Plurilingualism and intercomprehension teaching forum 2012
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Presentation on plurilingualism and intercomprehension at the Open University. Tita Beaven and María Luisa Pérez Cavana

Presentation on plurilingualism and intercomprehension at the Open University. Tita Beaven and María Luisa Pérez Cavana

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  • Lifelong learning programme
  • Context: Modernisation agenda of the EHEA CC can not be approach anymore from a monolingual perspective Education and policy contexts EHEA: New qualification goals for the the new qualification goals for higher education as defined in the modernisation agenda of the EHEA (European Higher Education Area): the development of multilingual and multicultural competence for effective communication in the academic and professional domain for different cycles (BA and MA) Bologna process: modernisation agenda of the EHEA new qualification goals for the 3 cycles]one of them: "can communicate .. First cycle (BA): information, ideas, problems and solutions to both specialist and non]specialist audiences European Qualification Framework (EQF) emphasize the role of languages Second cycle (MA) : their conclusions, and the knowledge and rationale underpinning these, to specialist and non]specialist audiences clearly and unambiguously " (A Framework for Qualifications of the European Higher Education Area: 2005, pp. 66]68) Implementation of Bologna process This competence is not taken properly into account
  • To explore the emerging, still under‐conceptualised domain of multilingual and multicultural learning aiming at using and expanding the multilingual repertory of students To address issues related to communication in multilingual und multicultural settings as opposed to monolingual regimes. Diversity versus lingua franca (English) –English part of a wider plurilingual and pluricultural profile.
  • MAGICC consortium: 11 partner organisations(now 10) from 8 European countries, 25 people Project partners are members of the Special Interest Group (SIG) on Assessment and Multilingual Competence of the European Language Council /ConseilEuropéenpour les Langues(ELC/CEL) Concept of project elaborated together by members of the SIG
  • Transferable academic skills / employability skills / critical thinking skills Adamson, H.D., 1993. Academic Competence. Theory and Classroom practice: preparing ESL students for content courses. London: Longman Cottrell, S. 2003 Multilingual framework is missing
  • Multilingualism - diversifying the languages offered in an educational institution Plurilingalism- It includes all languages, also the mother tongue Languages are not separated from each other but are in a complex interrelationship –plurilingual repertory –which represents a resource in order to be able to act in diverse use situations (no monolingual approach) It is always used and constructed by and within social interaction It is composed of a dynamic and complex ensemble Example of Multilingualism: diversifying the languages offered in an educational institution
  • interactive student-centred approaches To break down artificial borders between languages that are deeply imprinted in the heads of many language users, teachers and assessors and to encourage to use the plurilingual repertoire most people have construction of plurilingual profiles of the individual learner/ intercomprehension approaches /CLIL / bi-trilingual scenarios) 2. integrated didactics/ELP/formal and informal learning/ new multilingual models of assessment
  • INCA (Based on Byram’s 2007) Lenz, P Plurilingual competence
  • Lenz, P Plurilingual competence
  • Examples
  • Examples
  • Intercultural competence has to do with the integration of ‘otherness’ in one’s thinking and actions. It is different from a concept of pluricultural competence highlights the plurality of cultures one may identify and is familiar with. Developing I comp. means building an intercultural identity – not linked to knowledge of other languages but this widens the horizon – IC starts acknowledging and paying attention to the unfamiliar. Competences and attitudes for critical awareness and reflection (Lenz/Berthele 2010, p.6-7)

Plurilingualism and intercomprehension teaching forum 2012 Presentation Transcript

  • 1. DoL Teaching Forum: Plurilingualism and intercomprehension http://www.flickr.com/photos/urbanmkr/354776635/sizes/m/in/photostream/ Maria Luisa Perez Cavana and Tita Beaven, 16 May 2012
  • 2. Plurilingualism and intercomprehensionOutline: • What is it? • 2 projects: Magicc Vivre en Aquitaine • Hands on: resources • A role for it in our programme? What next?
  • 3. Bridging the Wikipedia Language Gap http://www.newscientist.com.libezproxy.open. ac.uk/article/mg21428645.600-wikipedia- busts-the-language-barrier.html
  • 4. Plurilingual education in Europe Language Policy Division, Strasbourg 2006 http://www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 5. Plurilingualism
  • 6. Plurilingualism http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 7. Guiding principles underlying language education policy http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 8. Modularising Multilingual andMulticultural Academic CommunicationCompetence for BA and MA level (2011‐ 2014) Teaching Forum 16 May 2012 Maria Luisa Pérez Cavana
  • 9. OverviewMAGICCCall / Aims / Partners / WPsThe theoretical frameAcademic CompetencePlurilingual and Multicultural competence
  • 10. MAGICC CallLLP 2011 ‐ERASMUS, Multilateral ProjectSupport to the modernisation agenda for highereducationMAGICC combines the two strategic priorities ofthe LLP general Call 2011:curriculum developmentdevelopment of tools to assess and promote theemployability of graduates
  • 11. RationaleCompetence to communicate – new qualification goal for different cycles (BA, MA)Essential part of the development of students’ academic expertise and employabilityCC is needed in both the mother tongue L1 and other languagesAcademic and professional contexts increasingly multilingual and multiculturalAim: Design a transversal module containing a set of curricular scenarios for developing students’ multilingual and multicultural communication competence
  • 12. Aims of the projectIntegrate multilingual and multicultural academic communication competence as graduate learning outcomesPromote employability of graduatesOutcomes:A conceptual framework (WP 1 and 2)An academic ePortfolio (WP 3)A transversal module of scenarios for both the BA and the MA‐cycle (WP 4)Transparency tools for shared transnational understanding (WP 5)
  • 13. MAGICC partnersP1 ‐Université de Lausanne / University of Lausanne, CHP2 ‐Jyväskylän yliopisto/ University of Jyväskylä, FIP3 ‐The Open University, UKP4 ‐Rijksuniversiteit Groningen / University of Groningen, NLP5 ‐Universidade do Algarve / University of the Algarve, PTP6 ‐Politechnika Poznanska/ Poznan University of Technology, PLP7 ‐Fondazione AldiniValeriani, ITP8 ‐Université de Fribourg / University of Fribourg, CHP9 ‐Universitatea Babeş‐Bolyai/ Babeş‐Bolyai’ University, ROP10 ‐Universität Bremen / University of Bremen, DEP11 ‐Freie Universität Berlin / Free University of Berlin, DEExternal evaluator: Assoc. Prof.Dr.Maria Stoicheva, Sofia University "St. KlimentOhridski" (BG)Associated partner: European Centre for Modern Languages of the Council of Europe (ECML)
  • 14. Defining the field of multilingual andmulticultural academic competenceAcademic competence (Adamson, 1993; Cottrell, 2003)Receptive skills and strategies (Reading / Listening)Productive skills and strategies (Speaking / writing)Management of learning (General competences CEFR)
  • 15. Definition: Multi/PlurilingualcompetenceMulti/Plurilingual competence means: being competent, at different levels, in more than two languagesPlurilingualism refers to a individual level / Multilingualism to an institutional or social level (CEFR)Multilingualism is used in EU documents for both community and individual levelPlurilingualism –CoE docs for individual level
  • 16. CEFR definitionsMultilingualism – co-existence of different languages in a given societyPlurilingualism “the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as social agent, has proficiency of varying degrees, in several languages, and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw.” (CEFR, 2001, p.168)
  • 17. MultilingualapproachAbandon the search for a homogeneous level in only one language and monolingual approachesCollaboration between languages - take into account in the learning process the links between languagesBreak down artificial borders between languages
  • 18. Defining the field of multilingual andmulticultural academic competenceProjects:INCACARAP (ECML)http://carap.ecml.at/CARAP/tabid/2332/language/en-Lenz / Berthele (2010) Assessment in Plurilingual and Intercultural Education , CoE
  • 19. Plulrilingual and Intercultural Competence(Lenz/Berthele, 2010)MediationPolyglot DialogIntercomprehensionIntercultural Communicative Competence
  • 20. Mediation(receptive/productive skills)Mediation activities carried out by a third person make communication possible between persons who are unable to communicate with each other directlyCEFR about mediating activities the language user is not concerned to express his/her own meaning but to act as intermediary between interlocutors, normally speakers of different languages
  • 21. Polyglot Dialogue(Interaction, Comprehension, Production)“An interactional regime that allows for the use of two or more different languages or distant varieties in interpersonal interaction. Most often participants use one of their best- mastered languages productively and are capable of understanding the languages used by their interlocutors.” (Lenz/Berthele, 2010)
  • 22. Intercomprehension“Using available knowledge of all kinds of previous language learning in order to understand texts in genetically related languages” (Lenz / Berthele 2010, p.6)Is intended to facilitate learners’ access to written texts in languages they have not expressly learned but which are related to languages present in their plurilingual repertoires.
  • 23. Intercultural (Communication)competenceIntercultural communication – as situated communication between individuals or groups of different linguist and cultural origins (LANQUA, subgroup on IC)“Ability to use (and thereby enlarge) their pluricultural and intercultural repertoire in interaction with otherness”
  • 24. The Vivre en Aquitaine project
  • 25. Miroirs: Intercultural competenceThe original aim…Texts in L1 and L2: reflection, mediation.But also exploring ways in which “strategies used in the reading and decoding of […] texts in the readers’ own native languages can facilitate the processing of similar texts in a foreign language” (Carter-Thomas 2009, reviewing Lundquist: navigating in Foreign Language Texts, 2008)
  • 26. IntercomprehensionIntercomprehesion: “A form of communication in which each person uses his or her own language and understands that of the other.” Peter Doyé, Intercomprehension, 2005
  • 27. IntercomprehensionIntercomprehension is defined as the process of developing the ability to coconstruct meaning in the context of the encounter of different languages, and to make pragmatic use of this in a concrete communicative situation (Capucho, 2004), thus involving the transfer of strategies and knowledge from known to unknown languages. This process is supported by awareness of cultural features.Activating and training intercomprehension strategies comprises three levels: (1) the human ability to communicate meanings, (2) language learning (in a conscious or unconscious manner) as a process of strategies acquisition, and (3) the ongoing development of intercomprehension abilities and strategies (both in interpreting and producing discourse). Alves and Mendes (2006)
  • 28. Learners’ knowledge • General knowledge • Cultural knowledge • Situational knowledge • Behavioural knowledge • Pragmatic knowledge • Graphic knowledge • Phonological knowledge • Grammatical knowledge • Lexical knowledge Doyé (2005): Intercomprehension. http://www.coe.int/t/dg4/linguistic/Source/Doye%20EN.pdf
  • 29. Tellecollaboration projectOctober 2010/Feb 2011: “4 profs, 4 pays” UK/SP/IT/DEOctober 2011/Feb 2012: “4 classes, 4 pays” UK/SP/IT/DE
  • 30. Hands on! 4 groups20 mins to familiarise yourselves with a resourceand to think if it has a role in our programme –why, why not, how?3 mins presentation to the groupPlenary discussion and next steps
  • 31. Hands on! Group 1FREPA (CARAP) A Framework of Referencefor Pluralistic Approaches to languages andculturesQuickly familiarise yourself with the projectbackground:http://carap.ecml.at/CARAP/tabid/2332/language/en-GB/Default.aspxSpend some time looking at the descriptors(knowledge, attitudes, skills):http://carap.ecml.at/Descriptorsofresources/Overview/tabid/2829/language/en-GB/Default.aspxA role for this in our context?
  • 32. Hands on! Group 2EU & IWelcome to the intercomprehension hotel!Quickly familiarise yourself with the projectbackground:http://eu-intercomprehension.eu/Spend some time exploring the hotel and tryingout one of the activities:http://www.eu-intercomprehension.eu/activities.htmlA role for this in our context?
  • 33. Hands on! Group 3Babel WebQuickly familiarise yourself with the website andspend some time looking at the activities:http://www.babel-web.eu/A role for this in our context?
  • 34. Hands on! Group 4Try out Manypedia, a tool that enables you tocompare Linguistic Points Of View (LPOV) ofWikipedia different languages:http://manypedia.com/Try out different terms and different languagecombinations. You could try any of the followingin several language combinations. Democracy,entente cordiale, indignados, Greek governmentdebt crisis.Can you think of pedagogic uses of this tool?A role for this in our context?
  • 35. Hands on! Group 5EuRom5Quickly familiarise yourself with the project aims:http://www.eurom5.com/Look at one of the texts in a language you don’tspeak, e.g.:http://www.eurom5.com/pg/it/lezioni-it/pt-01A role for this in our context?
  • 36. PlenaryPresentations of the 5 tools/resources• So what?• What next?