1. Michel Candelier Pluralistic approaches to languages and cultures and their Framework of Reference (FREPA) Le Mans Michel Candelier Anna Maria Curci Roma

2. 2 What is FREPA?

3. Michel Candelier - CEFR Web Conference - 28-29 March 2014 3 http://carap.ecml.at/ 3

4. Michel Candelier - CEFR Web Conference - 28-29 March 2014 4 http://carap.ecml.at/ 4

5. Michel Candelier - CEFR Web Conference - 28-29 March 2014 5 http://carap.ecml.at/ 5

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7. Michel Candelier - CEFR Web Conference - 28-29 March 2014 7

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12. 12 Where do they all come from?

13. Pair Work! Enjoy! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 13

14. You will get the keys at the end of the presentation! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 14

15. I have stated that … We have seen that… And also that… How did you manage in order to find it? 15 A brief activity The plurilingual mouse (YOU are the learners !) Step 1

16. Of course! We have tried to establish links between languages! Exactly! A brief activity The plurilingual mouse (YOU are the learners !) Step 1 16

17. 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! 17

18. 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)" 18

19. 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! 19 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)"

20. 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. 20

21. 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: 21

22. 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! 22

23. 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!! 23

24. 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, 37-38... 24

25. 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, 21. 25

26. 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, 21. 26 But how can we link different languages to one another in teaching? Are there any approaches which try to put this into practice?

27. 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? ?? 27

28. 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! 28

29. 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! 29 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.

30. 30 What are pluralistic approaches? Definition: The concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or culture. Intercultural approach(es)

31. “How do we understand each other?” "You will write a guide for a Spaniard who would like to visit your country. For this, you will learn how to : - reflect on cultural habits and customs - advise and warn." 31

32. “In Spain, usually the leaving ritual is a long one.” “When friends meet outside to have a drink together, each of them usually buys a round. ” “Usually, you don’t ask people how much money they earn.” 32

33. 33 What are pluralistic approaches? Awakening to languages (Language Awareness) From: Thinking through languages Coventry City Council Definition: The concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or cultures. What are pluralistic approaches? Definition: The concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or cultures.

34. What are pluralistic approaches? Integrated didactic approach Definition: The concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or cultures. English German Your mother tongue 34

35. Example taken from: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber. 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) … 35 Integrated didactic approach

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38. What are pluralistic approaches? Intercomprehension Definition: The concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or cultures. 38

39. For primary school children speaking one of six romance languages… … French, Italian, Occitan, Portuguese, Romanian, Spanish. It aims at developping comprehension skills in the other five languages.. while teaching subject matters like physical / life sciences, mathematics, technology, history / geography … Something like "CLsIL" - Content and Languages Integrated Learning! 39

40. This is the Italian version! 40

41. "Let’s have a trip through our languages" 41 "Our friends [speaking different romance languages and understanding each other] are studying the solar system. They are observing the pictures in an atlas. Listen carefully to what they are saying."

42. 42 "In order to understand what our friends have said, you should read what Bip- bip the Martian has translated into each of our languages." 42

43. “ Bib-bip has forgotten one language!” “Can you write in Italian the conversation which took place between our friends? The other texts should help you!” 43

44. Where do they all come from? Integrated didactic approach Intercultural approach(es ) Awakening to languages Intercomprehension 44

45. Competences /vs./ resources? 45 I will give you a concrete example of this!

46. 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!! 46

47. Michel Candelier - CEFR Web Conference - 28-29 March 2014 47 FREPA – Table of competences 47

48. But also:

49. CARAP FREPA Venez-voir sur notre site!!! Les listes de savoirs, savoir-être et savoir-faire y sont … Le CARAP, c’est nous !!! Welcome to OUR website! 49

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57. tak dank u wel gmadlobth obrigado спасибо tanemirt Ευχαριστώ enkosi kiitos misaotra 57