Language Centres in CercleS in a ‘Glocal’ European Perspective: A Critical Review of their Materials, Methodologies and Manpower

It is part of their modus vivendi that University Language Centres across Europe “work locally” and “think globally”. Likewise, by their very nature, it stands to reason that they must be classified as multilingual in their language policies both within and outside their strictly institutional environment. This also entails the desire to put the dominance of the English tongue in its place, accepting where it may be relevant, but more importantly where it may not. It is evident from their never failing enthusiasm to take part in European projects concerning all aspects of language teaching and learning, that Language Centres from different countries willingly join together to share and develop their expertise in all kinds of language matters and at all levels of competence. Such is the case for example with the Explics task based project, which involved CercleS members as materials creators, and also with other European funded projects (Lingu@net, Language Rich Europe, LETPP) where the role of CercleS was and still is to disseminate results. Moreover, in addition to undertaking dissemination tasks, CercleS is also in a position to take on a consultancy role concerning key issues in foreign language education in Europe, as attested by its memorandum of co-operation with the European Council of Modern Languages. What I consider to be crucial in my mission as a representative of CercleS is to take stock of the wealth of activities of its member associations and institutions that work glocally with a view to promoting an even more extensive global network whereby quality-assured language products (e.g. purpose-built on- and off-line courses, systems of evaluation and accreditation, alternative learning pathways, and so on) are recognized, disseminated and deployed. Thus, for example, language testing modalities developed and practised in the home countries, (Unicert, Aiclucert) Acles Model for Accreditation) will serve not simply as instances of best practice but may be welcomely implemented elsewhere. This paper will not only provide a critical overview of some prominent language research, teaching, materials creation, language policy implementation and so forth, carried out in Language Centres throughout Europe. It also intends to stimulate discussion on potential areas in which members of the various national associations can be encouraged to join forces globally. This can be accomplished in a virtual context, by putting to use new readily available forms of social networking, as well as via more traditional forms, such as the CercleS journal, Language Learning in Higher Education, which welcomes submissions that report on empirical or experimental research with clear and explicit pedagogical implications, as well as those concerned with a practical dimension of language learning/teaching reflecting research-based principles. Physical distance is no longer a problem and, even if economic resources may remain so, I feel that close global collaboration will greatly contribute to the dissemination of local knowledge and expertise, to the mutual/global benefit of all the parties involve