Language learning spaces: diversity and transversality International Communication as a Study Programme

Maria BadinskaMatej Bel University

Faculty of International Relations and Political ScienceDepartment of Foreign Languages and International Communication

Banská Bystrica Slovakia

Knowledge Society , plurilingualism, the responsibilities of universities regarding the area of languages

• The expectations of the Knowledge Society are as follows:

• communication on multiligualism, • integration of new technologies, blended

learning• CLIL, competence-based methodology,• interdisciplinary approach, • cognitive and effective approach, • fostering creative and critical thinking, • learner-centered approaches and curriculum.

Coherent European Language Policy

• societal multilingualism and individual plurilingualism

• White Paper on Teaching and Learning of 1995

• The Bologna Declaration of June 1999 put in motion a series of reforms needed to make European Higher Education more compatible and comparable

• The Barcelona Council in March 2002

These long-lasting efforts of heads of states and governments are supported by the following documents:

• Action Plan 2004 – 2006 – Promoting Language Learning and Liguistic Diversity http://europa.eu.int/comm/education/doc/official/keydoc/actlang/act_lang_en.pdf

• A New Framework Strategy for Multilingualism which complements Action Plan http://europa.eu.int/languages/en/document/74

• Strategic framework for the Open Method of Coordination in Education and Training - ET 2020 (adopted on May 12, 2009), it contributes to the Bologna intergovernmental process in the field of higher education

• http://ec.europa.eu/education/higher-education/doc1290_en.htm • CLIL – Content and Laguague Integrated Learning• http://ec.europa.eu/education/languages/eu-language-policy/

doc120_en.htm

The new interdisciplinary programme “ International Communication” - CLIL model • was established at the Faculty of International Relation and

Political Science in BB Slovakia and reflects all the above-mentioned EU requirements

• „ The objective of this program is the development of the knowledge, skills and learning strategies of the students in the field of their specialization and their application in the international arena, theory of politics and political systems“.

• „Students are expected to grasp and discuss the issue of the target language, that is history, life and institutions, international position and the role of affected country ( Assoc. Prof. L. Tito, the head of the department)“

CCCC• The following priciples can be said to drive the

CLIL model ( Mehisto, P., Marsh, D., Frigols, M.J., p. 31):

• cognition, • comunity• content and • communication. • These priciples can serve as a reference point for

lesson planning.

CALLA Congnitive Academic Language Learning Approach

• The CALLA model includes three components and instructional objectives:

• topics from the major content subjects (through the introduction of content, CALLA teachers strive to enable students to experience success through teaching in depth rather than in breath using higher-order thinking skills).

• the development of academic language skills (includes four language skills – listening, speaking, reading, and writing. Language is used as a functional tool for learning academic subject mater. Students learn the language functions that are important for performing effectively in the content area, such analyzing, evaluating, justifying, and persuading)

• instructions in learning strategies for both content and language acquisition (three major types of strategies – metacognitive, cognitive and social/affective). (Chamot, O´Malley, 1994, 10).

Critical Thinking

• Critical thinking can be described as mental processes that learners use to plan, describe and evaluate their thinking and learning. It is self-directed thinking and thus fundamental learning. By working to improve the quality of our thinking, we improve learning (Mehisto, P., Marsh, D., Frigols, M.J., 2008, 153).

• The most widely known models of critical thinking is Bloom´s taxanomy ( developed and modified by Anderson and Krathwol ) and Paulian framework which provide the basis for improving students autonomy by developing higher levels of thinking.

• http://www4.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

Critical Thinking for English Language Teachin (EFL) Curriculum University of Oregon, course instructor: Ms Sherie Henderson

• Lesson Plan (Maria Badinska - Slovakia, Marla Papango –

Philipinnes )• Title of Lesson: American Studies, Constitutional Amendements

Today – Amendemnt 1: Individual Freedoms I. Briefly describe, in one sentence, your LessonThrough reading and discussion, the students will be able to

explain the concept of individual freedoms (Amendment l) and be able to apply it to everyday life.

II. PrerequisitesIII. Instructional objectives for the lessonIV. Supporting activities for objectivesV. Continued development of critical thinking

See the attached plan