the project LED will be especially addressed to young people, they are our main target. We have realized in most European schools, students have been learning English as a Foreign Language from an early age but they have difficulties in communicating using this language.
The EUROBAROMETER 386 “Europeans and their Languages states that 98% of Europeans consider mastering other foreign languages as useful for the future of their children. More than three-quarters (77%) of respondents think that improving language s Actcording to Eurostat in a survey done in November 2015, called "Population reporting not to know any foreign language", the results are alarming for countries such as Spain, Ireland or France with more that 40% of people not knowing a second language. Another survey called "Level of the best-known foreign language " from September 2015, the number of people with a good level of English is around 30% in most European countries.
The studies done by the European Studies of Linguistic Competence (EECL) also shows how most of the students frommost of the European countries taking English as a Secondary Langueage are better in written English than in oral. As we grow in level from A2 level to B1 or B2 the differences increase. The results in countries like Sweden are more satisfactory than in Spain, Italy or Poland, countries which are in the bottom of the list.
EU's Role, using available data sources, it is monitoring the progress of language teaching and learning. The Directorate General for Education and Culture (DG EAC) works with Eurostat, Unesco, and the OECD to collect and analyse data on language teaching across Europe. On this basis, sound language competence indicators and standards are developed at European level. The periodical Key data on teaching languages at school link outside the EC domain, provided by Eurydice link outside the EC domain, also adds important information about national developments. Why is it needed?DG EAC's activities to strenghten the evidence-base in the field of languages, notably through regular monitoring, are essential to help governments understand existing levels of second language proficiency and enable them to take measures to improve the outcomes of language learning.
The first major step in establishing a sound evidence-base for policy-making in the field of languages was the European Indicator of Language Competence link outside the EC domain, allowing Member States to develop their language-learning policies and improve their national standards. Building on this, the European Survey on Language Competences(633 kB) was carried out in the spring of 2011, across 14 Member States and 16 educational systems. Almost 54,000 pupils were tested in three main competencies: reading, listening and writing.
Special Eurobarometer 386 Europeans and Their languages Report,compiles the data about how well speakers speak a language in order to make a conversation The survey show the following results about English language: 22% Spain, 38% Lithuania, 31% Romania and 33% Poland.
Just over two fifths (44%) of Europeans say that they are able to understand at least one foreign language well enough to be able to follow the news on radio or television. English is the most widely understood, with a quarter (25%) of Europeans able to follow radio or television news in the language. French and German are mentioned by 7% of respondents each, while Spanish (5%), Russian (3%) and Italian (2%).
Europeans are slightly less likely to say that they understand any foreign language well enough to be able to use it to communicate online (e.g. using email, Twitter, Facebook etc.), with two fifths (39%) saying that they can use at least one foreign language in this way. Again, the most widely cited language is English, with a similar proportion of Europeans (26%) able to communicate online in the language. French and German are mentioned by 5% of Europeans each, followed by Spanish (3%) and Russian and Italian (1%).
The Key Data on Teaching Languages at school in Europe in 2012 shows that English Language is growing in CLIL subjects and explain the importance of taught time and classes size in the process of learning a foreign language.