Overview of the Situation
Recently, a survey elucidated the current situation in Europe in what concerns the possibilities of language learning associated to cultural heritage preservation for the languages in consideration – Spanish, French, Italian, Greek and Slovene – as well as English1. Beside rare exceptions, dealing with programmes operational only under definite restricted settings2, interested professionals and students have in fact only two possibilities:
• To use a combination of non-specific learning resources related to art history, tourism matters, chemistry, physics etc. The selection would in this case solely answer urgent needs of comprehension or communication without implementing a well-structured way of proceeding, as asked for by the Common European Framework of Reference for Languages3.
• To organise with an appropriate teacher one-to-one initiatives arranged in situ for individual needs. In this frame, the largely accessible on-line material on culture/tourism or natural sciences would play a merely auxiliary role in the overall structure of the course, since it does not follow the didactic concept of teaching languages for cultural heritage preservation.
Under these circumstances, developing language courses on cultural heritage preservation issues appears to be an urgent priority in the area. In order to decide on the type of contents to be chosen and the methodology to be used, an analysis of the pertinent European labour market was carried out, in relation to linguistic needs in cultural heritage preservation environments.
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