GáÂbor HushÂeÂgyi: Multi-Lingual EduÂcaÂtion and the BologÂnese Process
The UnitÂed EuroÂpean Higher-Education Area and LockÂing up to the NationÂal LanÂguage – the AlterÂnaÂtives of Multi-Lingual (highÂer)-eÂdÂuÂcaÂtion in SloÂvaÂkia
The unitÂed EuroÂpean highÂer-eÂdÂuÂcaÂtion area instiÂtutes the co-ÂopÂerÂaÂtion of uniÂverÂsiÂties, collÂeges of the conÂtiÂnenÂt. The opporÂtuÂniÂties given by the Bologne process are recentÂly hinÂdered not only by adminÂisÂtraÂtive and nationÂal legal obstaÂcles, but also by the lack of forÂeign lanÂguage, and/or techÂniÂcal terÂmiÂnolÂoÂgy of stuÂdents and uniÂverÂsiÂty teachÂerÂs. Those presÂent SloÂvakÂs, who benÂeÂfit from this new sysÂtem are mainÂly the forÂmer stuÂdents of bilinÂgual or forÂeign lanÂguage secÂondÂary schoolÂs, who durÂing their uniÂverÂsiÂty studÂies, after learnÂing techÂniÂcal terÂmiÂnolÂoÂgy comÂpeÂtenÂcy, are sucÂcessÂful in meetÂing the comÂpeÂtiÂtion requireÂments of interÂnaÂtionÂal stuÂdent mobilÂiÂties. Their classÂmates and teÂam memÂbers strugÂgle with forÂeign lanÂguage comÂpeÂtenÂcies in order to pass the lanÂguage exam sucÂcessÂfulÂly that is essenÂtial for the dipÂloÂma. It is eviÂdent that uniÂverÂsiÂty stuÂdents parÂticÂiÂpatÂed in stanÂdard high-Âschool eduÂcaÂtion, could take advanÂtage of the opporÂtuÂniÂties given by the bologÂnese process in a lower numÂber, equalÂiÂty of chances can be guarÂanÂteed only by enabling mulÂti-ÂlanÂguage eduÂcaÂtion. From this point of view it is worth to apply EuroÂpean-school proÂject, that is the mulÂti-ÂlanÂguage eduÂcaÂtionÂal instiÂtuÂtion of chilÂdren of diploÂmats workÂing in the counÂtries of the EU, to think about the posÂsiÂbilÂiÂties of realÂisÂing this in CenÂtral Europe and SloÂvaÂkiÂa, as well. At the same time, it is inevitable to think about the conÂflict of pubÂlic teachÂing in mothÂer lanÂguage and mulÂti- and/or forÂeign lanÂguage that is conÂsidÂered to be irrecÂonÂcilÂable, and about the conÂseÂquences of lockÂing up to the nationÂal teachÂing lanÂguage. In order to this we outÂline the forÂmer six decades of forÂeign lanÂguage teachÂing in (Czecho)slovakia, the changes after the sysÂtem changes in SloÂvaÂkiÂa, the new expecÂtaÂtion defined in the field of mulÂti- and forÂeign lanÂguage teachÂing, and the difÂferÂent forms of realÂiÂsaÂtion, as well. This way, we have come to the issue of the EuroÂpean-school, and/or to the realÂiÂsaÂtion of this mulÂti-ÂÂculÂturÂal eduÂcaÂtion conÂcepÂtion at home, that is not hopeÂless and is not an iniÂtiaÂtive withÂout comÂpeÂtiÂtion.