Luciano Mariani - The challenge of plurilingual education: Promoting transfer across the language curriculum
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Luciano Mariani - The challenge of plurilingual education: Promoting transfer across the language curriculum

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A plurilingual curriculum is responsible for promoting the transfer of knowledge, beliefs/attitudes and skills across languages, so that learners can both profit from their previous L1 and L2 ...

A plurilingual curriculum is responsible for promoting the transfer of knowledge, beliefs/attitudes and skills across languages, so that learners can both profit from their previous L1 and L2 experiences in learning an L3, and, conversely, feedback their new L3 competence into their L1 and L2. This means (re)discovering the potential of cross-curricular language education, and, for teachers of English in particular, highlight transferable elements in the areas of language awareness and learning awareness.

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Luciano Mariani - The challenge of plurilingual education: Promoting transfer across the language curriculum Luciano Mariani - The challenge of plurilingual education: Promoting transfer across the language curriculum Presentation Transcript

  • The challenge of plurilingual education: Promoting transfer across the language curriculum Luciano Mariani - Tesol – Italy 2006 Find the full text of this presentation at: www.learningpaths.org/papers/plurilingualnaples.htm
  • more languages = more “subjects”? The plurilingual curriculum
  • watertight compartments?
  • How does the learning of several languages affect language learning? How can we profit from the presence of several languages in the curriculum?
  • languages develop side by side A widespread image of the plurilingual curriculum …
  • … or pluri lingualism? multi lingualism…
  • pluri linguingualism more competence s or more competence ?
  • The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality . Common European Framework
  • ≠ + A bilingual is not the sum of two monolinguals!
  • L1 L2 separate underlying proficiency
  • common underlying proficiency L1 L2
  • L1 surface features L2 surface features L3 surface features common underlying proficiency central operating system
  • Learning an L2 is not just the adding of rooms to your house by building an extension at the back …
  • … learning an L2 is the rebuilding of all internal walls. Vivian Cook
  • train departure times gli orari di partenza dei treni cheese pizza Straßenverkehrsordnung codice della strada compound words – word order pizza cheese
  • Nonostante sia molto anziana, lavora ancora. I like rock because it's exciting. Ich habe kein Geld, deshalb kann ich nicht ins Kino gehen. linkers – discourse markers
  • E' una specie di sedia, piccola. C'est une personne qui coupe tes cheveux. It is used to take photos. "adjusting" the message
  • from the products of particular languages … … to the process of language learning
    • which instructional conditions facilitate these processes?
    • Language learning within the iceberg:
    • integration
    • restructuring
    • transfer
    • what exactly gets integrated, restructured, transferred ?
  • FIRST QUESTION: what exactly gets integrated, restructured, transferred ?
  • charge dé charge dé charg er dé charge ment charg er charge ment charg eur
  • Mut Miß mut miß mut ig Miß mut ig keit mut los Mut los ig keit mut ig
    • Knowledge (savoir)
    • language specific
    • general concepts (e.g. root, prefix, suffix)
  • + s = plays + ing = playing + ed = played + er = player play
  • Skills and strategies (savoir faire) Knowledge (savoir)
  • I can guess meanings I can use what I already know I can take risks
  • Skills and strategies (savoir faire) Knowledge (savoir) Beliefs, attitudes, motivations (savoir être)
  • knowledge language awareness skills learning awareness beliefs, attitudes learner awareness learning-to-learn (savoir apprendre)
  • SECOND QUESTION: which instructional conditions facilitate the transfer between languages?
  • English … … and its role as a bridge towards more languages
  • Transfer the application of previously acquired knowledge and skills to new situations
  • Today’s task Yesterday’s task Last week’s task Last month’s task How is this task similar to others? How is it different?
  • 1 - experience Three conditions for cross-language transfer 3 - reactivation 2 - reflection
  • 1st condition: experience Beckham Zidane Totti Schumacher
  • www.euronews.net for articles on the same topic in seven different languages
  • 1st condition: experience Beckham do we need to understand everything? what are the keywords? how are they built, where do they appear in the sentence? what about the words which come before and after them?
    • Prefixes and suffixes?
    • The context?
    • Our own encyclopedia?
    • The Sherlock Holmes strategy?
    • Teacher and classmates?
    • A dictionary?
    2nd condition: reflection What problems did we have to face? What helped us? … and how did we feel?
  • knowledge of specific language (English) knowledge, skills and attitudes in language learning
  • “ international” words match partita football …………… …………… squadra training …………… “ true friends” stadium stadio point …………… …………… passare goal ……………
  • courage coraggio courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso
  • football team squadra di calcio sports centre ……………… .. ……………… .. coppa del mondo training shoes ……………… ..
  • 3rd condition: reactivation Schumacher
    • How did you tackle the BECKHAM text?
    • What did you do to guess the meaning of unknown words?
    • Let’s see if Sherlock Holmes works with the SCHUMACHER text … or if we need something else …
  • from reactivation to reflection
    • What worked well with both English and German?
    • What worked with English but perhaps not, or not so well, with German?
  • “ true friends” football Fu β ball stadium Stadion …………… Punkt
  • courage coraggio Mut courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso er mutig en Er mutig ung ent mutig en Ent mutig ung mut ig
  • world champion Weltmeister campione del mondo ……………… .. Weltrekord record mondiale playfield Spielplatz ……………… ..
  • 1 - experience The transfer cycle 3 - reactivation 2 - reflection
  • Beckham Zidane Totti Schumacher The transfer cycle
    • re-launching language education
    • as an explicit school policy
    • building a classroom culture based on teacher collaboration:
      • exploring and sharing our own knowledge, skills and attitudes
    The plurilingual curriculum: implications for schools and teachers
  • Let’s learn more languages - To speak a common tongue.
  •   Find this presentation and further resources on   www.learningpaths.org   [email_address]