values of ‘Openness to Change’.
The Role of Language Skills and Foreign Country Experiences in the Development of a European Identity. Starting from the idea of a ‘People’s Europe’ the paper examines language skills and foreign country experiences among young men and women from selected European cities. Data from the research project ‘Youth and European Identity’ show significant differences with regard to the average number of languages mastered and the frequency of stays abroad. The statistical findings indicate that the more languages an individual is able to speak, and the more foreign country experiences he or she has, the stronger is his or her identification with Europe. Hence, the analyses support a basic assumption of the European Union’s education policy: promoting a sense of European-ness by fostering foreign language learning and encouraging personal contacts beyond national borders. On the other hand, language skills and foreign country experiences are not independent of an individual’s value preferences. Rather, capabilities and experiences tend to go together with a general orientation towards values of ‘Openness to Change’.
Ako citovať:
ISO 690:
Fuss, D., Garcia-Albacete, G., Rodríguez-Monter, M. 2004. The Role of Language Skills and Foreign Country Experiences in the Development of a European Identity. In Sociológia - Slovak Sociological Review, vol. 36, no.3, pp. 273-292. 0049-1225.

APA:
Fuss, D., Garcia-Albacete, G., Rodríguez-Monter, M. (2004). The Role of Language Skills and Foreign Country Experiences in the Development of a European Identity. Sociológia - Slovak Sociological Review, 36(3), 273-292. 0049-1225.