Evlang

1. Evlang Language Awareness in Primary School

2. LINGUA 1998 - 2001

3. Universitat Autònoma deBarcelona Istituto Universitario Orientale - Napoli Zentrum für Schulentwicklung (Graz)

4. Université René Descartes Paris 5 Université Stendhal Grenoble III Institut Universitaire de Formation des Maîtres de La Réunion

5. And in Switzerland … Centre de Linguistique Appliquée de l’Université de Neuchâtel Institut pédagogique Neuchâtelois Faculté de Psychologie et des Sciences de l’Education de l’Université de Genève Institut Romand de Recherches et de Documentation Pédagogiques

6. General aim of L.A. • Contribute to the construction of solidary societies,which are multilingual and culturally plural .

7. Aims of Language Awareness : We expect Language Awareness to have positive effects on the pupils concerning the three following areas : A) The development of positive attitudes and perceptions : 1) openness towards the cultural and linguistic diversity 2) motivation to learn languages ;

8. Aims of language awareness : B) The development of metalinguistic/ metacommunicative skills (abilities for observation and reasoning) and cognitive skills that will facilitate students to acquire skills for languages, including the language(s) used at school, different or not to the mother tongue(s) (development of skills) ;

9. Aims of Language Awareness: C) The development of a linguistic culture (= language related knowledge) which 1) underlines or supports some components of the above attitudes and skills; 2) constitutes a set of references that lead to a better understanding of the multilingual and multicultural world in which the pupil is living.

10. Objectives :

11. Some examples : Deduce a principle of syntagmatic organization through the observation of regular patterns in different statements in a non-familiar language. Analyse non-familiar languages by using differences and similarities which are different to those commonly used when analysing familiar languages. Know that languages –and cultures- are open worlds, exchanging their elements according to their historical genesis or the contacts between people. Know that at the same time there are differences and ressemblances between languages Value bilingual/plurilingual people regardless the status of the languages which they can speak. Distinguish non-familiar sounds in non-familiar languages (identify them without confising them with other sounds)

12. A word on history … • 1980s – United Kingdom – Language Awareness (Eric Hawkins) • 1990s – Europe – different experiments (Eveil aux langues, Eveil au langage et ouverture aux langues, also : Begegnung mit Sprachen, Sprach-und Kulturerziehung … )

13. The purpose of the Evlang programme • Verify the achievement of our expectations by: • the implementation of a course (1 to 1,5 years) – last two years of Primary School • the evaluation of its effects

14. Developped activities : Production of didactic materials See the materials (ppt) See the materials (video) Quick !

20. Evlang - Eveil aux langues Projet Socrates/Lingua 42137-CP-1-97-1-FR-Lingua-LD--------------------------------- Les langues, jour après jour  Niveau 1 : premières découvertes Conception:   Groupe de travail d’Evreux : Christine Malot  Rose-Marie Marchais  Guylène Pin  Martine Rousset   Université René Descartes Paris V   Michel Candelier

23. Evlang - Eveil aux langues Projet Socrates/Lingua 42137-CP-1-97-1-FR-Lingua-LD --------------------------------- Le Petit Chaperon Rouge Conception :  Ecole de Provence, MarseilleBruno Pufal, Anne Barral, Marie-Louise Bial, Karine Borivent, Geneviève Chaudeaux, Françoise Favre, Michèle Lalande, Ketty Laroche, Sophie Laurent, Christiane Regaire, Brigitte Rouquerol, Nathalie Valère, Isabelle Villecroze Ministère de l'Education Nationale et de la Recherche Anne Guyon  Université René Descartes - Paris V Michel Candelier, Dominique Macaire

31. Developped Activities : Teacher training for the implementation of the course (2 to 3 days of training )

32. Developped Activities : Quantitative and qualitative evaluation

33. The didactic approach :the « pedagogy of L.A. » Video Diapos.

34. next

37. The languages presented in the didactic materials

40. That is 66 languages, and among them there are … • 11 languages from Africa • 14 languages from Asia • 6 languages from America …

41. Quantitative evaluation Institut de Recherche en Economie de l’Education de l’Université de Dijon (IREDU – Sophie Genelot)

43. With control of the following differences : Pupils’ socio-demographical characteristics Age, sex, parents’ job, parents’ level of studies School context Social composition of the class, class heterogeneity, size of the class

44. Metalinguistical skills Oral discrimination - memorisation 4 out of 5 sub-samples in 13 months Structure de- /re-composition 3 sub-samples out of 8

45. Explanatory hypothesis : The activities that were likely to develop decomposition-rconstruction skills were less frequently used than the listening activities.

46. Attitudes Interest towards diversity All of them except for 2 sub-samples in 8 months Openness to what is non-familiar 2 sub-samples out of 8

47. Explanatory hypothesis : Achieving openness towards what is non familiar is a much more challenging task than simply experiencing an interest for it.

48. The extent of its impact is generally rather limited (that is usually the case in this kind of evaluations) But …

49. … the effect appears to be related to the duration Including for those variables with effects that are of little significance in the whole of the classes, that is to say for an average duration of 35 hours.

50. Duration - evolution of the skills Structure de- / re-composition Oral discrimination - memorisation 30 h 40 h 50 h 60 h