Local view for "http://purl.org/linkedpolitics/eu/plenary/2005-10-12-Speech-3-214"

Predicate	Value (sorted: default)
rdf:type	lpv_eu:Speech2
dcterms:Date	"2005-10-12"^^xsd:date2
dcterms:Is Part Of	lp_eu:Immigrant communities' integration in Europe2
dcterms:Language	"de"^^xsd:language2
lpv:document identification number	"en.20051012.19.3-214"2
lpv:hasSubsequent	lp_eu:2005-10-12-Speech-3-2152
lpv:speaker	lp:Doris Pack2
lpv:spokenAs	member; CULT (2004-07-21--2007-01-14)3 member_of_the_bureau; EPP-ED (2004-08-31--2009-07-13)3 chair; Delegation for relations with the countries of south-east Europe (2004-09-21--2007-03-13)3 substitute; AFET (2004-07-21--2007-01-14)3 member; Conference of Delegation Chairs (2004-09-22--2009-07-13)3 member; FEMM (2004-07-21--2007-01-14)3 unknown; Christlich Demokratische Union Deutschlands (2004-07-20--2009-07-13)3 substitute; Delegation to the EU-Croatia Joint Parliamentary Committee (2004-09-15--2009-07-13)3
lpv:translated text	". Mr President, Commissioner, Mr Portas deserves a great deal of gratitude for his report, which addresses the vitally important subject of the integration of immigrants, a process accomplished particularly and primarily through language. Schools and language acquisition have an important part to play in successful integration, and it is, in this respect, important to recall the role played by schools and language-learning in the lives of people generally, and in the lives of children in particular. They have a significant effect on a person’s intellectual development, on their development of an understanding of themselves and others, and on their success in becoming members of the community. This applies particularly in the case of people of immigrant background, who have, so to speak, a dual social and cultural identity – that of their country of origin and mother tongue, and the culture and language – or languages, in the case of Belgium – of the new home to which they have come. Mr Portas’s report has struck a happy medium in that, on the one hand, it stresses the right of every person and every child to general education, which of course has to include the learning of the host country’s language. On the other hand, though, it also emphasises these children’s right to learn their own mother tongue, and in doing so it is in line with the Charter of Fundamental Rights, which stipulates both the right to education and training and the right to one’s own cultural, religious and linguistic identity. We must promote the various educational methods that guarantee language acquisition, and the Commissioner did indeed make reference to some of the things that have already, and laudably, been done. The EU can make this possible. It can deploy political and administrative resources and funding to foster such things as the evaluation of experience derived from language teaching, the exchange of experience and the formation of networks for schools in which the use of multilingualism as an aid to integration is a matter of day-to-day practice. With those things in mind and also in my capacity as rapporteur for lifelong learning – to which reference has been made over and over again today – I give the report my backing. I, too, regard school education and language acquisition as my political priorities – and they are, indeed, given priority by the Comenius programme in particular. Our shared objective must be to overcome barriers and to foster the gaining of experience in the learning of languages."@en1

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