This contribution to the 10th International Conference of Multilingualism and Third Language Acquisition describes a framework of intercomprehension - FRINCOM - which developed from an ERASMUS+ project called PALM.
Beyond communicative language teaching: new sociolinguistic realities, new ch...Kurt Kohn
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new “sociolinguistic realities” not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
Beyond communicative language teaching: new sociolinguistic realities, new ch...Kurt Kohn
Over the past decades, the concepts and principles of communicative language teaching have significantly shaped how foreign languages are taught in our educational institutions. Success is largely measured and experienced in relation to Standard English communication with native speakers, which, however, is in stark contrast with profound changes outside the English classroom. The expanding use of English around the world as a global lingua franca for intercultural communication has led to new “sociolinguistic realities” not only for second language speakers of English in post-colonial contexts but also for speakers of English as a foreign language and, last but not least, for native speakers as well. Against the backdrop of a social constructivist perspective, I will explore some of the challenges and opportunities these changes provide for English language teaching. Special attention will be given to a pedagogical approach that incorporates speaker-centered notions like ownership and satisfaction, and aims to help learners develop their own voice and non-native speaker creativity while maintaining an overall Standard English orientation.
Kohn 2018_ELF - From research to pedagogy_RELC Conf 12-14 March 2018Kurt Kohn
The evolution of research on English as a lingua franca (ELF) is characterized by three major paradigm shifts from ‘variety’ to ‘communicative use’ to ‘translanguaging practice’. These shifts are accompanied by pedagogical suggestions for ELT, which all have in common that they are generally met with suspicion and resistance from ELT professionals (e.g. “Do you want me to teach incorrect English?”). In my talk I will address this conflict between ELT and ELF with the aim of reconciliation. From the perspective of a social constructivist understanding of language learning and communication, special attention will be given to a reconceptualization of Communicative Language Teaching focusing on three issues: a creatively open pedagogical orientation towards Standard (Native Speaker) English, speaker satisfaction as an endonormative criterion of communicative success, and implementation of English (or any other target language) as a pedagogical lingua franca. Results from pedagogical research projects in the European secondary school context will be used to discuss the pedagogical potential of telecollaboration for involving learners of English in authentic intercultural communication and thereby helping them to develop an emancipated non-native speaker identity and thus to become speakers of English.
In this webinar, we introduce the concept of translanguaging in the EFL classroom which is the simultaneous use of more than one language to make meaning. Through the presentation, we will provide examples of how teachers have used translanguaging practices to help students learn English. These examples are taken from observations and research done in Puerto Rico and Peru. It will also be discussed the role that Spanish has played in EFL classrooms and how it has been used to bridge the gap between two languages.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speaker:
▪▪ Vanessa Mari has worked as an English teacher for the past 8 years. She started her career teaching English as a second language in a public high school in Puerto Rico. Her experience as a teacher prompted her interest in studying the ELL population. Her research has focused on teacher motivation, attitudes, and translanguaging. Vanessa Mari has also taught in diverse academic setting including the University of Puerto Rico Mayagüez, the University of Texas San Antonio and The University of Piura. She has also collaborated with the Ministry of Education in Peru as the English Language Fellow.
► Find the webinar here: https://youtu.be/mWbPHdwTlgE
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Åhörarkopior från Kate Seltzers presentation på Symposium 2015:
http://www.andrasprak.su.se/konferenser-och-symposier/symposium-2015/program/ways-to-teach-and-collaborate-in-superdiverse-schools-1.231482
Video & literature in the EFL classroomGiusy Fotia
Why should student study literature in the EFL class? And how can they be motivated and engaged to do so? Videos represent a valuable tool teachers of English should use to promote the acquisition of the target language.
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Intro:
Language is a complex system of communication that used by human beings. It needs a high of human capacity for acquiring and capability in order to use it. As stated by Ferdinand de Saussure in the article Wittgenstein & the Importance of Language Games ,“ all words acted as signs and had two components; signifiers and the signified. For the word ‘cat’, the word ‘cat’ is the signifier and the description, ‘a furry animal with four legs and a tail,’ is the signified”. He claimed that, language is only understood when everyone able to recognizes the same signifiers and the signified.
Dive into the PPT for Detailed Explanation.
Classroom integration of interactive technologies to support learner autonomyShona Whyte
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
Video & literature in the EFL classroomGiusy Fotia
Why should student study literature in the EFL class? And how can they be motivated and engaged to do so? Videos represent a valuable tool teachers of English should use to promote the acquisition of the target language.
Presentation by Dr. Orhan Agirdag (University of Leuven) at the Rutu Roundtable on Multilingual Education for Migrant Children in Europe.
The Roundtable was hosted by Utrecht University in Utrecht, the Netherlands and was held on 6 November 2015.
More info: http://www.rutufoundation.org/rutu-roundtable-utrecht/
This is the presentation given at Eurocall 2010 about the experiences of implementing Second Life in Language teaching curricula within the NIFLAR project.
Translanguaging as pedagogic strategy and as resource for identity performanc...RMBorders
Presentation by Sara Ganassin at the Education and Migration: Language Foregrounded conference at Durham University 21-23 October 2016, part of the AHRC funded Researching Multilingually at the Borders of Language, the Body, Law and the State project.
Intro:
Language is a complex system of communication that used by human beings. It needs a high of human capacity for acquiring and capability in order to use it. As stated by Ferdinand de Saussure in the article Wittgenstein & the Importance of Language Games ,“ all words acted as signs and had two components; signifiers and the signified. For the word ‘cat’, the word ‘cat’ is the signifier and the description, ‘a furry animal with four legs and a tail,’ is the signified”. He claimed that, language is only understood when everyone able to recognizes the same signifiers and the signified.
Dive into the PPT for Detailed Explanation.
Classroom integration of interactive technologies to support learner autonomyShona Whyte
Seminar on Education technologies & Language learner autonomy, LaDiLS (Laboratory of Didactics of Foreign Languages), as part of the Language Teaching Centre at the Department of Linguistics and Comparative Studies of Ca’ Foscari University of Venice. 14 October 2013. http://www.unive.it/nqcontent.cfm?a_id=120390
Also blog post here: http://bit.ly/19VK0T2
Maximizing Comprehensible Input and Output to Improve Student Achievement in ...Chinese Teachers
By Yuqing Hong, Principal of P.S. 310 The School for Future Leaders
Chinese Language Teachers Association of Greater New York (CLTA-GNY) and NYU's Project Developing Chinese Language Teachers are delighted to bring this workshop which shares with participants teaching methods that focus on the way our brains naturally acquire language and techniques and strategies that prioritize the delivery of understandable, personalized and relevant messages, as well as way to empower students with meaningful output for learning.
Vortrag zur frühen Mehrsprachigkeit bei der BIG_inn Konferenz. Die Veranstaltung wurde von Nyugat-Pannon Terület- és Gazdaságfejlesztési Szolgáltató Közhasznú Nonprofit Kft. im Rahmen des INTERREG V-A Projekts BIG_inn AT-HU organisiert.
Open Research Lesson WALS 2020 online conferenceclaudiamewald
An open research lesson, available in video-recorded form on the WALS conference website (walsnet.org), was designed collaboratively by a team of two primary school and two secondary school teachers with the goal to investigate the impact of formative feedback on the oral and written communicative competence of young foreign language learners. A lesson study in three cycles brought about variations in the design of the lesson, its teaching and learning materials as well as feedback tools. In the sharecase, the fourth research lesson will be shown and afterwards, the lesson study team will discuss the intended and observed learning of four case study pupils.
Student teacher learning through online lesson studyclaudiamewald
Since March 2020, teaching and teacher education have changed dramatically. Although digital literacy had been at the forefront of new developments in education to foster 21st century skills, nobody had really anticipated a total lockdown and the need to facilitate remote and autonomous learning from one day to the next. Success in this endeavour seemed to depend on three main aspects: the access to digital resources (hard- and software), the ability to make use of digital learning opportunities, and the efficiency of the collaboration between parents, pupils and teachers, student teachers and lecturers, or all of these in the case of teacher education. This round table presents three modifications of lesson study in a virtual environment making use of various digital technologies and strategies to support student teacher learning in three seminars: formative feedback in English as a foreign language, mathematics, and physical education for primary and secondary school pupils.
Lernen im Fokus: Unterrichtsentwicklung durch Lesson Studyclaudiamewald
Lesson Study ist eine Form der kollaborativen Unterrichtsforschung, deren Ursprung in japanischen Primarschulen
zu finden ist. Im Zentrum jeder Lesson Study steht das Lernen der Schüler/innen, welches
durch die Zusammenarbeit eines Teams von Lehrkräften möglichst gut gefördert werden soll. Indem
Lesson Study das Augenmerk auf das Lernen legt, wird sie zur Forschung für das Lernen und dadurch
zum natürlichen Bestandteil einer förderlichen Lernumgebung. Kein anderer Forschungsansatz ist so
nahe am Unterrichtsgeschehen und so intensiv und direkt am Unterrichtsergebnis, dem Lernen der
Schüler/innen, beteiligt.
Dieser Beitrag beschäftigt sich mit der Rolle von Lesson Study beim Planen und Beobachten von Lernen.
Die Verbindung zwischen kriterienorientierter Zielsetzung und lernförderlichem Feedback wird am
Beispiel der Lebenden Fremdsprache dargestellt und Strategien der formativen Bewertung von Lernergebnissen
werden erläutert.
IATEFL YLTSIG Showcase 2018: PALM, an interactive platform for language learn...claudiamewald
This presentation given at the IATEFL conference in Brighton provides information about the interactive platform PALM, developed in the context of an ERASMUS+ project. It provides authentic texts and tasks in eight languages.
The role of lesson study in the quality assurance of material production in l...claudiamewald
This presentation, given at the 2017 International WALS Conference at the University of Nagoya, describes the quality assurance process through Lesson Study in the ERASMUS+ project PALM which creates an interactive platform for language learning in eight languages.
This presentation given at the MATSDA conference 2017 in Tilburg describes the development of a multilingual platform called PALM.
It provides learners with authentic input texts and meaningful tasks for language acquisition.
WALS 2016: Process writing and peer assessment in teacher educationclaudiamewald
This presentation discusses the implementation and study of process writing and peer assessment in the context of three courses in teacher education: young adult literature, methodology, and language skills. The primary aim of the study was to learn about the effects of the approach on language and content learning, as well as the trainees’ gains in their pedagogical content knowledge about formative assessment.
WALS 2016:Competence-oriented foreign language education: Making competence-u...claudiamewald
This PPT given at the 2016 WALS conference presents a Lesson Study which aimed at making a competence-oriented approach of teaching and learning English as foreign language visible in practice. Four case studies are used to exemplify a theory that defines and frames competence-oriented teaching and learning and to demonstrate how the learners’ competence development was made visible.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
1. A framework for meaning making: how
children interact in multilingual contexts
Claudia Mewald
Sabine Wallner
Elisabeth Weitz-Polydoros
1
2. Promoting Authentic Language Acquisition
in Multilingual Contexts
"The European Commission support for the production of this publication does not constitute an
endorsement of the contents which reflects the views only of the authors, and the Commission cannot be
held responsible for any use which may be made of the information contained therein."
Framework for Intercomprehension Methodology
FRINCOM
3. Project Goals
• encourage autonomous language learning with a
platform
• encourage 6-14 year-old learners to produce
authentic and engaging texts
• produce learning materials and on-line games to
accompany these texts
• provide immediate feedback on task performance
• support multilingualism
3
4. Terms
• Multilingualism: ability to use two or more languages,
either by an individual speaker or by a community of
speakers
• Plurilingualism: use of two or more languages in one
conversation for the purpose of effective communication
• Intercomprehension: ability to make sense of written or
spoken texts in languages the readers/listeners have not
(yet) acquired or studied
• Translanguaging: people use their acquired languages to
understand and communicate in the unfamiliar
languages of the others
• Lingua Franca: one language adopted as a common
language between speakers whose native languages are
different
4
5. Intercomprehension 1
It is a characteristic trait of intercomprehension that it does not
demand the ability of verbal production in the target language
(Doyé, 2005, p. 7)
Differentiation between competence and performance:
•intercomprehension competence: the capacity to
understand other languages without having studied them
•intercomprehensive performance: each person uses his or
her own language and understands that of the other
Intercomprehension can be an alternative or
complement to the common use of a Lingua Franca
5
6. Intercomprehension 2
More widely spoken languages are frequently used as
bridge (pivot) languages:
If all participants in interlingual/intercultural encounters use and
understand one particular language, this facilitates their
communication enormously. (Doyé, 2005, p. 7)
Dangers of using bridge languages:
•linguistic imperialism (Phillipson, 1992)
•culture-free use of the Lingua Franca (Basset, 1999)
•insufficient communication lacking depth, clarity and
significance (Doyé, 2005)
•potential depreciation of the mother tongue (Piri 2002)
6
7. FRINCOM
Intercomprehension Competence
• is a complement to the common use of a Lingua Franca
• exploits previously acquired funds of knowledge, skills
and strategies
• employs knowledge from many areas in making sense of
languages not studied
• is highly individual and dynamic in its development
(Cummins 2003; Herdina, P. & Jessner, U. 2000; Jessner, U. 2006; Larsen-
Freeman, D. 1997)
7
8. FRINCOM
FOSTERING INTERCOMPREHENSION COMPETENCE
• through learning designs that make conscious or
unconscious intercomprehension possible
• through creating the necessary conditions of learning that
facilitate a multilingual acquisition process which
encourages the development of intercomprehension
competence (Marton 2015)
• through establishing intercomprehension as a guiding
principle to help pupils
… acquire the strategies needed for the understanding of
the texts and utterances of any new language they might
encounter in the future. (Doyé, 2005, p. 20)
8
10. Authenticity of situation
Young learners
•reasonably sound command of their family languages
•infer meaning without understanding everything
•interpret meaning and use limited language resources
creatively through mixing or adapting languages they have
picked up
•plurilingual environment – in most families the individual
members speak diverse language varieties
•positive, relaxed and unharmed attitude towards new
languages based on the process of initial language
acquisition without formal instruction
10
11. Authenticity of inputs and tasks
•the authenticity of the texts (written or spoken) used as
input data
•the authenticity of the actual social situation of the
virtual learning space (platform)
•the authenticity of the tasks in a virtual learning space
adapted from Breen (1985, p. 68)
11
16. Strategies
•items designed with the goal to trigger the use of
specific strategies to be able to provide diagnostic
feedback through the platform
•item development in tandems/group work: think aloud
protocols and/or notes to collect initial feedback on
strategy fit
16
17. Strategies 1
1 Reading/listening at word or phrase level
2 Expeditious reading (skimming or scanning) or selective
attention to understand the gist/main idea of a text
(overall understanding of the text).
This can be
a) a possible/suggested title,
b) the topic,
c) the text type, or
d) the function if it is easy to identify/spot
3 Expeditious reading (skimming or scanning) or selective
attention to understand concrete information that is
explicit and easy to identify/spot.
17
18. Strategies 2
4 Careful reading and listening to understand detailed
information in a context.
This includes differentiating important information
from supporting detail.
5 Careful reading or listening to understand information
that is not directly mentioned in the text.
This includes inferencing, i.e. reading between the lines
or anticipating/predicting what is meant or going to
happen.
6 Careful reading or listening to understand the text
and to respond to it, e.g. reflect on it, react creatively
or critically. 18
19. Strategies 3
Learners make use of existing knowledge:
general knowledge = KOW
cultural knowledge
situational knowledge = function
behavioural knowledge = body-language
lexical knowledge
pragmatic knowledge = text types, discourse schemes
graphic knowledge
phonological knowledge
grammatical knowledge
19
22. Awareness-raising
•making learners aware of their competences
•what they can do in their languages is motivating
•encouraging learners to make use of all their funds
available to make sense of new texts
•within “language families” (Romance, Germanic, Slavonic)
similarities can be utilised
•teachers should make use of tanslinguistic methods
(EuroComRom, IGLO, Intercomprehension in Slavonic
Languages – Seven Sieves by McCann, Klein & Stegmann
2000)
22
23. Scaffolding
• based on careful diagnosis of the learners’ readiness and
disposition
•eclective selection of assisting activities (grade the task
and not the material)
23
24. Autonomy
•measures taken by teachers should have the character
of assistance and never become interference
•intercomprehension is a potentially self-directed
process
•learners take the first step and teachers support after
careful needs analysis
•level of autonomy and self-direction depends on age
and readiness
•fostering autonomy is part of intercomprehension
methodology
24
25. Sensitivity
•between language(s) and culture(s): intercultural
communication is mutually compassionate, respectful,
tolerant and collaborative
•it should be aiming at transcultural education which
differs from intercultural education in that it intends to
create a transformed cultural understanding
•transcultural understanding creates shared cultures
rather than parallel worlds of two or more cultures next
to each other
25
26. Intercomprehension Task 1
• functional approach in plurilingual communication
different languages are used to achieve a purpose
involving interaction between various speakers
(cf http://www2.vobs.at/ludescher/Grammar/functional.htm)
Example:
Introducing someone to a group of people: even if different
languages are used, mutual understanding is fostered by
•situational knowledge
•body language
•general knowledge
26
27. Intercomprehension Task 2
• setting a situation or an occasion
Examples:
• asking for the way
• ordering a meal in a restaurant
• staying in a host family with other students
from different countries
27
28. Intercomprehension Task 3:
The pilot study
Setting of the pilot: beach volleyball game; four against four
Mixed teams of teenagers: 1 French, 1 Slovenian, 1 Tunisian,
2 Austrians, 3 Russians.
Authentic situation: Translanguaging observed and recorded.
English was used as a Lingua Franca; scores were counted in
English.
28
29. Intercomprehension Task 3:
English as a Lingua Franca
Single word utterances:
Line Sorry!
Out Super
Double Wow!
Rotate Okay
Great Yes!
No Score?
In please
Ready? Really?
29
30. Intercomprehension Task 3:
English as a Lingua Franca
Multi word utterances:
Scores: Numbers from zero to twenty-one, e.g. four-one;
Thank you Nice try
My turn? Russian block!
Your turn Nice try!
No problem Oh no!
I tried Great job
Out or in? One more
I serve? Set ball
Game over! We win?
My serve? Ten all
30
31. Intercomprehension Task 3:
English as a Lingua Franca
Complete sentences:
You serve. It’s your turn?
Is it my turn? What’s the score?
I’ll get it. Wait please!
Are you ready? Was it out?
It touch the line. Try like this.
Are you okay? I’m okay.
I’m fine. We should switch.
Sorry, I was in net. One more time!
Do I serve? That was great!
We repeat it. Sorry, my fault!
31
32. Intercomprehension Task 3:
Translanguaging
English French German Russian
Hi!
Hello!
Salut!
Allô!
Hallo! Алло́ (allo) !
Приве́т (brivijet)!
Me! Moi! Ich! MЬI (moi) !
Out! Out! /Dehors!) Out! /Aus! ÁyT (out) !
Super! Great!
Okay!
Super!
D'accord!
Super!
Okay!
Cу́пер (supjur)!
Хорошо (charasho)!
line ligne Linie Ли́ния (linia)
score score Spielstand/ Score cчёт (shjot)
No problem! Pas de problème! Kein Problem! Нет пробле́м (njiet problem) !
Не пробле́ма (nea problema) !
Come on!
Another time!
Allez!
Encore!
Komm!
Weiter!
Дава́й дава́й (dawai dawai) !
Sorry! Désolé(e)! Tut mir leid! Прости́те (brastidje) !
Thank you! Merci! Danke(schön)! Спаси́бо (sbasiba)! 32
33. Intercomprehension Task 4:
Multilingual play space
From
LARP (Live Action Role Play)
Pervasive roleplays gaming scenarios for adults
Escape rooms
= collaborative games based on concrete, authentic, realistic
and intriguing situations demanding the use of
communication and various skills in order to solve a problem
To
ACTS (Active & Challenging Task Space) multilingual
play space for young teenagers to initiate translanguaging
33
34. Intercomprehension Task 4:
Multilingual play space
Aims of ACTS for PALM
> An intriguing and challenging network of authentic tasks
(including quests, treasure hunts, puzzles, etc.)
> The need for collaboration and negotiation across
languages
> The need for plurilingual communication and
translanguaging
Audio and video recording of the plurilingual scenarios in
order to create and research a multilingual corpus.
34
35. Contact
Thank you for your attention!
claudia.mewald@ph-noe.ac.at
sabine.wallner@ph-noe.ac.at
e.weitz-polydoros@ph-noe.ac.at
35
36. References
Basset, S. (1999). What Exactly is the Everyday? Journal of the Study of British Cultures,
2/99, 185-194.
Breen, M. P. (1985). Authenticity in the Language Classroom. Applied Linguistics,, 6(1),
60-70.
Cummins, J. (2003). BICS and CALP: Origins and rationale for the distinction. In C. B.
Paulston, & G. R. Tucker, Sociolinguistics: The essential readings (pp. 322-328). London:
Blackwell.
COM. (2008). Multilingualism: an asset for Europe and a shared commitment. Retrieved
from EUR-Lex: http://eur-lex.europa.eu/legal-
content/EN/TXT/?uri=CELEX:52008DC0566
Doyé, P. (2005). Intercomprehension. Guide for the development of language education
policies in Europe: from linguistic diversity to plurilingual education. Reference study.
Retrieved from Council of Europe, Language Policy Division:
https://www.coe.int/t/dg4/linguistic/Source/Doye%20EN.pdf
Herdina, P. & Jessner, U. (2000). A Dynamic Model of Multilingualism: Changing the
Psycholinguistic Prespective. Clevedon: Multilingual Matters.
36
37. References
Jessner, U. (2006). Linguistic Awareness in Multilinguals. English as a Third Language.
Edinburgh: Edinburgh University Press.
Larsen-Freeman, D. (1997). Chaos/Complexity Science on Second Language Acquisition.
Applied Linguistics, 18(2), pp. 141-165.
Marton, F. (2015). Necessary Conditions of Learning. New York: Routledge.
Montola, M (2007). Tangible Pleasures of Pervasive Role-Playing. In Baba,
Akira. Proceedings of DiGRA 2007 Situated Play conference. The University of Tokyo.
pp. 178–185. Phillipson, R. (1992). Linguistic Imperialism. Oxford: Oxford University
Press. Available at: http://www.digra.org/wp-content/uploads/digital-
library/07312.38125.pdf
Nicholson, S. (2015). Peeking behind the locked door: A survey of escape room
facilities. White Paper available at http://scottnicholson.com/pubs/erfacwhite.pdf
Piri, R. (2002). Teaching and learning less widely-spoken languages in other countries.
Strassbourg: Council of Europe.
37