The global citizen´s path Pauliina Kanervo, Eija Ruohomäki, James Hansen Education and Culture Services, City of Oulu

Workshops in Graz (eg. 2011)

Knows that there are many different kinds of script (K5.3) awakening to languages minority languages in Finland descriptors such as Knows that language(s) are composed of signs which form a (semiological) system (K1.1) Knows therefore that in translating from one language to another there is rarely a word for word solution, a simple exchange of labels, but that one should see the process within the context of a different perception or organisation of reality (K 6.2.2) Knows that there are many different kinds of script (K5.3) Global school of Oulu *Suitcases

”The culture libraries” A-3 “Curiosity about or interest in “foreign” languages, cultures, persons, in pluricultural contexts, in the linguistic, cultural and human diversity of the environment or in linguistic, cultural, human diversity in general (as such)”

Contents of the FREPA workshop in Graz (2011) Development of participants’ knowledge about pluralistic approaches and the CARAP framework. Development of thematic issues : CARAP and educational policies, CARAP and teacher training. Participants’ opinions : the interest and difficulties inherent in the implementation of this type of approach in the field of their professional activity. Pluralistic approaches and the curriculum How to implement – if one wishes to – such approaches in our own contexts ?

EUROPEAN LANGUAGE PORTFOLIO in Finland Language biography, language passport, dossier -observing differences and comparing them to your own actions, observing cultural differences and similarities, observing your own and other people’s emotions -the ability to identify with how the other person feels, and the ability to react in a suitable way -flexibility in new situations -sensitivity to use the language and act in an appropriate way in a given situation -understanding the values in the other country

broad-based competence (see next slide) OPS2016 Multi-discliplinary entities

Finnish Core Curriculum 2016: Chapter 3 Dimensions of broad-based competence (L1-L7) Thinking and learning Cultural competence, interaction and expression Looking after oneself, managing daily activities, safety Multiliteracy ICT competence Competence required for working life and entrepreneurship Participation, empowerment and responsibility  

Adaptation/Oulu

Adaptation/Oulu Examples (language)

Language Education (Finnish Core Curriculum 2016) the growth and appreciation of multilingual and multicultural identity an interest towards linguistic and cultural diversity networking and communicating with people all around the world