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TEMPUS IV   159328-TEMPUS-FR-TEMPUS-SMHES

TEMPUS IV   159328-TEMPUS-FR-TEMPUS-SMHES Life-Long-Learning Framework for Medical University Teaching Staff Linguistic Group Sabine Ehrhart. «Tongue». A part of the body, thus part of a medical approach; there is an oppostion between mother tongue <-> to speak in foreign tongues

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TEMPUS IV   159328-TEMPUS-FR-TEMPUS-SMHES

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  1. TEMPUS IV   159328-TEMPUS-FR-TEMPUS-SMHES Life-Long-Learning Framework for Medical University Teaching Staff Linguistic Group Sabine Ehrhart

  2. «Tongue» • A part of the body, thus part of a medical approach; there is an oppostion between mother tongue <-> to speak in foreign tongues • The learning of foreign languages: a striking exemple of «transplantation», be this partial or complete

  3. Additive or substractive bilingualism Substractive: extraction of one element (one language) and replacement by another one Our approach is additive: we keep our mother tongue and we add a new one

  4. How do we get access to languages? • Language acquisition is natural and mainly implicite and happens during the first years of our life, in this situation, our first language(s) represent our only way to communicate with our environment • Language learning is explicite and in most cases fostered through institutional means, it is often a free choice (more or less) for older learners (not infants) and it is more effective if it is also linked to the social environment

  5. Communicational efforts • Both ways, language acquisition and language learning, need energy • The motivation to learn is strenghtened if there is a link to our personal culture and identity.

  6. Our central research question in the linguistic group How canwecreate a motivatingenvironment for adultlearners of a foreignlanguage?

  7. Our objectives for construction: Harmony and Sustainability

  8. Building up motivation through interlinguistic activities 4elementsneeded for a successful construction • A building plan of high quality • Active workers in a motivatingenvironment • Excellency of building materialaccording to the needs • Sharing of the outcomes

  9. 1 Our building plan

  10. 2 Our human workforce: Active members of the linguistic group • General Coordinator : Professor Sabine Ehrhart, Université du Luxembourg • Alan Davis, Language Teaching Center, Ruhruniversität Bohum • Coordinator for the Russian Federation : Irina Iurievna Markovina, Candidate in philological sciences; holding the chair of philological sciences, First MGMU at Setchenov • Victoria Jura, Doctor in philological sciences, holding the chair of foreign languages at VolGMU • Svetlana Pisklakova, Translator at the Department for international cooperation, OmGMA • And lots of other colleagues and advisors!

  11. Example of Activity Luxembourg 2010 workshop

  12. Exchange with Marguerita Musochranowa The history of medecine is linked to philosophy Medical terminology tries to find the right words to better understand the patient and his/her suffering. There is variation in time and in space in the way sickness is described and approached When we teach and learn a foreign language for medical staff, like in our project, we not only get to know another culture and language, we also learn more about the foundations of our own tradition and discipline.

  13. 3 Outcomes TEMPUS IV 159328-TEMPUS-1—2009 - 1 - FR-TEMPUS-SMHES Life-Long-Learning Framework for Medical University Teaching Staff GET READY FOR ACADEMIC MOBILITY! How to Participate in an International Conference: A Practical Guide for the Medical Profession Moscow 2012

  14. Sharing with others

  15. The central philosophy of our group

  16. Contact with new cultures: two opposite types of forces are at work hereattraction and confirmation of distanceA good construction of intercultural bridges needs both: centripetal and centrifugal forces

  17. Romania: fortified churches as a protection against the Turkish invaders

  18. At the same time: Turkish artwork to decorate the interior of the churches

  19. Result: a garden with rich and diverse production

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