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The challenge of plurilingual education: Promoting transfer across the language curriculum Luciano Mariani - Tesol – Italy 2006 Find the full text of this presentation at:  www.learningpaths.org/papers/plurilingualnaples.htm
more languages = more “subjects”? The plurilingual curriculum
watertight compartments?
How does the learning of  several  languages affect language learning? How can we profit from the presence of several languages in the curriculum?
languages develop side by side A widespread image of the plurilingual curriculum …
…  or  pluri  lingualism? multi  lingualism…
pluri  linguingualism more  competence s or more  competence ?
The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes  plurilingual  and develops  interculturality . Common European Framework
≠ + A bilingual is  not  the sum of two monolinguals!
L1 L2 separate underlying proficiency
common underlying proficiency L1 L2
L1  surface features L2  surface features L3  surface features common underlying proficiency central operating system
Learning an L2 is not just the adding of rooms to your house by building an extension at the back  …
…  learning an L2 is the rebuilding of all  internal walls. Vivian Cook
train departure times gli orari di partenza dei treni cheese pizza Straßenverkehrsordnung codice della strada compound words – word order pizza cheese
Nonostante  sia molto anziana, lavora ancora. I like rock  because  it's exciting. Ich habe kein Geld,  deshalb  kann ich nicht ins Kino gehen. linkers – discourse markers
E'  una specie di  sedia, piccola. C'est une personne qui  coupe tes cheveux. It is  used to  take photos. "adjusting" the message
from the  products  of particular languages … …  to the  process  of language learning
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
FIRST QUESTION:  what exactly gets  integrated, restructured, transferred  ?
charge dé charge dé charg er dé charge ment charg er charge ment charg eur
Mut Miß mut miß mut ig Miß mut ig keit mut los Mut los ig keit mut ig
[object Object],[object Object],[object Object]
+  s  = plays +  ing = playing +  ed  = played +  er  = player play
Skills and strategies  (savoir faire) Knowledge  (savoir)
I can guess meanings I can use what I already know I can take risks
Skills and strategies  (savoir faire) Knowledge  (savoir) Beliefs, attitudes, motivations   (savoir  être)
knowledge   language awareness skills   learning awareness beliefs, attitudes   learner awareness learning-to-learn   (savoir apprendre)
SECOND QUESTION: which  instructional   conditions  facilitate the transfer between languages?
English … …  and its role as a  bridge  towards more languages
Transfer the application of previously acquired knowledge and skills to new situations
Today’s task Yesterday’s task Last week’s task Last month’s task How is this task similar to others? How is it different?
1 - experience Three conditions for cross-language transfer 3 - reactivation 2 - reflection
1st condition: experience Beckham  Zidane  Totti  Schumacher
www.euronews.net for articles on the  same  topic in seven  different  languages
1st condition: experience Beckham  do we need to understand everything? what are the keywords? how are they built, where do they appear in the sentence? what about the words which come before and after them?
[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],2nd condition: reflection What problems did we have to face? What helped us? …  and how did we feel?
knowledge of  specific  language (English) knowledge, skills and attitudes in  language learning
“ international” words match partita football …………… …………… squadra training …………… “ true friends” stadium stadio point …………… …………… passare goal ……………
courage coraggio courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso
football team squadra di calcio sports centre ……………… .. ……………… .. coppa del mondo training shoes ……………… ..
3rd condition: reactivation Schumacher  ,[object Object],[object Object],[object Object]
from reactivation to reflection ,[object Object],[object Object]
“ true friends” football Fu β ball stadium Stadion …………… Punkt
courage coraggio Mut courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso er mutig en Er mutig ung ent mutig en Ent mutig ung mut ig
world champion Weltmeister campione del mondo ……………… .. Weltrekord record mondiale playfield Spielplatz ……………… ..
1 - experience The transfer cycle 3 - reactivation 2 - reflection
Beckham  Zidane  Totti  Schumacher The transfer cycle
[object Object],[object Object],[object Object],[object Object],The plurilingual curriculum: implications for schools and teachers
Let’s learn more languages - To speak a common tongue.
  Find this presentation and further resources on   www.learningpaths.org   [email_address]  

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Luciano Mariani - The challenge of plurilingual education: Promoting transfer across the language curriculum

  • 1. The challenge of plurilingual education: Promoting transfer across the language curriculum Luciano Mariani - Tesol – Italy 2006 Find the full text of this presentation at: www.learningpaths.org/papers/plurilingualnaples.htm
  • 2. more languages = more “subjects”? The plurilingual curriculum
  • 4. How does the learning of several languages affect language learning? How can we profit from the presence of several languages in the curriculum?
  • 5. languages develop side by side A widespread image of the plurilingual curriculum …
  • 6. … or pluri lingualism? multi lingualism…
  • 7. pluri linguingualism more competence s or more competence ?
  • 8. The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire two distinct, unrelated ways of acting and communicating. The language learner becomes plurilingual and develops interculturality . Common European Framework
  • 9. ≠ + A bilingual is not the sum of two monolinguals!
  • 10. L1 L2 separate underlying proficiency
  • 12. L1 surface features L2 surface features L3 surface features common underlying proficiency central operating system
  • 13. Learning an L2 is not just the adding of rooms to your house by building an extension at the back …
  • 14. … learning an L2 is the rebuilding of all internal walls. Vivian Cook
  • 15. train departure times gli orari di partenza dei treni cheese pizza Straßenverkehrsordnung codice della strada compound words – word order pizza cheese
  • 16. Nonostante sia molto anziana, lavora ancora. I like rock because it's exciting. Ich habe kein Geld, deshalb kann ich nicht ins Kino gehen. linkers – discourse markers
  • 17. E' una specie di sedia, piccola. C'est une personne qui coupe tes cheveux. It is used to take photos. "adjusting" the message
  • 18. from the products of particular languages … … to the process of language learning
  • 19.
  • 20. FIRST QUESTION: what exactly gets integrated, restructured, transferred ?
  • 21. charge dé charge dé charg er dé charge ment charg er charge ment charg eur
  • 22. Mut Miß mut miß mut ig Miß mut ig keit mut los Mut los ig keit mut ig
  • 23.
  • 24. + s = plays + ing = playing + ed = played + er = player play
  • 25. Skills and strategies (savoir faire) Knowledge (savoir)
  • 26. I can guess meanings I can use what I already know I can take risks
  • 27. Skills and strategies (savoir faire) Knowledge (savoir) Beliefs, attitudes, motivations (savoir être)
  • 28. knowledge language awareness skills learning awareness beliefs, attitudes learner awareness learning-to-learn (savoir apprendre)
  • 29. SECOND QUESTION: which instructional conditions facilitate the transfer between languages?
  • 30. English … … and its role as a bridge towards more languages
  • 31. Transfer the application of previously acquired knowledge and skills to new situations
  • 32. Today’s task Yesterday’s task Last week’s task Last month’s task How is this task similar to others? How is it different?
  • 33. 1 - experience Three conditions for cross-language transfer 3 - reactivation 2 - reflection
  • 34. 1st condition: experience Beckham Zidane Totti Schumacher
  • 35. www.euronews.net for articles on the same topic in seven different languages
  • 36. 1st condition: experience Beckham do we need to understand everything? what are the keywords? how are they built, where do they appear in the sentence? what about the words which come before and after them?
  • 37.
  • 38. knowledge of specific language (English) knowledge, skills and attitudes in language learning
  • 39. “ international” words match partita football …………… …………… squadra training …………… “ true friends” stadium stadio point …………… …………… passare goal ……………
  • 40. courage coraggio courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso
  • 41. football team squadra di calcio sports centre ……………… .. ……………… .. coppa del mondo training shoes ……………… ..
  • 42.
  • 43.
  • 44. “ true friends” football Fu β ball stadium Stadion …………… Punkt
  • 45. courage coraggio Mut courage ous en courage en courage ment dis courage dis courage ment in coraggi are in coraggi amento s coraggi are s coraggi amento coraggi oso er mutig en Er mutig ung ent mutig en Ent mutig ung mut ig
  • 46. world champion Weltmeister campione del mondo ……………… .. Weltrekord record mondiale playfield Spielplatz ……………… ..
  • 47. 1 - experience The transfer cycle 3 - reactivation 2 - reflection
  • 48. Beckham Zidane Totti Schumacher The transfer cycle
  • 49.
  • 50. Let’s learn more languages - To speak a common tongue.
  • 51.   Find this presentation and further resources on   www.learningpaths.org   [email_address]