jsp UNIT 2. EDUCATION IN A MULTILINGUAL SOCIETY POLICY FOR DEVELOPING SECOND AND THIRD LANGUAGES AS MEDIA FOR LEARNING.

jsp AIMS OF THE SESSION  Knowing the European Policy about Language Learning.  Recognizing the social changes that affect language learning.  Being aware of globalization as a new educational factor.  Knowing CLIL key terms.

jsp WARM UP WHAT DO YOU THINK ABOUT THE ASSUMPTION THAT LEARNING DIFFERENT LANGUAGES HAS BECAME A NEED IN ORDER TO AVOID SOCIAL EXCLUSION?

jsp INTRODUCTION  CE Language Policy Division Programmes for the promotion of:  Human rights.  Democratic citizenship.  Social cohesion.  Intercultural dialogue. - Projects related to the development of language education policies: - plurilingualism, - Common European Standards, - language education rights and responsibilities.

jsp INTRODUCTION  THE WHITE PAPER ON EDUCATION AND TRAINING, TEACHING AND LEARNING: TOWARDS THE LEARNING SOCIETY (1995) Need of speaking three languages  THE YEAR OF LANGUAGES (2001) Implementation of language policies and promotion of innovative approaches to the learning and teaching of modern languages.

jsp INTRODUCTION  THE FOURTH GENERAL OBJECTIVE: a) Proficiency in foreign languages for everyone. b) Secondary school pupils should study certain subjects in the first foreing language learnt. “Language learning is becoming a need and minority languages should be promoted too.”  Digital Gap, Multilingualism and CLIL first use.

jsp LISTENING  STUDENTS PERSPECTIVES  clip1. students perspectives.mpeg clip1. students perspectives.mpeg

jsp STUDENTS PERSPECTIVES  New and changing world = new skills Communication skills (internet, qualified jobs) Traditional language learning methodologies without good results.  Factors affecting educational practices: Digital age Globalization Learning languages = need to do business

jsp SCIENTIFIC RESEARCH ON LANGUAGE LEARNING PERSPECTIVES  Early language learning = positive  Language learning at any age: Opportunity to receive instruction Experience real life situactions New methodologies → CLIL

LISTENING  SOCIOECONOMIC PERSPECTIVES  clip2. socioeconomic perspectives.mpeg clip2. socioeconomic perspectives.mpeg jsp

SOCIECONOMIC PERSPECTIVES  L3 is a basic skill  High degree of English fluency is essential  L3 into the curriculum objectives: Better skills in language learning Better subject learning Cognitive skill improvement Greater intercultural understanding Better individual chances on the job market Better access to scientific research Greater national economic competitiveness

jsp GLOBALIZATION: CLIL  GLOBALIZATION: interconnected and interdependent world.  Change is a source of opportunities.  Rethink what is taught and how it is taught.  Educational innovations: CLIL Competence building in languages and communication Developing social skills. Preparing young people for the knowledge society. Economic success. Multilingualism reduces neurodegenerative diseases.

jsp DEMOCRATIC CITIZENSHIP AND SOCIAL INCLUSION  Project on all the languages of education.  Focus: languages of instruction  Official languages  Mother tongues  Third language  Aims: promotion of a coherent and hollistic approach to language acquisition policies to organize plurilingualism and diversification.  “From Linguistic Diversity to Plurilingual Education: Guide for the development of language education policies in Europe”

jsp CE LANGUAGE EDUCATION POLICY AIMS  PLURILINGUALISM: communicative ability in languages over lifetime.  LINGUISTIC DIVERSITY: all European languages are equally valuable modes of communication. Linguistic rights.  SOCIAL COHESION depends on access to language learning through life  DEMOCRATIC CITIZENSHIP is facilitated by the plurilingual competence of individuals.  MUTUAL UNDERSTANDING

MULTILINGUAL CURRICULA.  CLIL DIMENSIONS Culture Content Learning Environment Language  3 factors: age, sociolinguistic environment, degree of exposure jsp

MULTILINGUAL CURRICULA. CLIL DIMENSIONS  CULTURE Build intercultural knowledge and understanding Develop intercultural communication skills Learn about specific neighbouring countries and minority groups. Introduce the wider cultural context.  CONTENT Provide opportunities to study content through different perspectives. Access subject-specific target language terminology. Prepare for future studies and / or working life.  LEARNING Complement individual learning strategies Diversify methods and forms of classroom practice. Increase learner motivation

jsp MULTILINGUAL CURRICULA. CLIL DIMENSIONS  ENVIRONMENT Prepare for internationalization and EU integration. Access international certification. Enhance school profile.  LANGUAGE Improve overall target language competence. Develop oral communication skills. Deepen awareness of both mother tongue and target language. Develop plurilingual interests and attitudes. Introduce a target language.

jsp LISTENING  DAVID GRADDOL IATEFL 2009 CLIL Debate David Graddol.wmv WHY IS CLIL A SEISMIC SHIFT AS FAR AS THE FUTURE OF ENGLISH LEARNING IS CONCERNED?

jsp CLIL KEY TERMS (I)  Additional Language  Bilingual Environment  Certification  Discourse Type  Exposure Low Medium High  Foreign Language  ICT  Immersion Method  Intercultural Knowledge & Understanding.  Language Awareness  Language Shower  Learning Styles

jsp CLIL KEY TERMS (II)  Learning Strategies  Majority Language  Minority Language  Monolingual Environment  Mother Tongue  Multilingual Environment  Native Speaker  Plurilingual Attitudes  School Profile  Second Language  Target Language  Trans-languaging

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