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Social dimension of language learning


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Presentation "Language learning spaces: diversity and transversality" (EU LLP CEDEFOB), April 2013 by Neus Lorenzo for the Study-Visit "Language learning spaces: diversity and transversality"

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Social dimension of language learning

  1. 1. Language diversity isa human beings’ treasure:It enriches thinking, creatingand understanding the world. Sam Francis
  2. 2. Language learning spaces: diversity and transversality Educational Policies to develop the Social Dimension of Language Learning Catalonia, April 2013 @NewsNeus Maria Neus Lorenzo i GalésRef:
  3. 3. ContentWhere?Short introduction: the Catalan education systemWhat?Exploring concepts and tendenciesWhy?Reflecting on present and future with some dataHow?Interaction for collective knowledge building… and then what?Questions and Starting point
  4. 4. Where? Why? What? How? History doesn’t happen to us... We actively build it everyday!
  5. 5. Catalonia, a Mediterranean region with a long history. Expansion: XIV-XV century
  6. 6. Languages of Europe (Wikipedia) Gascon Occitan
  7. 7. An autonomous territory with 7.565.603 inhabitants (2012)Ref: Population density: 231,5 inhab/km2 (2011)
  8. 8. Educational context:Postwar language policy at school:1939-1978 1939-1978 SPANISH Monolingual School subject school Latin Greek French Bilingual societyDemocracy: new language policy at school1980’s-2000 Bilingual Calo (Roman) CATALAN school SPANISH School subject ENGLISH Bilingual society FRENCH, GERM. ITAL.
  9. 9. Looking for an educational systemSeveral monolingual societies ? One plurilingual society?
  10. 10. PRESENT: Immigration 2000 - 2013 Present language policy at school CATALAN Plurilingual SPANISH school ENGLISH FRENCH GERMAN ITALIAN IMMIGRATION LANGUAGES SPANISH CATALAN ENGLISH Intercultural society
  11. 11. The new Catalan generation: merging students from immigrant families Marroc 29.561 Equador 14.073 Romania 6.329 Bolívia 5.962 Colòmbia 5.806 Argentina 5.159 Xina 3.788 Perú 3.371 Gàmbia 2.720Rep. Dominicana 2.502 Uruguai 2.491 Pakistan 1.933 Xile 1.931 Origen country of newly arrived students Brasil 1.847 Rússia 1.519 Ucraïna 1.377 Itàlia 1.216 Regne Unit 1.102 Veneçuela 981 Bulgària 931 0 5000 10000 15000 20000 25000 30000 From: Servei d’Immersoó i Ús de la llengua, 2008-09
  12. 12. Catalan challenges today Learning to live together Identity • 10M speakers in 4 countries- self-recognitions (Spain, Andorra, Italy, France)- participation • Local identity in Globalization processes- leadership- vision of the future • From Bilingualism to Plurilingualism- dealing with diversity • Intercultural dialogue
  13. 13. Where? Why? What? How?
  14. 14. The Catalan Education System Education System Structure Age University UEE HGVET Vocational training Bacalaureate MG VET Vocational training SGP- Social Adaptation Secondary Education Primary Education 95,5 % Pre-school Education Non-Compulsory Education Compulsory EducationMGVET- Medium Grade Vocational Education and Training SGP- Social Guarantee ProgrammeHGVET- Higher Grade Vocational Education and Training UEE- University Entrance Examination
  15. 15. Chart D1.2a. Ins truction tim e pe r s ubje ct as a pe rce ntage of total com puls ory ins truction tim e for 9-11 ye ar-olds (2007) Percentage of intended instruction time devoted to various sub ject areas within the total compulsory curriculum Reading , writ ing and lit erat ure M at hemat ics Science M o dern f oreign lang uag es Ot her compulsory core curriculum Co mpulso ry f lexible curriculum 100% 80% 60% Languages Science 40% Maths 20% Reading... Russian Federation Czech Republic2 Luxembourg3 Netherlands1 Belgium (Fl.) Denmark Germany Portugal4 0% Hungary England Slovenia Greece Estonia Turkey Australia France Mexico Finland Iceland Ireland Japan Sweden Norway Israel Austria Korea Spain Chile1. Includes 11-year-olds only.2. For 9-10 year-olds, social studies is included in science.3. German as a language of instruction is included in "Reading, w riting and literature" in addition to the mother tongue Luxemburgish.4. Includes 10-11 year-old Ref:,3343,en_2649_39263238_43586328_1_1_1_1,00.html
  16. 16. Reading, writ ing and lit erat ure M at hemat ics Science M odern f oreign languages Ot her compulsory core curriculum Compulsory f lexible curriculum 100% 80% 60% Languages 40% Science Version 1 - Last updated: 19-Aug-2009 Chart D1.2b. Instruction tim e per subject as a percentage of total com pulsory instruction tim e for 12-14 year-olds (2007) Maths Percentage of intended instruction time devoted to various subject areas within the total compulsory curriculum 20% Reading... Russian Federation Czech Republic Belgium (Fr.)3 Luxembourg2 Belgium (Fl.) 0% Denmark Germany Portugal England Ireland1 Hungary Slovenia Greece Turkey Estonia France Mexico Iceland Finland Australia Japan Israel Sweden Norway Italy3 Austria Korea Chile Spain1. For 13-14 year-olds, arts is included in non-compulsory curriculum.2. German as a language of instruction is included in "Reading, w riting and literature" in addition to the mother tongue Luxemburgish.3. Includes 12-13 year-olds only.Countries are r Ref:,3343,en_2649_39263238_43586328_1_1_1_1,00.html
  17. 17. Catalan educational policies focus on… Competencies: Providing citizens in new generations with the necessary competencies for employability, sustainability and flexibility to face future unexpected challenges. Inclusion: Consolidating social cohesion with inclusive education, and enriching citizenship in diversity. ESPRONCEDA School
  18. 18. Community building: intercultural dialogue Inner frontiers are the ones that really separate us Dealing with diversity for empowering rights and duties reading, speaking, writing, listening, interacting communicating in many languages sharing, negotiating, networking, bridging the gap
  19. 19. Communication skill is plurilingual interculturality enterpreneurship collaboration working participationlearning implicatiom interaction conviventiality
  20. 20. Catalan society: the plurilingual growth EnvironmentInternational L. MediaProfessional L. Society WorkEnvironmental L. FriendsSchool L. School FamilyFamily L.
  21. 21. Main educational strategies Social dimension Attitudinal Attitudinal Linguistic Linguistic Social dimension action-plans action-plans School Project School Project Project Project Cultural environment plan Inclusive school Networking Initial Immersion classroom CLIL, ICTCo-responsibilitybetween school Catalanand municipal authorities
  22. 22. Learning, communicating, and sharingin formal, informal and non formal education
  23. 23. Networking •Diversity •Autonomy •Plurilingualim •European LLP
  24. 24. Europa is multilingual… Are European citizens plurilingual?TWITTER MESSAGESLANGUAGE USAGE IN TWITTER Ref: Eric Fischer
  25. 25. Where? Why? What? How?
  26. 26. Working skills in labour markets in the 21st c. Complex Communication Communication Knowledge Expert Knowledge Manual Routine Tasks Cognitive Routine Tasks Handicraft and art
  27. 27. Unemploiment rates (2007-2012)
  28. 28. Youth population 16-20 NEET (NINIs 2009)
  29. 29. European programmes Ref:
  30. 30. Biodiversity, adaptating to environmen Culture, adaptatingthe environmen indies-caribbean_i-G-38-3830-XJ6YF00Z.jpg
  31. 31. CultureThe social mutation that help human adaptation and development, thanks to language (it provides cognitive and communicative resopurces)
  32. 32. There are 5500/6000 languages in the world Only 20% have a state = policy suport 80 % are minority languages 75% are threatened or extinguishing In 100 years more than 2500 may vanish and desapear When a language disappears, a whole culture vanishes, with its unique, collective, unrepeateble view of reality.Source: « Halte à la mort des langues » Claude Hagège
  33. 33. Languages are learning strategies Expression skills Comprehension skills From family bonds to Personal development emotional connections Social belongingFrom school subjectto learning skill Intercultural exchange From cognitionFom personal burst buildingto artistical output to critical thinking From cultural identity to
  34. 34. Languages are Social tool social resources to influence people Cultural Expression Social inclussion From collaborative Collective development work to economic Interaction and collaboration growth Influence and leadership Connectivity enlargement Bridging cultures and Collective consciousness blending communitiesLearning tools to developpersonal networking Growing expectations, future opportunities
  35. 35. Learning several languages develops more competent citizens Knowledge Procedures Plurilingual Communication Knowledge skills InterculturalCompetencies for a shared future Dialogue - team working - networking - bridging cultural gaps Attitudes - flexibility, plural criteria - critical thinking - innovation and entrepreneurship - personal learning autonomy - language learning ability, - mass media competences - creativity, artistic sensitivity - ... … …
  36. 36. Learning languages to live together
  37. 37. Where? Why? What? How?
  38. 38. Spelling Changing focus Phonetics Vocabulary g Grammar in ch … ... … Tea Speaking Listening Reading Writing InteractingContent tasksProject work ng ) ni CTNetworking (ICT) ar , IActive Learning Le ILNegotiating, participating (CLLiving together … … …
  39. 39. Flipping classrooms … from passive instruction...…to active learning
  40. 40. Inclussive school Developing students strategies for lifelong learning, active citizenship and free choice to work together for a better future.
  41. 41. Language: evolving concepts Sociocultural context Sociology and participation space Learning strategy and communication toolPsychology Subject at schoolLinguistics
  42. 42. Diversity of CLIL for enhazing Plurilingualism Plurilingual school Project Vocational Edu. BaccalaureatePrimary schools Secondary schools Training 16-18 (pre-3-6 (pre-primary) 16-18 (VET, pre- 12-16 (CLIL. ICT) university) 6-12 (primary) professional)CATALAN-OCCITAN ENGLISH - FRENCH ENGLISH CURRICULAR SPANISH ITALIAN - GERMAN LABOUR LANGUAGES LANGUAGES Initial CLIL Virtual Open Enterprise Classrooms Volunteersimmersion projects projects & Research
  43. 43. Language and communicative skills Adapted from Cummings, 1986 and Vicent Pascual 2007 Language learning interdependencies Superficial abilities Superficial abilities L3 Superficial L1 abilities Language Learning Communication L2 evidenceTransversallanguage learningand cultural Shared and transversaldevelopment Plurilingual skills competencies New learning consolidates previous learning and improves personal learning autonomy
  44. 44. New education for new needs• Prioritizing reading• Basic learning skills• European programs• PISA exams• Strong ITC policy• Teachers trainning• School autonomy• Social networking
  45. 45. Coherent learning for contiongent situations It’s raining-Where…?-Why…? windy It’s …-When...?-… … … It’s raining, It’s windy... -Where…?an umbrella, I need Why…? When...? -In US,to a raincoat, I have attract tourists -ItIis can’t walk
  46. 46. ORIOL is 23, when he was at school…
  47. 47. ANNA is 17,when she was at school…
  48. 48. MARTA is 12, now at school… >
  49. 49. European priorities: Strategies 2020 New aims at the European Union (2009) Reactivating economy and competitively Fighting for social cohesion, against poverty and unemployment Reinforce European citizenship and social participation Looking for a sustainable Europe improving ecology Providing citizens with security and common spaces in Europe Androulla VASSILIOU: Commissioner Education, Culture, Multilingualism Youth Priorities: José Manuel Barroso, president of the UE.Source :
  50. 50. European targets 2020: social indicators •75 % of the population aged 20-64 should be employed. •3% of the EUs GDP should be invested in R&D. •The "20/20/20" climate/energy targets should be met. (i.e. reduce 20% greenhouse gas emissions, increase 20% renewable energy consumption, achieve a 20% increase in energy efficiency). •The share of early school leavers should be under 10% and at least 40% of the younger generation should have a degree or diploma. •20 million less people should be at risk of poverty.Ref:
  51. 51. Common aim EU 2020Secondary graduated students, increasing 2001-2010
  52. 52. Chart D1.1. Total num be r of intended instruction hours in public institutions betw ee n the ages of 7 and 14 (2007) Ages 7 t o 8 Ages 9 t o 11 Ages 1 t o 1 2 4 Estonia Finland Slovenia Russian Federation Sw eden Korea Norw ay Hungary Germany Japan Denmark Iceland Czech Republic Luxembourg Austria Spain Turkey Belgium (Fl.) Portugal England Greece Ireland Israel Mexico France Belgium (Fr.) Australia Netherlands Italy Chile 0 1 000 2 000 3 000 4 000 5 000 6 000 7 000 8 000 9 000 10 000 Total number of intended instruction hours Ref:,3343,en_2649_39263238_43586328_1_1_1_1,00.htmlCountries are ranked in ascending order of total number of intended instruction hours.Source: OECD. Table D1.1. See Annex 3 f or notes ( ).
  53. 53. Results in education according to the invested capital PIB & maths results in PISA + Money doesn’t mean + score Score (maths results) budget- & investment •,2350,en_32252351_32235731_1_119669_1_1_1,00.html •,2966,en_32252351_32235907_1_1_1_1_1,00.html
  54. 54. Education results and equity zones Education results & social discrimination Equity zone - dif. income + dif. income + dif. results + dif. results - dif. income -dif. Results + dif. income - dif. results
  55. 55. Annual report: language results(15 years old students Catalonia) Dep. Ensenyament, 4t ESO
  56. 56. School results in Catalonia: PISA indicators 2006-2009 reading maths scienceBut the Spanish average is still far from the European goals
  57. 57. School should open to the worldRef: "Cours de philosophie a Paris", sXIV. Grandes chroniques de France Social dimension is out there!....
  58. 58. Individual commitment to a group effort Connectivity - that is what makes a team work, a society work, a civilization work. Commitment Vince Lombardi Behaviourism Structuralism Constructivism ConnectivismFocus on Science Focus on Focus on Focus ondesign, Positivism, Linguistics, Psycholinguistics, SociolinguisticsEmpiric analysis Form. & Function. Evolutionism Neuro-SciencesIvan P. Pavlov, B. F. Ferdinand Saussure, Jean Piaget, Howard Gardner ,Skinner, Albert Roman Jacobson, Lew S. Vygotsky, George SiemensBandura, Ed. Lee Claude Lévy-Straus, Stephen Downes eromeBruner, JThorndike,; Herbert Spencer, Sugata Mitra Laurence Kohlberg,John B Watson Mark Johnson Talcott Parson, Egan Kieran Lakoff. GeorgeTurning farming Turning Industrial Multinational econ., Virtual economy,societies into Societies into growing into a networking in a hyper-Industrial economy multinational Worldwide transnational connected world, to Capitalism social awareness economy
  59. 59. Augmented reality... In expanding schools 2001 2004 2006
  60. 60. Looking for balance and sustainabilityknow how & resources? sensitivity & complicities
  61. 61. Difficult times, lots of cut outs... … we need not only resources, but knowing how to use them properly
  62. 62. Mayber we are living uncertain times,but future is there: History is not what happens to us, it is what we build together everyday.
  63. 63. Enjoy your visit!Moltes gràcies!