Michel Candelier FREPA – A set of instruments for the development of plurilingual and intercultural competences Anna Schröder-Sura Giessen Le Mans

Pair Work! Enjoy! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 2

Have a look at the keys !!! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 3

Comment avez- vous fait pour trouver ? Petite réflexion collective… I have stated that … We have seen that… And also that… How did you manage in order to find it? Discuss it together! 4 A brief activity The plurilingual mouse (YOU are the learners !) Step 1

Of course! We have tried to establish links between languages! Exactly! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 5

Think of it individually during 2 minutes. Write down your ideas. Before continuing, still a little question : What kind of knowledge / attitudes / skills can be developed by a learner through this activity? 6 A brief activity The plurilingual mouse (YOU are the learners !) Step 1

A brief activity The plurilingual mouse (YOU are the learners !) Step 1 A link with the plurilingual and pluricultural competence Step 2 We have seen that when confronted with a new language, we refer to the languages we already know.. Of course! We have tried to establish links between languages! 7

We have seen that when confronted with a new language, we refer to the languages we already know.. A link with the plurilingual and pluricultural competence Step 2 Can you find any link with this extract from the Common European Framework of Reference? "Referring to the plurilingual and pluricultural Competence: “a given individual does not have a collection of distinct and separate competences to communicate depending on the languages he/she knows, but rather a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her”. (p. 168)" 8

Of course, there is a link ! If we refer to other languages when confronted with a new language, it is because languages are not separate in our mind… Our plurilingual competence is covering all languages we have! 9 "Referring to the plurilingual and pluricultural Competence: “a given individual does not have a collection of distinct and separate competences to communicate depending on the languages he/she knows, but rather a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her”. (p. 168)"

This conception of plurilingual competence relies on psycholinguistic research work carried out on language acquisition in the last decades. Yes, Professor! We know! Psycholinguists agree about the existence of ONE system (it is the so called “wholist” conception of a plurilingual competence) … Although the views of Psycholinguists may differ concerning the existence of “separate systems” within this global plurilingual competence. 10

Voilà un exemple concret, pour mieux comprendre ce que cela signifie : …… it is about a speaker of French who knows German and learns some Japanese. For other people speaking French (and many other learners!) one of the difficulties in Japanese is to put the verb at the end of the sentence. I don't have this problem. Why? Voilà un exemple concret, pour mieux comprendre ce que cela signifie : Here is a concrete example, in order to allow a better understanding of what this means: 11

V binLehrerich German (dass) V enseignantsuisje French Japanese V amteacherI desusenseiwatashi wa ですせんせいわたし は In German too, in dependant clauses, the verb is at the end! 12

Today, this ability helps him constructing sentences in Japanese. It could also be useful later for other languages he would like to learn.… While learning German, he has been introducing into his plurilingual competence the ability to build up sentences with the verb at the end. Thus, his plurilingual competence is a global one: when speaking Japanese, he uses an ability that is common to both Japanese and German!! 13

Pluralistic approaches to languages and cultures Step 3 If this competence is global… then language teaching should help students to establish connections between the languages they know or learn. We should build bridges between languages / between cultures. This is stated explicitly by the Guide for the Development of Language Education Policies in Europe, 2007,

The definition of the plurilingual and pluricultural competence “calls for the teaching of different languages to be linked to one another […]. [...] every opportunity to encourage pupils to use knowledge and competences acquired in languages they are taught or know must be taken, in order to highlight points of convergence [...] and to help them to understand how languages work, and to develop their plurilingual repertoires in an optimal way. Even more clearly in the in the last document of the Council of Europe: Guide for the development and implementation of curricula for plurilingual and intercultural education, 2010,

The definition of the plurilingual and pluricultural competence “calls for the teaching of different languages to be linked to one another […]. [...] every opportunity to encourage pupils to use knowledge and competences acquired in languages they are taught or know must be taken, in order to highlight points of convergence [...] and to help them to understand how languages work, and to develop their plurilingual repertoires in an optimal way. Even more clearly in the in the last document of the Council of Europe: Guide for the development and implementation of curricula for plurilingual and intercultural education, 2010, But how can we link different languages to one another in teaching? Are there any approaches which try to put this into practice?

One can distinguish two kinds of teaching approaches : : Pluralistic approaches to languages and cultures, referring to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures; Approaches which might be called “singular” in which the didactic approach takes account of only one language or a particular culture, and deals with it in isolation. Which ones allow linking different languages to one another? ?? 17

One can distinguish two kinds of teaching approaches : : Pluralistic approaches to languages and cultures, referring to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures; Approaches which might be called “singular” in which the didactic approach takes account of only one language or a particular culture, and deals with it in isolation. … … pluralistic approaches ? Of course, pluralistic approaches! How can you help students to link languages to one another if you don’t deal with more than one language in your classroom activities! 18

One can distinguish two kinds of teaching approaches : : Pluralistic approaches to languages and cultures, referring to didactic approaches which use teaching / learning activities involving several (i.e. more than one) varieties of languages or cultures; Approaches which might be called “singular” in which the didactic approach takes account of only one language or a particular culture, and deals with it in isolation. … … pluralistic approaches ? Of course, pluralistic approaches! How can you help students to link languages to one another if you don’t deal with more than one language in your classroom activities! 19 And besides, this is exactly what we have experienced with the activity The plurilingual mouse! It would be great to know more about Pluralistic approaches… Are there many of them ? I would be happy to see other concrete examples like The plurilingual mouse.

Awakening to languages …resulting from recent developpements of language teaching methodology Pluralistic approaches to languages and cultures Four pluralistic approaches 20

Awakening to languages It is not… The teaching of any particular language But it can support it prepare for it complement it 21

It is… an approach in which learning activities are concerned with languages having all kinds of status…… inculding languages which the school doesn't intend to teach … among which home languages of allophone pupils may also find their place Awakening to languages

23 Awakening to languages It is… an approach in which learning activities are concerned with languages having all kinds of status…… inculding languages which the school doesn't intend to teach … This is what we did with the plurilingual mouse! It was thus Awakening to languages!

Red Riding Hood German, English, Breton, Chinese, Finnish, French, Hungarian, Icelandic, Italian, Polish, Portuguese, Russian. From: Les langues du Monde au Quotidien - Cycle 2, SCEREN (2006, 2012).Les langues du Monde au Quotidien - Cycle 2 24

Aims: Discovering that there is nothing like term to term translation between languages, that all languages present identifiable ways of linking form and meaning. Discovering the embedding of the same known tale in different cultural contexts. (Hungarian)(Breton) 25

(Portuguese)(German) Listen to the beginning of the tales and indicate in which order the four languages appear. 26

LittleredRidinghood Research task : Title in Chinese Identifying,,locating, selecting Find the word “red” Find the word “little” 27

Integrated didactic approach It is directed towards helping learners establish links between all languages studied within the school curriculum (including the language(s) of instruction). It makes it possible to implement a general principle underlying every learning process: relying on what is known to deal with what is less known - on the language of schooling to tackle the first foreign language, on these both languages to find a way into the second foreign language, and so on... not forgetting the feedback effects of such synergies. 28 Pluralistic approaches to languages and cultures Four pluralistic approaches Awakening to languages

Example taken from: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber. It is thought for students having already learnt some English and starting with learning German. This material helps students to discover lexical similarities and grammatical differences between both languages, as well as with their own mother tongue (and / or language of education) … 29 Integrated didactic approach

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Integrated didactic approach Awakening to languages Pluralistic approaches to languages and cultures Four pluralistic approaches Intercomprehension between related languages The aim is first and foremost to develop written or oral comprehension skills by introducing strategies based precisely on the relationship of the languages. 32 It entails the learning and comparative study of two or more languages from one and the same family (Romance, Germanic, Slavonic languages, etc), whether this family be the one to which the learner’s mother tongue (or language of schooling) belongs or the one to which a language which he or she has learned belongs.

Example of intercomprehension between romance languages: Las Islas Canarias Las Islas Canarias están situadas en el Océano Atlántico; una distancia de casi 100 kilómetros separa las islas del continente africano, una de kilómetros de Europa. Todas son de origen volcánico. Los volcanes de La Palma, Tenerife, Lanzarote son todavía activos. El clima de las Islas Canarias es agradable, la temperatura media es de 20 grados. Muchos turistas alemanes pasan sus vacaciones en las Islas Canarias porque allí hay un sol brillante. Muli turiti germani îi petreacă vacana în Insulele Canare pentru că nu există un soare strălucitor. Beaucoup de touristes allemands passent leurs vacances dans les Iles Canaries parce qu'il y a un soleil éclatant. Molti turisti passano le loro vacanze nelle Isole Canarie perché lì c‘è un sole brillante. Muitos turistas alemães passar as suas férias no Ilhas Canárias, porque há um sol brilhante. 33

Example of intercomprehension between Slavonic languages: Jeziora Mazurskie Jeziora Mazurskie i Białowieski Park Narodowy w półfinale konkursu na 7 nowych cudów świata Wielkie Jeziora Mazurskie i Białowieski Park Narodowy znalazły się w półfinale wyborów 7 nowych cudów świata! Konkurs "7 nowych przyrodniczych cudów świata" realizowany jest od 2008 roku przez szwajcarską fundację "NewOpenWorld Foundation". Głosowanie przebiega w siedmiu kategoriach: "krajobrazy, formy polodowcowe", "wyspy", "góry, wulkany", "jaskinie, formy skalne, doliny", "lasy, rezerwaty i parki narodowe", "jeziora, rzeki, wodospady" oraz "krajobrazy morskie". Wśród półfinalistów znajdziemy między innymi Morze Martwe, włoski wulkan Wezuwiusz i grecką górę bogów - Olimp. Reference: ( ) Interlinear translation: 1. Somebody will read the Polish text for you. Listen well! 2. Read the text and summarize the content in one sentence. 3. Read the text extensively sentence by sentence.Transfer the text into Croatian (or in other languages you know) and find correspondences (and differences) between these languages. 34

Example of a lesson based on intercomprehension I‘m discovering the Polish language: You’ve transferred without major problems the Polish text into Croatian. Write down your findings and observations relating to the structure and grammatical forms in the grid below. My findings in the Polish text Correspondences with ohter languages that I know or that I‘m learning Remarks NounsJeziora Park… jezera AdjektifsMazurskie Białowieski Narodowy półfinale Verbs Possessive pronouns Prepositions Conjunctions … 35

And also of course … the intercultural approach 36 Pluralistic approaches to languages and cultures Four pluralistic approaches Intercomprehension between related languages Integrated didactic approach Awakening to languages

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 20, 30 … languages (indirectly, trough developping learning abilities) Awakening to languages 37

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 3, 4, 5 … languages Intercomprehension between related languages 38

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 2, 3 … languages Integrated didactic approach 39

What?! Professor, do you think pluralistic approaches should replace existing language learning? Don’t you remember what I said about this Integrated didactic approach? Well, I repeat: “Integrated didactic approaches are directed towards helping learners to establish links between a limited number of languages, which are taught within the school curriculum.” This should already be an answer to your question! Well, I think you need further explanations… 40

Pluralistic approaches help learners to establish links with what they already know and can already do. This is a basic principle of any learning, so why not applying it for the purpose of language learning? Taken as an overall framework for language education, pluralistic approaches contribute to the teaching and learning of specific languages – by no means do they replace classes for French, Italian, German, English, etc. Using pluralistic approaches doesn’t mean that you will be always prompting students to compare between languages or cultures – but, at appropriate phases and regularly, links and relationships are being highlighted and investigated rather than ignored. 41

The FREPA - Competences and resources Step 4 As we have seen, all pluralistic approaches have in common one characteristic: they have students dealing with more than one language / culture during classroom activities. This kind of tasks lead students to develop knowledge, attitudes and skills which other approaches cannot lead them to develop (to the same degree). For instance:… 42

Curiosity about a °multilingual / multicultural° environment Knows that one can have a °multiple / plural / composite° identity Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language Positive acceptance °°of °linguistic / cultural° diversity / of others / of what is different°° Knows that each language has its own, partly specific, way of °perceiving / organising ° reality Can compare different cultural practices 43

A 3.1Curiosity about a °multilingual / multicultural° environment K 14.3 Knows that one can have a °multiple / plural / composite° identity S 5Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language A 4 Positive acceptance °°of °linguistic / cultural° diversity / of others / of what is different°° K 6.2Knows that each language has its own, partly specific, way of °perceiving / organising ° reality S Can compare different cultural practices 44

A 3.1Curiosity about a °multilingual / multicultural° environment K 14.3 Knows that one can have a °multiple / plural / composite° identity S 5Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language A 4 Positive acceptance °°of °linguistic / cultural° diversity / of others / of what is different°° K 6.2Knows that each language has its own, partly specific, way of °perceiving / organising ° reality S Can compare different cultural practices 45 In order to facilitate the dissemination of pluralistic approaches, some researchers came up with the idea of elaborating a list of these knowledge, attitudes and skills as well as of the corresponding competences.

A 3.1Curiosity about a °multilingual / multicultural° environment K 14.3 Knows that one can have a °multiple / plural / composite° identity S 5Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language A 4 Positive acceptance °°of °linguistic / cultural° diversity / of others / of what is different°° K 6.2Knows that each language has its own, partly specific, way of °perceiving / organising ° reality S Can compare different cultural practices 46 May be you find there some of the knowledge, attitudes and skills you had imagined earlier after having made the activity The plurilingual mouse? A brief activity The plurilingual mouse (YOU are the learners !) Step 1 Before continuing, still a little question : What kind of knowledge / attitudes / skills can be developed by a learner through this activity?

CARAP FREPA A Framework of Reference for Pluralistic Approaches to Languages and Cultures Venez-voir sur notre site!!! Les listes de savoirs, savoir-être et savoir-faire y sont … Le CARAP, c’est nous !!! Have a look at our Website! The lists of knowledge, attitudes and skills are there … We are the FREPA!!! 47

No, it isn't. I will explain it to you ! OK, that's interesting. But why “Competences” and “Resources”? Isn’t it the same? 48

I have acquired some (modest) competence to ask for directions in Japanese. To make use of this competence, sometimes I do of course use external resources (a dictionary, a grammar) I have in my pocket! But I also have internal resources: - Skills: for instance the ability to formulate sentences with the verb in the end… - Knowledge: for instance the list of the adverbs of place – here, there, over there – and interrogative ones – where, from where… - Attitudes : I trust in my abilities, I am interested in languages… And of course, I am able to select the right resources for the task I have to accomplish!! 49

Theoretical framework chosen by the FREPA authors: - Competences... Are linked to situations, to socially relevant tasks; Are units of a certain complexity ; call upon a variety of resources which may be internal (knowledge, attitudes and skills) or external (dictionaries, other persons…) 50 It is a pity that we do not have time to show which competences are stated in the FREPA! But we can show one example of the way one can link one of these competence (adaptability) with some descriptors of resources.

Pourquoi ? Example : the competence of "adaptability" Some resources it draws on: 1) Knowledge : Knows [is aware of] one’s own reactions to (/ linguistic / language / cultural/) difference. Knows that the members of each culture define (partially) specific rules / norms / values about social practices / behaviours. Knows that the interpretation that others give to one’s behaviour may be different from that which that same person himself / herself gives to that same behaviour. etc., etc. … Defined as : The ability to approach what is other, different ». 51

Pourquoi ? Example : the competence of "adaptability" 2) Attitudes : etc., etc. … 52 Readiness to engage in pluralistic (verbal / non- verbal) communication while following the conventions and rituals appropriate to the context Attention to verbal and non-verbal signs of communication

Pourquoi ? Example : the competence of "adaptability" 3) Skills : Can °identify [recognise]° specific forms of behaviour linked to cultural differences Can analyse the cultural origin of different aspects of communication Can compare one’s own language behaviours with those of speakers of other languages etc., etc. … 53

Knowledge Skills Attitudes How FREPA describes the Learning to learn competence LEARNINGTOLEARNLEARNINGTOLEARN LEARNINGTOLEARNLEARNINGTOLEARN 54

Knowledge Skills Attitudes Examples of descriptors related to Learning to learn Knows that one never completely knows a language / that there are always things one does not know / that there is always room for improvement Knows that one can rely on the (structural / discursive / pragmatic) similarities between languages in order to learn languages Motivation for the observation and analysis of more or less unfamiliar °linguistic / cultural° phenomena Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages Can identify languages on the basis of identification of linguistic forms Can gain from previously acquired knowledge about languages and cultures during learning LERNINGTOLEARNLERNINGTOLEARN LERNINGTOLEARNLERNINGTOLEARN 55

Developement of competences and relations between the resources Schema: Martinez 2012 Competences which should be activated 56 Knowledge SkillsAttitudes Learning to learn

We should also mention this! 57 FREPA - Tables of descriptors across the curriculum 57

FREPA Teaching materials Step 5 Sorry, but, what can we do, once we have discovered resources we find relevant for our learners among the FREPA descriptors? We need teaching materials which enable us to help them to develop these resources! 58

Let’s imagine you are interested in the descriptor S 3.1 Can apply procedures for making comparisons … For children by the end of primary school. 59 You select S- … then S 3 … then S 3.1 Don’t forget the school level !

The interface indicates that there exists 23 matérials which match your choices. For sure, there will be more of them when you use it! You can therefore eventually add an other criterium! For example materials written in English. 60

And why not a thematic domain, like animals ? You may also ask for one specific pluralistic approach… For example only materials corresponding to Awakening to languages… 61

Under the selection interface a list of teaching materials appears, which are presented very briefly. 62 If you click on “View details” for the card you are interested in…

… a more detailed card will appear, with many indications, such as…. The resources which can in our opinion be developed by this material. A more detailed summary. The origin of the material. The type of approach and of materials used. And a link for downloading. Click ! If you cannot open it, copy this link: E%3d&tabid=3063&languag e=fr-FR E%3d&tabid=3063&languag e=fr-FR 63

The added value of FREPA... Step 6... compared with other instruments developed by the Council of Europe…... or to the benefit of other instruments developed by the Council of Europe! Please, Professor, what is your opinion? 64

The Common European Framework of Reference for Languages (CEFR): - argues that a given individual [has] a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her - suggests that considerations and measures relating to curricula [...] should also be approached in terms of their role in a general language education, in which linguistic knowledge (savoir) and skills (savoir-faire), along with the ability to learn (savoir- apprendre), play not only a specific role in a given language but also a transversal or transferable role across languages. But the descriptors provided by the CEFR are dealing with abilities in ONE language, taken in isolation…... The FREPA gives a precise description of the knowledge, attitudes and skills which correspond to a general language education, which are transversal and transferable. 65

The Common European Framework of Reference for Languages (CEFR): - argues that a given individual [has] a plurilingual and pluricultural competence encompassing the full range of the languages available to him/her - suggests that considerations and measures relating to curricula [...] should also be approached in terms of their role in a general language education, in which linguistic knowledge (savoir) and skills (savoir-faire), along with the ability to learn (savoir- apprendre), play not only a specific role in a given language but also a transversal or transferable role across languages. 66 FREPA complements CEFR! But the descriptors provided by the CEFR are dealing with abilities in ONE language, taken in isolation…... The FREPA gives a precise description of the knowledge, attitudes and skills which correspond to a general language education, which are transversal and transferable.

67 The relevance of Pluralistic approaches and FREPA tools in (Country) 67