Pluralistic approaches to languages and cultures and - DELA-NOBA

Roma
Le Mans
Pluralistic approaches to languages and cultures
and their Framework of Reference (FREPA)
What is FREPA?
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http://carap.ecml.at/
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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http://carap.ecml.at/
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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http://carap.ecml.at/
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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Where do they all come
from?
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Step 1
A brief activity
The plurilingual
mouse
(YOU are the
learners !)
Enjoy!
Pair
Work!
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Step 1
A brief activity
The plurilingual
mouse
(YOU are the
learners !)
You will get the
keys at the end of
the presentation!
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Step 1
A brief activity
The plurilingual
mouse
(YOU are the
learners !)
How did you
manage in order to
find it?
And also that…
I have stated
that …
We have seen
that…
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Step 1
A brief activity
The plurilingual
mouse
(YOU are the
learners !)
Exactly!
Of course! We have tried to
establish links between
languages!
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Step
Step12
A
A brief
link with
activity
the
The
plurilingual
plurilingual
and
pluricultural
mouse
(YOU
competence
are the
learners !)
We have seen that when
confronted with a new language,
we refer to the languages we
already know..
Of course! We have tried to
establish links between
languages!
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Step 2
We have seen that when
confronted with a new language,
we refer to the languages we
already know..
ACan
linkyou
withfind
the
any link with
plurilingual
and
this extract
pluricultural
from the
competence
Common
European
Referring to the plurilingual and
Framework of pluricultural Competence:
Reference? “a given individual does not have a
collection of distinct and separate
competences to communicate depending
on the languages he/she knows, but
rather a plurilingual and pluricultural
competence encompassing the full range
of the languages available to him/her”.
(p. 168)"
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Of course, there is a link !
If we refer to other languages when confronted with a
new language, it is because languages are not
separate in our mind… Our plurilingual competence is
covering all languages we have!
Referring to the plurilingual and
pluricultural Competence:
“a given individual does not have a
collection of distinct and separate
competences to communicate depending
on the languages he/she knows, but
rather a plurilingual and pluricultural
competence encompassing the full range
of the languages available to him/her”.
(p. 168)"
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Yes, Professor! We know!
Psycholinguists agree about the existence
of ONE system (it is the so called
“wholist” conception of a plurilingual
competence) …
Although the views of Psycholinguists
may differ concerning the existence of
“separate systems” within this global
plurilingual competence.
This conception of plurilingual
competence relies on psycholinguistic
research work carried out on language
acquisition in the last decades .
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Here
Voilàis
una exemple
concreteconcret,
example,pour
in order
mieux
to
allow
comprendre
a better understanding
ce que cela signifie
of what: this
means:
…… it is about a speaker of French who
knows German and learns some Japanese.
For other people speaking French
(and many other learners!) one of
the difficulties in Japanese is to
put the verb at the end of the
sentence. I don't have this
problem. Why?
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Japanese
わたし は せんせい
watashi wa
sensei
I
teacher
です
desu
am
V
(dass)
ich
Lehrer
V
German
French
bin
je
suis
enseignant
V
In German too, in dependant
clauses, the verb is at the end!
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While learning German, he has been
introducing into his plurilingual
competence the ability to build up
sentences with the verb at the end.
Today, this ability helps him constructing
sentences in Japanese. It could also be
useful later for other languages he would
like to learn.…
Thus, his plurilingual competence is a
global one: when speaking Japanese, he
uses an ability that is common to both
Japanese and German!!
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Step 3
Pluralistic
approaches to
languages and
cultures
If this competence is global…
then language teaching
should help students to
establish connections
between the languages they
know or learn. We should
build bridges between
languages / between cultures.
This is stated explicitly by
the Guide for the
Development of Language
Education Policies in
Europe, 2007, 37-38 ...
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The definition of the plurilingual and
pluricultural competence “calls for the teaching
of different languages to be linked to one
another […].
Even more clearly in the in the last document of the
Council of Europe: Guide for the development and
implementation of curricula for plurilingual and
intercultural education , 2010, 21.
[...] every opportunity to encourage pupils to use
knowledge and competences acquired in languages
they are taught or know must be taken, in order to
highlight points of convergence [...] and to help them
to understand how languages work, and to develop
their plurilingual repertoires in an optimal way.
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how canofwe the
link different
The But
definition
plurilingual and
pluricultural
competence
“calls forinthe teaching
languages
to one another
of different
languages
to any
be linked to one
teaching?
Are there
another […].
approaches which try to put
this
Eveninto
morepractice?
clearly in the in the last document of the
Council of Europe: Guide for the development and
implementation of curricula for plurilingual and
intercultural education , 2010, 21.
[...] every opportunity to encourage pupils to use
knowledge and competences acquired in languages
they are taught or know must be taken, in order to
highlight points of convergence [...] and to help them
to understand how languages work, and to develop
their plurilingual repertoires in an optimal way.
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??
Which ones
allow linking
different
languages to
one another?
One can distinguish two kinds of teaching
approaches : :
• Pluralistic approaches to languages and
cultures, referring to didactic approaches
which use teaching / learning activities
involving several (i.e. more than one) varieties
of languages or cultures;
• Approaches which might be called “singular”
in which the didactic approach takes account
of only one language or a particular culture,
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and deals with it in isolation.
…… pluralistic
approaches ?
Of course, pluralistic approaches!
How can you help students to link
languages to one another if you
don’t deal with more than one
language in your classroom
activities!
One can distinguish two kinds of teaching
approaches : :
• Pluralistic approaches to languages and
cultures, referring to didactic approaches
which use teaching / learning activities
involving several (i.e. more than one) varieties
of languages or cultures;
• Approaches which might be called “singular”
in which the didactic approach takes account
of only one language or a particular culture,
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and deals with it in isolation.
Ofthis
course,
pluralistic
…… pluralistic
And besides,
is exactly
what approaches!
How can you
approaches
? experienced
we have
withhelp
the students to link
tomouse!
one another if you
activity Thelanguages
plurilingual
don’t deal with more than one
language in your classroom
activities!
One can distinguish two kinds of teaching
approaches
:
:
It would be great to know
• Pluralistic
approaches
more about
Pluralistic to languages and
cultures,
referring to didactic approaches
approaches…
which use teaching / learning activities
Are there many of them ?
involving several (i.e. more than one) varieties
ofI would
languages
or cultures;
be happy
to see other
examples
like The
• concrete
Approaches
which might
be called “singular”
mouse. approach takes account
inplurilingual
which the didactic
of only one language or a particular culture,
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and deals with it in isolation.
What are pluralistic approaches?
Definition:
The concept of pluralistic approaches refers to didactic approaches
which use learning/teaching activities involving several (i.e. more
than one) varieties of language or culture.
Intercultural approach(es)
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“How do we understand each other?”
"You will write a guide for a Spaniard who
would like to visit your country.
For this, you will learn how to :
- reflect on cultural habits and customs
- advise and warn."
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“In Spain, usually the leaving ritual is a long
one.”
“When friends meet outside to have a drink
together, each of them usually buys a round. ”
“Usually, you don’t ask people how much
money they earn.”
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What are pluralistic approaches?
Definition:
The concept of pluralistic approaches refers to didactic approaches
which use learning/teaching activities involving several (i.e. more
than one) varieties of language or cultures.
From:
Thinking
through
languages
Coventry
City
Council
Awakening to languages (Language Awareness) 33
What are pluralistic approaches?
Definition:
The concept of pluralistic approaches refers to didactic approaches
which use learning/teaching activities involving several (i.e. more
than one) varieties of language or cultures.
English
German
Your mother tongue
Integrated didactic approach
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Integrated didactic
approach
This material helps
students to discover
lexical similarities and
grammatical
differences between
both languages, as
well as with their own
mother tongue (and /
or language of
education) …
Example taken from:
Kursiša, A. & Neuner, G. (2006). Deutsch ist easy –
Methodische Grundlagen für Deutsch nach
Englisch. Ismaning: Hueber.
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What are pluralistic approaches?
Definition:
The concept of pluralistic approaches refers to didactic approaches
which use learning/teaching activities involving several (i.e. more
than one) varieties of language or cultures.
Intercomprehension
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… French,
Italian,
Occitan,
Portuguese,
Romanian,
Spanish.
For primary school children speaking one of
six romance languages…
Something like "CLsIL" - Content and
Languages Integrated Learning!
It aims at developping comprehension skills in
the other five languages .. while teaching subject
matters like physical / life sciences, mathematics,
technology, history / geography …
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This is the Italian
version!
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"Let’s have a trip through our languages"
"Our friends [speaking different romance languages
and understanding each other] are studying the solar
system. They are observing the pictures in an atlas.
Listen carefully to what they are saying."
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"In order to
understand what
our friends have
said, you should
read what Bipbip the Martian
has translated
into each of our
languages."
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“ Bib-bip has forgotten one language!”
“Can you write in Italian the conversation which took place between
our friends? The other texts should help you!”
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Where do they all come
from?
Integrated didactic approach
Awakening to languages
Intercultural approach(es)
Intercomprehension
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Competences /vs./ resources?
I will give you a concrete
example of this!
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I have acquired some (modest) competence to ask for
directions in Japanese.
To make use of this competence, sometimes I do of
course use external resources (a dictionary, a
grammar) I have in my pocket!
But I also have internal resources:
- Skills: for instance the ability to formulate sentences
with the verb in the end…
- Knowledge: for instance the list of the adverbs of
place – here, there, over there – and interrogative
ones – where, from where…
- Attitudes : I trust in my abilities, I am interested in
languages…
And of course, I am able to select the right resources
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for the task I have to accomplish!!
FREPA – Table of competences
Michel Candelier - CEFR Web
Conference - 28-29 March 2014
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But also:
Venez-voir sur notre site!!!
Les listes de savoirs, savoir-être et
Welcome
to OUR
website!
savoir-faire
y sont
…
Le CARAP, c’est nous !!!
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tak
dank u wel
gmadlobth
obrigado
спасибо
tanemirt
Ευχαριστώ
enkosi
kiitos
misaotra
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