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Plurilingual competences in multilingual contexts
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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

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 Plurilingual competences in multilingual contexts Presentation Transcript

  • plurilingual competences in multilingual environments Silvia Minardi ES-CO FRIULI VENEZIA GIULIA
  • MULTILINGUALISM PLURILINGUALISM societies are multilingual individual speakers are plurilingual
  • (A) SOCIETIES (B) LANGUAGES (C) IDENTITIES (D) SCHOOLS (E) EDUCATION
  • Plurilingualism
  • LINGUISTIC REPERTOIRE Gumperz: weapons of everyday conversation Blommaert: polyglot repertoire
  • PLURILINGUAL STUDENTS
  • PLURILINGUAL STUDENTS Like all plurilingual individuals they have an advantage
  • PLURILINGUAL STUDENTS Like all plurilingual individuals they have an advantage Multilingual awareness is a necessity for teachers of plurilingual students
  • 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
  • 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
  • PLURILINGUAL EDUCATION
  • PLURILINGUAL EDUCATION What is it (not)?
  • PLURILINGUAL EDUCATION What is it (not)? not a new methodology
  • PLURILINGUAL EDUCATION a change in perspective What is it (not)? not a new methodology
  • individual plurilingualism: capacity to use languages for - the purposes of communication - the participation in intercultural interaction PLURILINGUAL EDUCATION
  • Socio-affective dimension Management of learning repertoiresManagement of linguistic communicative repertoires Management of interaction Linguistic resources Beliefs, attitudes, motivation Strategies PLURILINGUAL COMPETENCE CompetenceRepertoires
  • 1. Plurilingual competence the use of effective strategies: A. cognitive B. metacognitive PLURILINGUAL EDUCATION
  • 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
  • 3. Plurilingual competence positive beliefs and attitudes PLURILINGUAL EDUCATION
  • 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
  • KEY CONCEPT
  • KEY CONCEPT INTEGRATED LANGUAGE PROMOTION: ALL TEACHING IS LANGUAGE TEACHING
  • KEY AREAS
  • KEY AREAS A world of languages
  • KEY AREAS How languages work A world of languages
  • KEY AREAS How languages work How I learn languages A world of languages
  • KEY AREAS How languages work How I learn languages A world of languages Performing languages
  • 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
  • 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?
  • 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
  • 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
  • A WORLD OF LANGUAGES On my way to school
  • 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
  • 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
  • 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
  • plurilinguismo il fiore delle lingue
  • LEARNING LANGUAGES http://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passport
  • LEARNING LANGUAGES
  • LEARNING LANGUAGES
  • LEARNING LANGUAGES
  • LEARNING LANGUAGES
  • LEARNING LANGUAGES
  • HOW LANGUAGES WORK At word level At sentence level At text level
  • HOW LANGUAGES WORK
  • HOW LANGUAGES WORK
  • HOW LANGUAGES WORK
  • HOW LANGUAGES WORK
  • PERFORMING LANGUAGES
  • READING AND WRITING IN DIFFERENT LANGUAGES Recipes Other text types (eg. newspapers) The story of a mouse - intercomprehension
  • A plurilingual mouse
  • A plurilingual mouse
  • ONE TEXT / TWO LANGUAGES Working with parallel texts: http://www.lonweb.org/
  • ONE TEXT / TWO LANGUAGES Working with parallel texts: http://www.lonweb.org/
  • INTEGRATING THE APPROACH CLIL, content and language integrated learning
  • all teaching is language teaching
  • all teaching is language teaching What kind/genre of text?
  • all teaching is language teaching What kind/genre of text? What strategies?
  • all teaching is language teaching What kind/genre of text? What strategies? What cognitive process?
  • all teaching is language teaching What kind/genre of text? What strategies? What cognitive process? What linguistic exponents?
  • How? 21 3 all teaching is language teaching
  • How? 21 3 Classifying all teaching is language teaching
  • How? 21 3 Understanding Classifying all teaching is language teaching
  • How? 21 3 Understanding Evaluating Classifying all teaching is language teaching
  • How 1 REMEMBER - give a definition - identify - classify What language exponents? Classifying (Concepts) What cognitive processes? all teaching is language teaching
  • 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
  • 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
  • How? 3 What language exponents? Evaluating (opinions, choices) What cognitive processes? (Re)CREATE - assessing - giving a judgement - following criteria all teaching is language teaching
  • How? 3 What language exponents? Evaluating (opinions, choices) What cognitive processes? (Re)CREATE - assessing - giving a judgement - following criteria all teaching is language teaching
  • all teaching is language teaching
  • A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts.
  • Examples Taxonomy of task types, Willis and Willis, 2007
  • Examples Tasks
  • 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
  • A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts.
  • A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1
  • A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1 2
  • A methodological framework for activities Tasks Performing languagesHow languages work Languages around Learning languages Words. Sentences. Texts. 1 2 3
  • A methodological framework for activities Description Action Activities Processes Modes"Languaging" Exploration Reflection
  • THANX Silvia.minardi@tiscali.it www.slideshare.net/silviaminardi
  • LINKS http://www.ilovelanguages.com/index.php? category=Languages%7CBy+Language, a range of resources in different languages
  • 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/