Le CARAP - un cadre de référence pour les approches ... · Le CARAP - un cadre de référence pour les approches plurielles des langues et des cultures – un outil pour la prise

Le CARAP - un cadre de référence pourles approches plurielles des langues etdes cultures – un outil pour la prise en

compte de la diversité à l‘école

The FREPA - A Framework ofReference for Plural Approaches toLanguages and Culture – a tool for

dealing with diversity at school

Michel CandelierUniversité du Maine Le Mans (France)

What are “Pluralistic approaches”?

Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe

CARAP/FREPA – Results and ongoingwork

CARAP – Key Competences forDiversity : which links ?

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What are “Pluralistic approaches”?1

… are didactic approaches usingteaching / learning activities whichinvolve at the same time severalvarieties of languages or cultures.

“Pluralistic” (“plural” may be better)approaches to languages and cultures

Definition

Intercultural approach

Let us concentrate – provisionally – on the3 “more linguistic” ones…

Integrated didactic approach to languages

Inter-comprehension of related languages

Awakening to languages

4 types of pluralistic approaches:

Already enjoying a certain “tradition” inlanguage teaching:

Less known:

Number of LWe can situate eachapproach between twopoles,

Communicative competence

Global metalinguistic abilitiesReceptiveness towards diversity

… with a short illustrationfor each approach …

according to thenumber of languagesthey deal with…

2, 3 …L



Integrateddidacticapproach tolanguages

Valeurs de ces présents Français bientôt au moment oùje parle habituellement

Example

Reflexion about French (themeaning of the present tense) ,preparing access to English.(L. Audin (ed.). Enseigner l’anglais del’école au collège.)

Example

Also between (L1 + ) L2 and L3 …For example:The Plurilingualism Project: Tertiary Language Learning –German after EnglishBritta Hufeisen, Gerhard Neuner (editors)… (ECML)

2 forms in English for theFrench “présent”.



Intercomprehensionof related languages3, 4, 5 …L

2, 3 …L

PrinciplesIntercomprehension is a form of communicationin which each person uses his or her ownlanguage and understands that of the other.

[…] The idea of an education tointercomprehension presupposes that theacquisition of competence inintercomprehension can be supported byteaching. This presupposition is theoreticallyplausible and […] has already broughtconvincing results.(P. Doyé, Intercomprehension, 7, 10)

Example

From German to English.Discovering the meaning of the word “wide”through the discovery of systematiccorrelation between sounds.

(EuroComGerm. Presentationof BrittaHufeisen & Nicole Marx.www.eurocomprehension.de

wide = ?

http://www.eurocomprehension.de

Example

doorgardendrink

d tTürGartentrinken



AwakeningtoLanguages

10, 40…L

(in a second stage)

Definition

Eveil aux langues

Awakening toLanguages

as a particular teachingapproach with thefollowing definition …

LanguageAwareness

Definition

An awakening to languages iswhen the activities partiallyconcern languages that the schooldoes not intend to teach (includinglanguages which may or may notbe the mother tongue of certainpupils).

Little Red Riding HoodLanguages used: German, English,Breton, Chinese, Finnish, French,Hungarian, Icelandic, Italian, Polish,Portuguese, Russian

Example

Discovering that there is no term toterm translation between languages…

etc.…etc.

…etc.

… that all languages presentidentifiable ways of linking formand meaning …

Retrouve le mot “rouge”

Retrouve le mot “petit”

Fiche de l’élève

Research task : Title in Chinese

Colours SizeFind the word “red” Find the word “little”

Petit rouge chaperon





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… leaning on the concept of Plurilingual andpluricultural competence, as developed by theEuropean Framework of Reference forLanguages and the Guide for the Developmentof Language Education Policies in Europe…

We consider pluralistic approaches asbelonging to « didactics of plurilingualism » ,an approach developed in many Europeancountries:“Didactiques du plurilinguisme”,(“Mehrsprachigkeitsdidaktik” …)

… a concept which relies on psycholinguisticresearch work done about language acquisitionin the last decades …

(see for instance the model developed byHerdina & Jessner, 2002)

… agree about theexistence of ONEONEsystem(“wholist” conceptionof a multilingualcompetence)

… although somedifferences remainabout “separatesystems” within it.

The “pedagogical nature” ofthe definition of thisplurilingual andpluricultural competence“calls for the teaching ofdifferent languages to belinked to one another […]because they are likely tobring into play the sameskills”.(Guide for the Development ofLanguage Education Policies inEurope, p. 37-38)

The consequences are clearlydrawn in the Guide:

This argues forapproaches in whichseveral languages /cultures are dealt withat the same time …= Pluralistic approaches(per definitionem !)





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A travers les Langues et les CulturesAcross Languages and Cultures

A framework of competencesfor plurilingual and

pluricultural approaches

2007

The reference framework is meant to bea structured set of « competences »

(knowledge, skills and attitudes)which are likely to be developed by

pluralistic approachesto languages and cultures.

A reference framework?


Aiming to do what?


Aiming to do what?Facilitate the development of curricula.

Facilitate the establishment of links between thedifferent pluralistic approaches and links betweenthese approaches and the learning of specificlanguages.

Facilitate the development of teaching materials designedfor putting into practice pluralistic approaches .

Complement existing instruments, especially theCommon European Framework or the EuropeanLanguage Portfolios.

Aiming to do what?

Meaning to produce what?

Result of ALC project :A document of more than onehundred pages (in English, French,German, Spanish, Ungarian)presenting a table of “competences”and 3 lists of “resources”…


Aiming to do what?

Meaning to produce what?


How did the team go about it?

General procedure: Inductive

We decided that our starting point wouldbe a systematic analysis of the content ofexisting resource publications(theoretical work, curricula, teachingmaterials, innovation reports…).

Around a hundred resource publicationswere included in the process.

a table of global competenceslists of resources

The CARAP presents

According to Beckers (2002):Compétence = « the ability of a subject to activate in anintegrated way interior resources […] to be able to copewith a set of tasks which are complex for him »

(Internal) resources (i.e. pre-existing – pre-constructed– in the individual) = the three “traditional” typesKnowledge / Skills / Attitudes

Why?

C2 : Competence in the constructionand broadening of a plural linguistic

and cultural repertoire

C1 : Competence in managing linguisticand cultural communication in a context

of « otherness »

C1.2. Competence innegotiation

C3. Competence ofdecentring

C5. Competence ofdistancing

C7. competence in recognising the «Other»,and otherness

C1.1. competence inovercoming conflict,obstacles,misunderstanding

C2.1. Competencein profiting fromone’s own inter-cultural /interlanguageexperiences

C2.2. Competence inapplying systematicand controlledlearning approachesin a context ofotherness

C6. Competence in critical analysis of the(communicative and/or learning activities) in whichone is involved

C1.3.Competencein mediation

C4. Competence in making sense ofunfamiliar linguistic and/or cultural features

C1.4. Competenceof adaptability

2 over-archingcompetences:

Table of competences(examples of ressources will be presented later)




of « otherness »








C6. Competence in critical analysis of the(communicative and/or learning activities) in whichone is involved





Managingcommunication




of « otherness »








C6. Competence in critical analysis of the(communicative and/or learning) activities in whichone is involved






Personaldevelopment




of « otherness »








C6. Competence in critical analysis of the(communicative and/or learning activities one isinvolved






Personaldevelopment

Inter-mediatezone

Fit intothe twozones…

The tool :

Elements:

Tables of resource descriptors

Users : teachers

What we are doing now: a tool for theuse of teachers / a kit for teacher

training – based on CARAP/FREPA

Can °observe / analyse°°linguistic elements /cultural phenomena° in°languages / elements ofculture° which are more orless familiar.

Can °observe / analyse° sounds (inlanguages little known or not at all).

Can °make use of / master° processes of°observation / analysis (/breaking down intoelements / classifying / establishingrelationships between them/)°

Can °observe / analyse° writingsystems (in languages little known ornot known at all).

Sub-descrip-

tors

SKILLS

Fromkindergar-ten to adulteducation

The tool :Elements:


Users : teachers

Data bank of teaching activities usingpluralistic approaches (and referringto descriptors)

The tool :Elements:


Users : teachers

Tables showing which pluralisticapproaches develop which resources


still to bedevelopped…

The tool :Elements:


Users : teachers

Tables showing which pluralisticapproaches develop which resources


Users: Teachertrainers and teachersin autonomy

The Kit Researchinstruments fortrialling / validatingkit and tool

Entry point 1What is desirable?What do we do inclass ?Reflexion

Entry point 2Situations starting froma) problemsb) projectsc) teaching activities





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CARAP – Key Competences for Diversity

(=) Le CARAP et les KCfD sont au servicedes mêmes idéaux du Conseil de l’Europe

) Le CARAP s’intéresse autant auxcompétences linguistiques que culturelles

) Le CARAP décrit les compétencesvisées pour l’élève, pas pour l’enseignant

Cependant, le CARAP peut être pertinentpour les KCfD de diverses manières …


Cependant, le CARAP peut être pertinent pourles KCfD de diverses manières …

C’est un exemple de description systematisée de“compétences” (intérêt épistémo- / méthodologique).

Certaines ressources prévues pour les élèves dans leCARAP doivent aussi être développées chez lesenseignants.

Competence 18Systematic reflection on and evaluation ofown practice and its impact on students

Competence 12Dealing with conflicts and violence toprevent marginalization and school failure

Competence 6Reflection on one’s own identity andengagement with diversity

Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment

Competence 11Involving all parents in school activitiesand collective decision-making

Competence 5Skills of inquiry into different socio-cultural issues

Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media

Competence 10Motivating and stimulating all pupils to

engage in learning individually and in co-operation with others

Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity

Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils

Competence 9Creating open-mindedness and respect inthe school community

Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings

Competence 14Establishing a participatory, inclusive andsafe learning environment

Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school

Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation

Competence 13Addressing socio-cultural diversity incurriculum and institutional development

Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds

Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity

Management andteaching

Communication andrelationships

Knowledge andunderstanding


CARAP :

K-5.7+++Is aware of the existence of situations of°mulilingualism / plurilingualism° inone’s own environment and in otherplaces, near or far

K-2.5.2++Knows the role played by differentlanguages in one’s environment(/everyday language / language ofschooling / familiar language ...)























Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding theirimplications in school settings

CARAP :

K-2.5.1 ++Has knowledge about the sociolinguisticdiversity of own environment
























CARAP :

A-3.1 ++Curiosity about a °multilingual /multicultural° environment

S-1.7 ++Can analyse the cultural origin ofdifferent aspects of communication

S-1.6++Can analyse communicative repertoireswhich are °plurilingual / in aplurilingual situation°
























CARAP :K-14.3 +++Knows that one can have a°multiple / plural / composite° identity

A-16.2.1 +Assuming oneself [seeing oneself] as amember of a °social / cultural / linguistic°community (eventually communities)

A-7.3.2 ++Readiness to assume the anxiety which isinherent to °plurilingual / pluricultural°situations and interactions


Cependant, le CARAP peut être pertinent pourles KCfD de diverses manières …

C’est un exemple de description systematisée de“compétences” (intérêt épistémo- / méthodologique).

Certaines ressources prévues pour les élèves dans leCARAP doivent aussi être développées chez lesenseignants.

En incitant / aidant les enseignants à utiliser lesapproches plurielles, le CARAP contribue audéveloppement de compétences professionnelles retenuesparmi les Key Competences .
























Competence 9Creating open-mindedness and respectin the school community

Competence 7Initiating and sustaining positivecommunication with pupils, parentsand colleagues from different socio-cultural backgrounds


Competence 13Addressing socio-cultural diversity incurriculum and institutionaldevelopment

Competence 15Selecting and modifying teachingmethods for the learning needs of pupils



Un mot de conclusion

L’apport potentiel du CARAP à un projet visant à expliciterles compétences nécessaires aux enseignants face à ladiversité est le reflet direct du rôle que joue la langue :• dans la société (et donc aussi à l’école), comme instrumentà la fois d’élaboration et d’expression des différencessociales et culturelles;• à l’école en tant qu’outil de construction des savoirs,aptitudes et attitudes.

LEA Product – (Project ECML 2004-2007)Material for teacher trainingSee also…

http://www.ecml.at/mtp2/LEA/in French and in English

http://www.ecml.at/mtp2/LEA/

dank u wel

obrigado

tanemirt

enkosikiitos

misaotra

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Le CARAP - un cadre de référence pour les approches ... · Le CARAP - un cadre de référence pour les approches plurielles des langues et des cultures – un outil pour la prise