Country context
Switzerland is a parliamentary confederation. It comprises 26 cantons and, as of 2010, it numbered 7.9 million inhabitants.
As federated states with their own constitutions, the cantons are endowed with a great deal of autonomy. In particular, the educational system under discussion here is cantonally organised; as a consequence, the school systems often differ considerably between cantons. At present, efforts to harmonise the systems are in progress (as stipulated by both a constitutional article from 2006 and by an agreement to harmonise compulsory school, see below).
In Switzerland, four languages have traditionally been spoken in relatively homogeneous territories: German, French, Italian and Rhaeto-Romanic. The first three languages have been national languages since the foundation of the Confederation in 1848; the latter since 1938. A Law on Languages, in effect since 2010, regulates the use and promotion of languages and enhances the status of Rhaeto-Romanic as one of the official languages. The status of the Alemannic dialects – the first language of the majority of Swiss – has not yet been clarified. While UNESCO has placed the Swiss German dialects amongst the world's vulnerable languages, educational institutions tend to restrict their use. The Italian dialects in Ticino are increasingly being replaced by standard Italian, and the Franco-Provençal varieties spoken in Western Switzerland have become moribund.
Each canton is responsible for defining its official language. Of the 26 cantons, 17 have designated German as the official language, four French and one Italian. Three cantons are officially bilingual (French, German), and one canton is trilingual (German, Rhaeto-Romanic, Italian). In addition, there are several officially bilingual municipalities at the German-French language border.
The trilingual canton of Graubünden represents a linguistically unique situation. The minority language Rhaeto-Romanic has been losing ground for centuries; the lingua franca German increasingly threatens the richness and vitality of Switzerland's fourth language. In the attempt to secure a Rhaeto-Romanic-speaking territory, Graubünden has issued a new cantonal language law with new provisions. Now, a municipality is considered monolingual if 40% of its population speaks Rhaeto-Romanic, and multilingual if 20% do. Furthermore, in Rhaeto-Romanic areas, the local dialect is the exclusive language spoken at nurseries and in the first years of primary school.
According to the national census in the year 2000, 63.7% of the population spoke German as their main language, 20.4% French, 6.5% Italian, 0.5% Rhaeto-Romanic and 9% a non-official language.
Approximately 30% of the population has an immigrant background; meaning they themselves or their parents immigrated to Switzerland. Roughly one third of these are naturalised Swiss citizens. The most widely represented languages in order of frequency are: German, French, Italian, Bosnian-Croatian-Serbian, Albanian, Portuguese, Spanish, English, Turkish and Tamil (source: 2000 census).
Languages in official documents and databases
All four national languages (i.e. French, German, Italian and Rhaeto-Romanic), foreign languages, and immigrant languages are dealt with in language legislation and/or language policy documents. The learning and teaching of the national languages abroad for children and/or adults originating from Switzerland is (co)funded in more than 20 countries in Europe and abroad. The European Charter for Regional or Minority Languages has been signed by government and ratified by parliament in Switzerland. The following languages are recognised in the Charter: Italian and Rhaeto-Romanic at the federal level, French in the canton of Bern, German in Bosco-Gurin, Ederswiler, and the cantons of Fribourg and Valais, and Yiddish, Yenish, and Walser. There is official provision in nation- or region-wide education, supported by the Charter, for Rhaeto-Romanic and Italian.
Since 2010, official nation-wide data collection mechanisms on language diversity in Switzerland exist in terms of yearly updated register data (STATPOP). In these data collection mechanisms, national, R/M and immigrant language varieties are addressed based on three different language questions, i.e., (1) ‘what is your main language, i.e. the language you think in and know best?’, (2) ‘what language(s) do you habitually speak at home, with your family?’, and (3) ‘what language(s) do you habitually speak at work/ at your educational establishment?’.
Up to the year 2000, Switzerland carried out a census to collect data on all residents. As of 2010, only random sampling will be done, which excludes statements on the level of the individual municipalities and which is particularly problematic for assessing the vitality of Rhaeto-Romanic.
Languages in pre-primary education
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
Additional NL
National Languages
|
||||
---|---|---|---|---|---|---|---|---|
Target groups
|
none | none | 2 | 2 | ||||
Duration
|
none | none | 2 | 3 | ||||
Minimum group size requirements
|
none | none | 3 | 3 | ||||
Days per week
|
none | none | 1 | 2 | ||||
Pre-service teacher training
|
none | none | 2 | 3 | ||||
In-service teacher training
|
none | none | 3 | 1 | ||||
State funding available
|
none | none | 2 | 3 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
Additional NL
National Languages
|
||||
---|---|---|---|---|---|---|---|---|
Target groups
|
none | none | none | 3 | ||||
Duration
|
none | none | none | 3 | ||||
Minimum group size requirements
|
none | none | none | 3 | ||||
Days per week
|
none | none | none | 2 | ||||
Pre-service teacher training
|
none | none | none | 3 | ||||
In-service teacher training
|
none | none | none | 3 | ||||
State funding available
|
none | none | none | 3 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
Additional NL
National Languages
|
||||
---|---|---|---|---|---|---|---|---|
Target groups
|
none | none | none | none | ||||
Duration
|
none | none | none | none | ||||
Minimum group size requirements
|
none | none | none | none | ||||
Days per week
|
none | none | none | none | ||||
Pre-service teacher training
|
none | none | none | none | ||||
In-service teacher training
|
none | none | none | none | ||||
State funding available
|
none | none | none | none |
Languages offered in pre-primary education
Other National Languages |
- | |
---|---|---|
Foreign Languages |
- | |
Immigrant Languages |
In Zurich: Albanian, Arabic, Bosnian, Chinese, Croatian, Finnish, French, Greek, Hungarian, Italian, Korean, Portuguese, Portuguese (Brazil), Russian, Slovenian, Spanish (Latin America), Turkish In Geneva: Albanian, Arabic, Italian, Portuguese, Spanish, and Turkish |
In its promotion of language skills in pre-primary education, the authorities focus clearly on a given region's official language. In current educational policy, children generally attend nursery for two years and, as a rule, language integration takes place through immersion. In nurseries with a high percentage of children who speak a foreign language, lesson sequences in small groups and with special, language-learning modules are offered.
In the coming years, the specific measures promoting integration should increasingly support projects which provide early (i.e. preschool) intervention to help children with an immigration background learn the local language.
Languages in primary education
Zurich
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | 2 | |||
Languages used as a medium of instruction (CLIL)
|
1 | 1 | 2 | |||
Target groups
|
3 | 3 | 2 | |||
Start of language education
|
2 | 3 | 3 | |||
Scheduling
|
3 | 3 | 2 | |||
Minimum group size requirements
|
3 | 3 | 3 | |||
Monitoring of language skills
|
3 | 3 | 2 | |||
Level to be achieved
|
3 | 3 | 1 | |||
State funding available
|
3 | 3 | 2 | |||
|
NL
National Languages
|
|||||
Curriculum
|
3 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
2 | |||||
Monitoring of language skills
|
2 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
2 | 2 | 2 |
Pre-service teacher training
|
2 | 3 | 2 |
In-service teacher training
|
1 | 1 | 3 |
Mobility
|
0 | 3 | 0 |
|
NL
National Languages
|
Teacher qualifications
|
2 |
Pre-service teacher training
|
3 |
In-service teacher training
|
1 |
Geneva
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | none | |||
Languages used as a medium of instruction (CLIL)
|
1 | 1 | none | |||
Target groups
|
3 | 3 | none | |||
Start of language education
|
3 | 3 | none | |||
Scheduling
|
3 | 3 | none | |||
Minimum group size requirements
|
3 | 3 | none | |||
Monitoring of language skills
|
2 | 2 | none | |||
Level to be achieved
|
3 | 2 | none | |||
State funding available
|
3 | 3 | none | |||
|
NL
National Languages
|
|||||
Curriculum
|
3 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
1 | |||||
Monitoring of language skills
|
3 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
2 | 2 | none |
Pre-service teacher training
|
3 | 3 | none |
In-service teacher training
|
3 | 3 | none |
Mobility
|
none | none | 0 |
|
NL
National Languages
|
Teacher qualifications
|
3 |
Pre-service teacher training
|
3 |
In-service teacher training
|
3 |
Ticino
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | none | |||
Languages used as a medium of instruction (CLIL)
|
1 | 1 | none | |||
Target groups
|
3 | 3 | none | |||
Start of language education
|
2 | 2 | none | |||
Scheduling
|
3 | 3 | none | |||
Minimum group size requirements
|
3 | 3 | none | |||
Monitoring of language skills
|
2 | 2 | none | |||
Level to be achieved
|
2 | 2 | none | |||
State funding available
|
3 | 3 | none | |||
|
NL
National Languages
|
|||||
Curriculum
|
2 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
2 | |||||
Monitoring of language skills
|
1 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
2 | 2 | none |
Pre-service teacher training
|
2 | 2 | none |
In-service teacher training
|
1 | 1 | none |
Mobility
|
0 | 3 | 0 |
|
NL
National Languages
|
Teacher qualifications
|
2 |
Pre-service teacher training
|
2 |
In-service teacher training
|
1 |
Languages offered in primary education
Other National Languages |
German, French, Italian |
---|
Foreign Languages |
in the Zürich Canton: English and French compulsory in the Geneva canton: English and German compulsory in the Ticino canton: French compulsory |
Immigrant Languages |
In Zurich: Albanian, Arabic, Bosnian, Bulgarian, Chinese, Croatian, Finnish, French, Greek, Hungarian, Italian, Korean, Kurdish, Portuguese, Russian, Serbian, Slovenian, Spanish, Swedish, Turkish In Geneva: Albanian, Arabic, Italian, Portuguese, Spanish, and Turkish |
In Switzerland, compulsory schooling lasts nine years. After the seventh year, the majority of cantons have two or three different categories based on academic ability. Students generally enter higher secondary school (gymnasium) after the eighth or ninth class.
Teaching a second national language is a traditional part of compulsory school. The past few years, however, have seen language teaching undergo major reforms: An agreement (HarmoS) between a majority of the cantons has been drawn up with the aim of harmonising both the sequence of subjects taught and the educational goals. The concrete changes to language teaching are as follows: alongside a second official language for all students, English must be taught. In addition, the first foreign language must have been introduced by the third class at the latest, the second foreign language by the fifth class (Ticino: by the seventh class). In future, German will be the first foreign language taught in French-speaking Switzerland and in areas of Graubünden where Rhaeto-Romanic or Italian are the regional languages; French will be the first foreign language in Italian-speaking Ticino and in many German-speaking cantons in western Switzerland. In the German-speaking territories of Graubünden, Italian will be the first foreign language, while a majority of the German-speaking cantons in central and eastern Switzerland will introduce English as the first foreign language. The fact that a part of German-speaking Switzerland has chosen English over the national language French has given rise to a great deal of criticism.
The stated aim of HarmoS is that students achieve comparable language skills in both foreign languages during their compulsory schooling. Educational standards for all languages taught are currently being drafted.
As a general rule, the promotion and cultivation of the first language of children with immigration backgrounds lies in the responsibility of the nations concerned and private organisations are also at times involved. The Conference of Cantonal Ministers of Education recommends that the cantons support Heritage Language and Culture courses. In most cantons, school infrastructure (classrooms, etc.) are provided for these courses, and some German-speaking cantons accredit them provided they adhere to a prescribed framework curriculum. In these cantons, there are various forms of cooperation between regular and heritage language teachers, as well as integrated instruction.
Languages in secondary education
Zurich
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | 2 | |||
Languages used as a medium of instruction (CLIL)
|
2 | 2 | 2 | |||
Target groups
|
3 | 3 | 2 | |||
Scheduling
|
3 | 3 | 2 | |||
Minimum group size requirements
|
3 | 3 | 3 | |||
Monitoring of language skills
|
3 | 3 | 2 | |||
Level to be achieved
|
3 | 3 | 3 | |||
State funding available
|
3 | 3 | 2 | |||
|
NL
National Languages
|
|||||
Curriculum
|
3 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
1 | |||||
Monitoring of language skills
|
2 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
3 | 3 | 2 |
Pre-service teacher training
|
3 | 3 | 2 |
In-service teacher training
|
1 | 3 | 3 |
Mobility
|
0 | 2 | 0 |
Language level required
|
0 | 3 | 0 |
|
NL
National Languages
|
Teacher qualifications
|
3 |
Pre-service teacher training
|
3 |
In-service teacher training
|
1 |
Language level required for non-native speakers
|
3 |
Geneva
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | 2 | |||
Languages used as a medium of instruction (CLIL)
|
2 | 2 | 3 | |||
Target groups
|
3 | 3 | 2 | |||
Scheduling
|
3 | 3 | 1 | |||
Minimum group size requirements
|
3 | 3 | 3 | |||
Monitoring of language skills
|
3 | 3 | 2 | |||
Level to be achieved
|
3 | 3 | 1 | |||
State funding available
|
3 | 3 | 2 | |||
|
NL
National Languages
|
|||||
Curriculum
|
3 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
1 | |||||
Monitoring of language skills
|
3 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
3 | 3 | 3 |
Pre-service teacher training
|
3 | 3 | 2 |
In-service teacher training
|
3 | 3 | 2 |
Mobility
|
0 | 2 | 0 |
Language level required
|
0 | 2 | 0 |
|
NL
National Languages
|
Teacher qualifications
|
3 |
Pre-service teacher training
|
3 |
In-service teacher training
|
3 |
Language level required for non-native speakers
|
2 |
Ticino
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
|||
---|---|---|---|---|---|---|
Curriculum
|
3 | 3 | 1 | |||
Languages used as a medium of instruction (CLIL)
|
2 | 2 | 1 | |||
Target groups
|
3 | 3 | 2 | |||
Scheduling
|
3 | 3 | 1 | |||
Minimum group size requirements
|
3 | 3 | 1 | |||
Monitoring of language skills
|
2 | 2 | 1 | |||
Level to be achieved
|
2 | 2 | 1 | |||
State funding available
|
3 | 3 | 1 | |||
|
NL
National Languages
|
|||||
Curriculum
|
3 | |||||
Extra support for newcomers
|
3 | |||||
Diagnostic testing on entry
|
1 | |||||
Monitoring of language skills
|
2 |
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
---|---|
Teacher qualifications
|
3 | 3 | none |
Pre-service teacher training
|
3 | 3 | none |
In-service teacher training
|
1 | 1 | none |
Mobility
|
0 | 2 | 0 |
Language level required
|
0 | 2 | 0 |
|
NL
National Languages
|
Teacher qualifications
|
3 |
Pre-service teacher training
|
3 |
In-service teacher training
|
1 |
Language level required for non-native speakers
|
3 |
Languages offered in secondary education
Other National Languages |
German, French, Italian |
---|
Foreign Languages |
English, Greek, Latin, Spanish: 1-2 of these languages is/are compulsory |
Immigrant Languages |
In Zurich:Albanian, Bosnian, Chinese, Croatian, Croatian, Finnish, French, Greek, Hungarian, Italian, Korean, Kurdish,, Portuguese, Russian, Serbian, Slovene, Spanish, Swedish, Turkish In Geneva: Albanian, Arabic, Italian, Portuguese, Spanish, and Turkish |
The teaching of national and foreign languages and the promotion of plurilingualism continues to be a major preoccupation of the cantonal and federal authorities in secondary education. As a rule, two foreign languages (generally another national language and English) are compulsory for all pupils until the end of higher secondary education. At the end of upper secondary school, pupils are expected to have attained level B2 according to the Council of Europe’s Common European Framework of Reference for Languages.
Many higher secondary schools offer bilingual curricula. The predominant language combination is the regional official language and English, especially in German-speaking Switzerland.
For pupils with an immigration background there is also the possibility of extracurricular courses in immigrant languages organised by these language communities but often supported by local school authorities.
Languages in further and higher education
|
Institution A | Institution B | Institution C | |||||||
---|---|---|---|---|---|---|---|---|---|---|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
Other NL
National Languages
|
FL
Foreign Languages
|
IL
Immigrant Languages
|
||
Range of language support programmes
|
3 | 3 | 3 | 3 | none | 3 | 3 | none | ||
Curriculum
|
3 | 3 | none | 3 | 3 | none | 3 | 3 | none | |
Level to be achieved
|
0 | 2 | 0 | 0 | 3 | 0 | 0 | 3 | 0 | |
State funding available
|
2 | 2 | none | 3 | 3 | none | 3 | 3 | none | |
Additional NL
National Languages
|
Additional NL
National Languages
|
Additional NL
National Languages
|
||||||||
Range of language support programmes
|
2 | none | 3 | |||||||
Target groups
|
2 | none | 3 | |||||||
Curriculum
|
2 | none | 3 | |||||||
Job related skills
|
3 | none | 3 | |||||||
General upskilling
|
1 | none | 3 | |||||||
State funding available
|
3 | none | 3 | |||||||
Internships in companies
|
3 | none | 3 | |||||||
Use of EU instruments
|
1 | none | 3 |
Languages offered across 3 VET institutions in Switzerland
Other National Languages |
French, German, Italian |
---|
Foreign Languages |
English, Spanish |
Immigrant Languages |
- |
|
Institution A |
Institution B |
Institution C |
---|---|
Language(s) of instruction
|
3 | 3 | 3 |
Languages on website
|
3 | 3 | 3 |
Target groups for additional support in the national language
|
3 | 3 | 2 |
Level to be achieved in foreign language instruction
|
3 | 1 | 3 |
Recruitment of non-national students
|
3 | 3 | 2 |
Mobility for language students
|
2 | 2 | 2 |
Mobility for non-language students
|
2 | 2 | 2 |
Languages offered across 3 higher education institutions in Switzerland
English, German, French, Italian, Spanish, Greek, Latin, Russian, Arabic, Chinese, Swedish, Japanese, Ancient Greek, Polish |
---|
Switzerland has a comparatively low percentage of students who acquire a university entry qualification. This is because a great deal of value is placed on high-quality vocational training. In vocational programmes, apprentices work in a company or trade while attending a so-called vocational school one or two days per week, with a very diverse degree of focus on the promotion of the regional official language or of foreign languages. Within commercial training programmes, for example, language is given a prominent role (a second official language plus English are compulsory), whereas in professions requiring primarily manual labour, foreign languages are only very perfunctorily treated, if at all. Therefore, it is impossible to make general statements on the treatment of foreign languages in vocational education.
Languages in audiovisual media and press
|
Zurich |
Geneva |
Lugano |
---|---|
Number of languages on radio
|
3 | 3 | 3 |
Number of languages on television
|
2 | 3 | 2 |
Non-national language TV productions
|
1 | 1 | 1 |
Non-national language films in cinema
|
4 | 4 | 4 |
R/M language programmes outside of region
|
4 | 4 | 4 |
Availability of sign language on TV
|
3 | 3 | 3 |
Languages offered in audiovisual media and press across 3 cities in Switzerland
Radio |
French, German, Italian |
---|
Television |
French, German, Italian, English, Portuguese |
Newspapers |
German, English, French, Italian, Arabic, Albanian, Croatian, Russian, Serbian, Turkish, Spanish, Chinese, Dutch, Japanese, Rhaeto-Romanic |
National radio and television programmes from the various language regions are broadcast throughout the whole of Switzerland. Programmes of comparable quality are broadcast on the same terms within the four language regions. There is a considerable redistribution of licence fee income to the regional companies of the minority language regions in order to support and promote linguistic and cultural diversity.
In addition, most households have cable – or internet television – and thereby have access to numerous additional domestic and foreign programmes in diverse languages. It must, however, be noted, that most TV and radio consumers prefer broadcasts in their own language.
Although print media in the national and many foreign languages are available throughout the country, they are, however, mainly read by the respective language communities.
Languages in public services and spaces
Zurich |
Geneva |
Lugano |
---|
City council services |
3 | 2 | 2 |
Website presence |
1 | 2 | 2 |
Annual municipal reports |
0 | 0 | 0 |
External or internal translators and interpreters |
3 | 3 | 2 |
Competencies in languages other than the national language in job descriptions of staff members |
3 | 4 | 5 |
Plan or scheme in place to increase skills in languages |
1 | 0 | 0 |
Recruitment of speakers of other languages to support corporate objectives |
1 | 1 | 0 |
Offer of training in languages to employees |
1 | 0 | 0 |
Regularly updated record of skills in languages of employees |
0 | 0 | 0 |
Reward or promotion schemes for being able to adequately communicate in other languages |
0 | 0 | 0 |
Zurich |
Geneva |
Lugano |
---|
Political debates and decision-making processes at the city council level |
1 | 1 | 1 |
Educational services |
4 | 4 | 4 |
Emergency services |
4 | 1 | 4 |
Health services |
4 | 4 | 4 |
Social services |
4 | 4 | 4 |
Legal services |
4 | 4 | 4 |
Transport services |
4 | 3 | 3 |
Immigration and integration services |
4 | 4 | 4 |
Tourism services |
4 | 4 | 3 |
Theatre programmes |
1 | 1 | 1 |
Zurich |
Geneva |
Lugano |
---|
Political debates and decision-making processes at the city council level |
1 | 1 | 1 |
Educational services |
4 | 4 | 4 |
Emergency services |
3 | 2 | 3 |
Health services |
2 | 2 | 4 |
Social services |
4 | 1 | 4 |
Legal services |
4 | 4 | 4 |
Transport services |
3 | 3 | 3 |
Immigration and integration services |
4 | 4 | 4 |
Tourism services |
4 | 4 | 3 |
Theatre programmes |
1 | 2 | 1 |
Languages offered in public services and spaces across 3 cities in Switzerland (N ≥ 2)
English, French, Spanish, Italian, German, Portuguese, Albanian, Turkish, Arabic, Chinese, Russian, Bosnian, Croatian, Serbian, Japanese, Thai, Tamil, Dutch, Korean |
---|
In the Federal Administration, the percentage of employees from one of the official language communities is proportional to the overall population. Nonetheless, there are hierarchical disparities, with a partial underrepresentation of the national minorities in executive roles. Moreover, deficiencies were observed regarding the advancement of individual multilingualism of employees in the Federal Administration.
Immigrant minority languages are also clearly underrepresented in the Federal Administration.
Traditionally the army has been an important national site where the various linguistic communities, especially the smaller ones, were able to use their respective languages. In the recent past, the troop size of the Swiss army was reduced considerably, which entailed an increase in linguistically mixed groups (the army used to be organised territorially and thus largely in monolingual groups, in correspondence with the traditional principle of territoriality). In the absence of a coherent language policy in the army this development gives rise to fears of Germanisation in the national minority groups, since mixed groups tend to function in the majority language, German.
Languages in business (32 companies)
Widely Practised |
Occasionally Practised |
Not Practised |
---|
Availability of language strategy |
8 | 1 | 23 |
Emphasis on language skills in recruitment |
23 | 3 | 6 |
International mobility provision |
4 | 6 | 22 |
Use of external translators/interpreters |
5 | 3 | 24 |
Staff records of language skills |
0 | 3 | 29 |
Use of networks for language training |
3 | 1 | 28 |
Use of EU programmes/funding |
0 | 0 | 32 |
Awareness of EU programmes/funding |
0 | 2 | 30 |
Widely Practised | Occasionally Practised | Not Practised | |||||||
---|---|---|---|---|---|---|---|---|---|
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
|
Partnerships with education sector |
4 | 3 | 3 | 0 | 1 | 1 | 28 | 28 | 28 |
Reward/Promotion schemes based on language skills |
0 | 1 | 0 | 0 | 0 | 0 | 32 | 31 | 32 |
Language training provision |
5 | 6 | 3 | 6 | 2 | 7 | 21 | 24 | 22 |
Use of CEFR |
2 | 2 | 1 | 1 | 1 | 1 | 29 | 29 | 30 |
Language used for workplace documents/intranet |
30 | 11 | 7 | 1 | 3 | 6 | 1 | 19 | 20 |
Language used for software, web programmes |
28 | 7 | 3 | 3 | 6 | 3 | 1 | 19 | 26 |
Widely Practised | Occasionally Practised | Not Practised | |||||||
---|---|---|---|---|---|---|---|---|---|
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
NL
National Language
|
BE
Business English
|
FL R/ML - IL |
|
Language used for annual/business reports |
29 | 4 | 7 | 0 | 1 | 2 | 3 | 27 | 23 |
Language used for marketing |
29 | 7 | 5 | 0 | 1 | 1 | 3 | 24 | 26 |
Language used for branding/identity |
32 | 13 | 11 | 0 | 10 | 14 | 0 | 9 | 7 |
Language used for website |
28 | 10 | 13 | 0 | 1 | 0 | 4 | 21 | 19 |
Languages other than English offered in business across 32 companies in Switzerland (N ≥ 2)
French, German, Italian, Spanish, Portuguese, Russian, Bosnian/Croatian/Serbian, Arabic, Turkish, Albanian, Galician |
---|
Major factors for businesses to place value on language skills can be linked to the individual branch, the clientele and an individual's role in the company's hierarchy. While the present study is only able to mirror this statement to a very limited degree, the data do confirm larger studies which reveal that other national languages continue to occupy an important position in the professional world. These studies have also indicated that one cannot speak of a general, but rather a sectoral and local displacement of the regional language in favour of English. Many smaller businesses in all parts of the country are monolingual.
Key findings overall
In compulsory education, the strong economic relevance of English has led to competition with the official languages not spoken in a given region. The situation weakens the position of smaller official languages, especially Italian. Indeed Rhaeto-Romanic and Italian are barely represented in school settings or in public life outside their own territory.
The progress of integration and valorisation of original languages spoken by immigrants is unsatisfactory, both at school and in society.
Promising initiatives and pilots
The “Schweizer Institut für Kinder- und Jugendmedien” promotes family literacy. Their project "Schenk mir eine Geschichte" (loosely translated as "tell me a story") specifically addresses immigrant families and encourages them to cultivate their own languages.
(http://www.sikjm.ch/d/?/d/lesefoerderung/projekte/family_literacy.html)
"ch Foundation" is an important contact point for language exchange programmes in Switzerland and abroad for school students, trainees and university students. It is for the most part financed by the Confederation and the cantons. (http://www.chstiftung.ch/)
The canton Basel-Stadt initiated an overarching language concept for schools, which acknowledges the roles of the various languages: German as the main language, the taught foreign languages and the original languages of children with an immigration background. (http://sdu.edubs.ch/faecher/fremdsprachen/herkunftssprachen)
The “Forum du bilinguisme” in the bilingual city of Biel/Bienne supports projects that promote multilingualism. For example, the organisation awards a "label of bilingualism" to companies that practice a culture of bilingualism. (http://www.bilinguisme.ch/)
Several academic institutions perform applied research in the area of multilingualism. These include the “Osservatorio linguistico della Svizzera italiana” and the “Fachstelle für Mehrsprachigkeit” at the University of Teacher Education Graubünden. Both institutions observe the current situation regarding language policy in Italian- and Rhaeto-Romanic-speaking Switzerland and formulate calls for action. The Research Centre on Multilingualism in Fribourg/Freiburg, which receives funds from the Confederation, coordinates research done at academic institutions on the topic of institutional and individual multilingualism.
(www4.ti.ch; www.phgr.ch; www.institute-multilingualism.ch/en)
References
Swiss law on languages: http://www.admin.ch/ch/d/ff/2007/6951.pdf.
Law on languages: www.gr-lex.gr.ch/frontend/versions/238.
Swiss Conference of Cantonal Ministers of Education (EDK), Teaching languages (in German and French): http://www.edk.ch/dyn/11911.php (accessed January 2012).
Swiss Conference of Cantonal Ministers of Education (EDK), Teaching in immigrant languages (in German, French and Italian): http://www.edk.ch/dyn/19191.php (accessed January 2012).
Georges Lüdi; Iwar Werlen (2005) "Sprachenlandschaft in der Schweiz", Neuchâtel, available at Swiss Federal Statistical Office.