Plurilingual competences in multilingual contexts

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the presentation was used on the occasion of the ESCO project final conference in Lignano Sabbiadoro (UD) - May 2013

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Plurilingual competences in multilingual contexts

  1. 1. plurilingual competences in multilingual environments Silvia Minardi ES-CO FRIULI VENEZIA GIULIA
  2. 2. MULTILINGUALISM PLURILINGUALISM societies are multilingual individual speakers are plurilingual
  3. 3. (A) SOCIETIES (B) LANGUAGES (C) IDENTITIES (D) SCHOOLS (E) EDUCATION
  4. 4. Plurilingualism
  5. 5. LINGUISTIC REPERTOIRE Gumperz: weapons of everyday conversation Blommaert: polyglot repertoire
  6. 6. PLURILINGUAL STUDENTS
  7. 7. PLURILINGUAL STUDENTS Like all plurilingual individuals they have an advantage
  8. 8. PLURILINGUAL STUDENTS Like all plurilingual individuals they have an advantage Multilingual awareness is a necessity for teachers of plurilingual students
  9. 9. Areas of work A. knowing and defending the reasons for an education favourable to the development of plurilingual and Intercultural competence B. reflecting on the new roles and functions of the language teacher C. being aware of the challenges of language education policies D. observing, analyzing and making use of - in didactic terms - the diversity that exists in my teaching environment (individual and collective repertoires) E. creating, experimenting with and evaluating educational projects aimed at developing plurilingual and intercultural skills F. creating synergetic effects between the teaching of different languages by cooperating with the teachers of other languages and other subjects G. helping learners to set up individual projects for linguistic and communicative development
  10. 10. all education is plurilingual it welcomes (should welcome!) the linguistic diversity present in every society it may teach (in) a language of schooling which does not correspond to the first language of the learners or some of them it exposes learners to varieties of the official / national language which are not those to which they are generally exposed in their home environment it expands and enriches the learners’ initial language repertoires (E) EDUCATION
  11. 11. PLURILINGUAL EDUCATION
  12. 12. PLURILINGUAL EDUCATION What is it (not)?
  13. 13. PLURILINGUAL EDUCATION What is it (not)? not a new methodology
  14. 14. PLURILINGUAL EDUCATION a change in perspective What is it (not)? not a new methodology
  15. 15. individual plurilingualism: capacity to use languages for - the purposes of communication - the participation in intercultural interaction PLURILINGUAL EDUCATION
  16. 16. Socio-affective dimension Management of learning repertoiresManagement of linguistic communicative repertoires Management of interaction Linguistic resources Beliefs, attitudes, motivation Strategies PLURILINGUAL COMPETENCE CompetenceRepertoires
  17. 17. 1. Plurilingual competence the use of effective strategies: A. cognitive B. metacognitive PLURILINGUAL EDUCATION
  18. 18. 2. Plurilingual competence appropriate knowledge about A.The nature of language and communication B.The nature of learning C.The purpose and demands of learning tasks PLURILINGUAL EDUCATION
  19. 19. 3. Plurilingual competence positive beliefs and attitudes PLURILINGUAL EDUCATION
  20. 20. didactic of plurilingualism a combined and coordinated teaching and learning of languages need of an internal link to be created between various teaching areas in which language learning takes place PLURILINGUAL EDUCATION
  21. 21. KEY CONCEPT
  22. 22. KEY CONCEPT INTEGRATED LANGUAGE PROMOTION: ALL TEACHING IS LANGUAGE TEACHING
  23. 23. KEY AREAS
  24. 24. KEY AREAS A world of languages
  25. 25. KEY AREAS How languages work A world of languages
  26. 26. KEY AREAS How languages work How I learn languages A world of languages
  27. 27. KEY AREAS How languages work How I learn languages A world of languages Performing languages
  28. 28. A WORLD OF LANGUAGES Hello - say hello to the world! http://www.ipl.org/div/hello/ Good morning... Goodbye Thank you Yes, no, well done Sorry Please Days of the week
  29. 29. A WORLD OF LANGUAGES Hello - say hello to the world! http://www.ipl.org/div/hello/ Good morning... Goodbye Thank you Yes, no, well done Sorry Please Days of the week Useful words and phrases If you were going to live in a new country, which 12 words of that country's language would you want to know? Which five questions and their answers would you find useful?
  30. 30. General tasks How many different languages are spoken in your class, school, local community? A language survey: students can design the questionnaire and plan how to display their findings. Get students to look at samples of language in their written and spoken forms.What are their characteristics? Script? Sound? Common words? If your school has students who speak different languages make a class tape. Exchange it with another class from within the school or from another school. How many languages can the class, as a whole, recognise? Make a class display of all of the languages that students can gather from different sources. A WORLD OF LANGUAGES
  31. 31. Take a question in several different languages. Match it to the appropriate answer from the same selection of languages Set up language identification parade. Play the class a language sample. Hide another sample of the same language amongst samples of another 3 languages. Can the students pick out the correct language? A WORLD OF LANGUAGES
  32. 32. A WORLD OF LANGUAGES On my way to school
  33. 33. My languages Write about your linguistic repertoire 1. List the languages and dialects that you speak. 2. Describe how well you speak them. 3. Specify in which domains / situations you use these languages. 4. Give examples of how your speech style changes when speaking about different topics in varying contexts (at home vs at school) and with different speakers (with your relatives vs your friends / colleagues). Concepts: - lingua franca - prestige language - national language Variations on this assignment LEARNING LANGUAGES
  34. 34. My languages Write about your linguistic repertoire 1. List the languages and dialects that you speak. 2. Describe how well you speak them. 3. Specify in which domains / situations you use these languages. 4. Give examples of how your speech style changes when speaking about different topics in varying contexts (at home vs at school) and with different speakers (with your relatives vs your friends / colleagues). Concepts: - lingua franca - prestige language - national language Variations on this assignment
  35. 35. LANGUAGE BIOGRAPHIES My languages Write about your linguistic repertoire 1. List the languages and dialects that you speak. 2. Describe how well you speak them. 3. Specify in which domains / situations you use these languages. 4. Give examples of how your speech style changes when speaking about different topics in varying contexts (at home vs at school) and with different speakers (with your relatives vs your friends / colleagues). Concepts: - lingua franca - prestige language - national language Variations on this assignment
  36. 36. plurilinguismo il fiore delle lingue
  37. 37. LEARNING LANGUAGES http://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passport
  38. 38. LEARNING LANGUAGES
  39. 39. LEARNING LANGUAGES
  40. 40. LEARNING LANGUAGES
  41. 41. LEARNING LANGUAGES
  42. 42. LEARNING LANGUAGES
  43. 43. HOW LANGUAGES WORK At word level At sentence level At text level
  44. 44. HOW LANGUAGES WORK
  45. 45. HOW LANGUAGES WORK
  46. 46. HOW LANGUAGES WORK
  47. 47. HOW LANGUAGES WORK
  48. 48. PERFORMING LANGUAGES
  49. 49. READING AND WRITING IN DIFFERENT LANGUAGES Recipes Other text types (eg. newspapers) The story of a mouse - intercomprehension
  50. 50. A plurilingual mouse
  51. 51. A plurilingual mouse
  52. 52. ONE TEXT / TWO LANGUAGES Working with parallel texts: http://www.lonweb.org/
  53. 53. ONE TEXT / TWO LANGUAGES Working with parallel texts: http://www.lonweb.org/
  54. 54. INTEGRATING THE APPROACH CLIL, content and language integrated learning
  55. 55. all teaching is language teaching
  56. 56. all teaching is language teaching What kind/genre of text?
  57. 57. all teaching is language teaching What kind/genre of text? What strategies?
  58. 58. all teaching is language teaching What kind/genre of text? What strategies? What cognitive process?
  59. 59. all teaching is language teaching What kind/genre of text? What strategies? What cognitive process? What linguistic exponents?
  60. 60. How? 21 3 all teaching is language teaching
  61. 61. How? 21 3 Classifying all teaching is language teaching
  62. 62. How? 21 3 Understanding Classifying all teaching is language teaching
  63. 63. How? 21 3 Understanding Evaluating Classifying all teaching is language teaching
  64. 64. How 1 REMEMBER - give a definition - identify - classify What language exponents? Classifying (Concepts) What cognitive processes? all teaching is language teaching
  65. 65. How? 2 What language exponents?Understanding (principles, connections) What cognitive processes? UNDERSTANDING - explaining - predicting - making hypotheses - analyzing - contrasting and comparing - interpreting - drawing conclusions - applying - problem solving - synthesizing all teaching is language teaching
  66. 66. How? 2 What language exponents?Understanding (principles, connections) What cognitive processes? UNDERSTANDING - explaining - predicting - making hypotheses - analyzing - contrasting and comparing - interpreting - drawing conclusions - applying - problem solving - synthesizing all teaching is language teaching
  67. 67. How? 3 What language exponents? Evaluating (opinions, choices) What cognitive processes? (Re)CREATE - assessing - giving a judgement - following criteria all teaching is language teaching
  68. 68. How? 3 What language exponents? Evaluating (opinions, choices) What cognitive processes? (Re)CREATE - assessing - giving a judgement - following criteria all teaching is language teaching
  69. 69. all teaching is language teaching
  70. 70. A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts.
  71. 71. Examples Taxonomy of task types, Willis and Willis, 2007
  72. 72. Examples Tasks
  73. 73. Examples Learners produce/perform/present their tasks e.g : • Producing a poster • Performing a role-play • Having a debate • Producing a leaflet • Giving a presentation Tasks
  74. 74. A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts.
  75. 75. A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1
  76. 76. A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1 2
  77. 77. A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1 2 3
  78. 78. A methodological framework for activities Description Action Activities Processes Modes"Languaging" Exploration Reflection
  79. 79. THANX Silvia.minardi@tiscali.it www.slideshare.net/silviaminardi
  80. 80. LINKS http://www.ilovelanguages.com/index.php? category=Languages%7CBy+Language, a range of resources in different languages
  81. 81. CREDITS Slide 1: http://duroosullughatilarabiyyah.wordpress.com/2011/07/ Slide 3: http://www.wallpaperpin.com/wallpaper/1440x900/rainbow-colours-by-leyah-lee- wide-11984.html Slide 8/13: http://back2black.org/graphics.html Slide 6: http://www.nytimes.com/2008/09/07/magazine/07awareness-t.html?pagewanted=all Slide 14/17: http://www.headcovers.com/t/gifts/awareness-gifts/173/152/ Slide 21: http://www.everydaylanguagelearner.com/2012/01/30/language-learning-tip-use- music-learn-foreign-language/ Slide 21: http://www.sott.net/article/261614-Ancient-languages-research-finds-23-words-still- used-15000-years-later Slide 22: http://m.wikihow.com/Say-Hello-in-Different-Languages Slide 24: http://elp.ecml.at/Home/tabid/54/language/en-GB/Default.aspx Slide 26: http://aspergersthealien.blogspot.it/2010/04/reverberating-thoughts.html, http:// www.eclecticeducating.com/2012/10/infer-meaning-of-unknown-words.html, Slide 28: bilingual recipes http://gabhousewife.blogspot.it/2012/01/candy-cane-dust-cake.html Slide 32: http://blogs.goaj.org/jdelrosa/2012/11/01/this-week/compare-and-contrast- animals-018/

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