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Training teachers to use the European Language Portfolio

Training teachers to use the European Language Portfolio. Project C6 of the ECML 2nd medium-term programme (ELP_TT). The intercultural component. Dick Meijer. The ELP and interculturality.

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Training teachers to use the European Language Portfolio

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  1. Training teachers to use the European Language Portfolio Project C6 of the ECML 2nd medium-term programme (ELP_TT)

  2. The intercultural component Dick Meijer

  3. The ELP and interculturality • The Principles and Guidelines (2000) require that the ELP should “reflect the Council of Europe's concern with … respect for diversity and ways of life” • The ELP is a “tool to promote plurilingualism and pluriculturalism”

  4. CEF and interculturality(Common European Framework, 2001) • The cultural impact of language learning on the individual learner: • The learner becomes plurilingual and develops interculturality • Linguistic and cultural competences • contribute to the growth of intercultural awareness, skills and know-how • enable the learner to develop • an enriched, more complex personality • an enhanced capacity for further language learning • greater openness to new cultural experiences

  5. CEF and interculturality(Common European Framework, 2001) • Intercultural awareness includes an awareness of diversity • Intercultural skills and know-how include: • Ability to bring culture of origin and foreign culture into relation with each other • Cultural sensitivity/ability to use a variety of strategies when in contact with other cultures • The role of cultural intermediary • Ability to overcome stereotyped relationships

  6. ELP and interculturality (Principles and Guidelines, 2004) • Language Passport describes significant language and intercultural learning experiences • Language Biography is organised to promote plurilingualism • Dossier offers the opportunity to select materials to document and illustrate experiences

  7. The problem of intercultural competence • There are no validated scales • Cultural knowledge is not the same as intercultural competence • Intercultural competence needs knowledge (starting with awareness of culture of origin) • It is difficult to judge one’s own intercultural competence

  8. The role of the ELP • The ELP should play an important role in stimulating • Thinking about cultural differences • Reflection on experience (location/intensity) • Location: work, travel, study • Intensity: frequency, duration, involvement, significance for oneself

  9. In the classroom • In many cases language learning takes place in the classroom • Possibilities of bringing the other culture into the classroom: • Native speakers (neighbourhood, international companies) • Media (journals, newspapers, internet) • Correspondence projects (e-mail, letters) • Virtual exchanges • Global simulation

  10. Global simulation • Develop a biography of a person in the target language. During a couple of lessons the biography will be enriched with all kinds of information • First part: collecting information • Raise awareness by checking information with resource persons (teachers, native speakers, etc.) • By combining with exchange programmes (real or virtual) intercultural experiences are possible • During the project and at the end: use real or virtual communicative situations to check the information that has been collected

  11. Activities • Develop your own (foreign) identity: • Name, year of birth, city, where you live, school, family, occupation of parents • Search for information about city, neighbourhood • Young learners can have two goals: • Intercultural experiences that arise from checking and exchanging information with other learners • Develop an awareness of their own culture • Look for realisations of “can do” statements in ELP • Develop your (foreign) identity further: • Make appointments, participate in real-life events: football match, movie, theatre, concert, etc. • Read (local) newspapers, magazines, etc.

  12. References • Little, D. and B. Simpson, 2003: European Language Portfolio: the intercultural component and learning how to learn. Strasbourg: Council of Europe • Groenewold, P., 1997: 'Land in Sicht'. Landeskunde als Dialog der Identitäten am Beispiel des deutschen-niederländischen Begegnungsdiskurses. Groningen[Dialogue of identities: Dutch-German imagological discourse]

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