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DoL Teaching Forum: Plurilingualism and
         intercomprehension




         http://www.flickr.com/photos/urbanmkr/354776635/sizes/m/in/photostream/


         Maria Luisa Perez Cavana and Tita Beaven,
                        16 May 2012
Plurilingualism and
       intercomprehension
Outline:
  • What is it?
  • 2 projects:
     Magicc
     Vivre en Aquitaine
  • Hands on: resources
  • A role for it in our programme? What next?
Bridging the Wikipedia Language Gap




                http://www.newscientist.com.libezproxy.open.
                ac.uk/article/mg21428645.600-wikipedia-
                busts-the-language-barrier.html
Plurilingual education in Europe
    Language Policy Division, Strasbourg 2006




                    http://www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
Plurilingualism
Plurilingualism




    http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
Guiding principles underlying
 language education policy




             http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
Modularising Multilingual and
Multicultural Academic Communication
Competence for BA and MA level (2011‐
                 2014)


         Teaching Forum 16 May 2012
          Maria Luisa Pérez Cavana
Overview
MAGICC
Call / Aims / Partners / WPs


The theoretical frame
Academic Competence
Plurilingual and Multicultural competence
MAGICC Call

LLP 2011 ‐ERASMUS, Multilateral Project
Support to the modernisation agenda for higher
education
MAGICC combines the two strategic priorities of
the LLP general Call 2011:
curriculum development
development of tools to assess and promote the
employability of graduates
Rationale
Competence to communicate – new qualification
  goal for different cycles (BA, MA)
Essential part of the development of students’
  academic expertise and employability
CC is needed in both the mother tongue L1 and
  other languages
Academic and professional contexts increasingly
  multilingual and multicultural
Aim: Design a transversal module containing a set
  of curricular scenarios for developing students’
  multilingual and multicultural communication
  competence
Aims of the project

Integrate multilingual and multicultural academic
  communication competence as graduate learning
  outcomes
Promote employability of graduates
Outcomes:
A conceptual framework (WP 1 and 2)
An academic ePortfolio (WP 3)
A transversal module of scenarios for both the BA
  and the MA‐cycle (WP 4)
Transparency tools for shared transnational
  understanding (WP 5)
MAGICC partners
P1 ‐Université de Lausanne / University of Lausanne, CH
P2 ‐Jyväskylän yliopisto/ University of Jyväskylä, FI
P3 ‐The Open University, UK
P4 ‐Rijksuniversiteit Groningen / University of Groningen, NL
P5 ‐Universidade do Algarve / University of the Algarve, PT
P6 ‐Politechnika Poznanska/ Poznan University of Technology, PL
P7 ‐Fondazione AldiniValeriani, IT
P8 ‐Université de Fribourg / University of Fribourg, CH
P9 ‐Universitatea Babeş‐Bolyai/ Babeş‐Bolyai’ University, RO
P10 ‐Universität Bremen / University of Bremen, DE
P11 ‐Freie Universität Berlin / Free University of Berlin, DE
External evaluator: Assoc. Prof.Dr.Maria Stoicheva, Sofia University
  "St. KlimentOhridski" (BG)
Associated partner: European Centre for Modern Languages of the
  Council of Europe (ECML)
Defining the field of multilingual and
multicultural academic competence
Academic competence (Adamson, 1993;
 Cottrell, 2003)
Receptive skills and strategies (Reading /
 Listening)
Productive skills and strategies (Speaking /
  writing)
Management of learning (General competences
 CEFR)
Definition: Multi/Plurilingual
competence
Multi/Plurilingual competence means: being
 competent, at different levels, in more than two
 languages
Plurilingualism refers to a individual level /
  Multilingualism to an institutional or social level
  (CEFR)
Multilingualism is used in EU documents for both
 community and individual level
Plurilingualism –CoE docs for individual level
CEFR definitions
Multilingualism – co-existence of different languages in a
 given society
Plurilingualism “the ability to use languages for the
  purposes of communication and to take part in
  intercultural interaction, where a person, viewed as
  social agent, has proficiency of varying degrees, in
  several languages, and experience of several cultures.
  This is not seen as the superposition or juxtaposition of
  distinct competences, but rather as the existence of a
  complex or even composite competence on which the
  user may draw.” (CEFR, 2001, p.168)
Multilingual
approach
Abandon the search for a homogeneous level in
 only one language and monolingual
 approaches
Collaboration between languages - take into
 account in the learning process the links
 between languages
Break down artificial borders between languages
Defining the field of multilingual and
multicultural academic competence

Projects:
INCA
CARAP (ECML)
http://carap.ecml.at/CARAP/tabid/2332/language/en-
Lenz / Berthele (2010) Assessment in
  Plurilingual and Intercultural Education , CoE
Plulrilingual and Intercultural Competence
(Lenz/Berthele, 2010)

Mediation
Polyglot Dialog
Intercomprehension
Intercultural Communicative Competence
Mediation
(receptive/productive skills)
Mediation activities carried out by a third person
 make communication possible between
 persons who are unable to communicate with
 each other directly
CEFR about mediating activities the language
 user is not concerned to express his/her own
 meaning but to act as intermediary between
 interlocutors, normally speakers of different
 languages
Polyglot Dialogue
(Interaction, Comprehension, Production)

“An interactional regime that allows for the use of
  two or more different languages or distant
  varieties in interpersonal interaction. Most
  often participants use one of their best-
  mastered languages productively and are
  capable of understanding the languages used
  by their interlocutors.” (Lenz/Berthele, 2010)
Intercomprehension
“Using available knowledge of all kinds of
  previous language learning in order to
  understand texts in genetically related
  languages” (Lenz / Berthele 2010, p.6)
Is intended to facilitate learners’ access to
  written texts in languages they have not
  expressly learned but which are related to
  languages present in their plurilingual
  repertoires.
Intercultural (Communication)
competence
Intercultural communication – as situated
  communication between individuals or groups
  of different linguist and cultural origins
  (LANQUA, subgroup on IC)
“Ability to use (and thereby enlarge) their
  pluricultural and intercultural repertoire in
  interaction with otherness”
The Vivre en Aquitaine project
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Miroirs: Intercultural competence
The original aim…
Texts in L1 and L2: reflection, mediation.


But also exploring ways in which “strategies used
 in the reading and decoding of […] texts in the
 readers’ own native languages can facilitate the
 processing of similar texts in a foreign
 language”

                                     (Carter-Thomas 2009, reviewing
               Lundquist: navigating in Foreign Language Texts, 2008)
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Intercomprehension
Intercomprehesion: “A form of communication
  in which each person uses his or her own
  language and understands that of the other.”
                         Peter Doyé, Intercomprehension, 2005
Intercomprehension
Intercomprehension is defined as the process of developing the
   ability to coconstruct meaning in the context of the encounter
   of different languages, and to make pragmatic use of this in a
   concrete communicative situation (Capucho, 2004), thus
   involving the transfer of strategies and knowledge from
   known to unknown languages. This process is supported by
   awareness of cultural features.
Activating and training intercomprehension strategies comprises
  three levels: (1) the human ability to communicate meanings, (2)
  language learning (in a conscious or unconscious manner) as a
  process of strategies acquisition, and (3) the ongoing
  development of intercomprehension abilities and strategies
  (both in interpreting and producing discourse).
                                                 Alves and Mendes (2006)
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Plurilingualism and intercomprehension teaching forum 2012
Learners’ knowledge
 • General knowledge
 • Cultural knowledge
 • Situational knowledge
 • Behavioural knowledge
 • Pragmatic knowledge
 • Graphic knowledge
 • Phonological knowledge
 • Grammatical knowledge
 • Lexical knowledge
                                Doyé (2005): Intercomprehension.
        http://www.coe.int/t/dg4/linguistic/Source/Doye%20EN.pdf
Tellecollaboration project
October 2010/Feb 2011: “4 profs, 4 pays” UK/SP/IT/DE
October 2011/Feb 2012: “4 classes, 4 pays” UK/SP/IT/DE
Hands on! 4 groups
20 mins to familiarise yourselves with a resource
and to think if it has a role in our programme –
why, why not, how?
3 mins presentation to the group
Plenary discussion and next steps
Hands on! Group 1
FREPA (CARAP) A Framework of Reference
for Pluralistic Approaches to languages and
cultures

Quickly familiarise yourself with the project
background:
http://carap.ecml.at/CARAP/tabid/2332/langua
ge/en-GB/Default.aspx




Spend some time looking at the descriptors
(knowledge, attitudes, skills):
http://carap.ecml.at/Descriptorsofresources/O
verview/tabid/2829/language/en-
GB/Default.aspx



A role for this in our context?
Hands on! Group 2
EU & I

Welcome to the intercomprehension hotel!



Quickly familiarise yourself with the project
background:

http://eu-intercomprehension.eu/



Spend some time exploring the hotel and trying
out one of the activities:

http://www.eu-
intercomprehension.eu/activities.html



A role for this in our context?
Hands on! Group 3
Babel Web

Quickly familiarise yourself with the website and
spend some time looking at the activities:

http://www.babel-web.eu/



A role for this in our context?
Hands on! Group 4
Try out Manypedia, a tool that enables you to
compare Linguistic Points Of View (LPOV) of
Wikipedia different languages:

http://manypedia.com/



Try out different terms and different language
combinations. You could try any of the following
in several language combinations. Democracy,
entente cordiale, indignados, Greek government
debt crisis.

Can you think of pedagogic uses of this tool?

A role for this in our context?
Hands on! Group 5
EuRom5




Quickly familiarise yourself with the project aims:

http://www.eurom5.com/

Look at one of the texts in a language you don’t
speak, e.g.:

http://www.eurom5.com/pg/it/lezioni-it/pt-01

A role for this in our context?
Plenary
Presentations of the 5 tools/resources
• So what?
• What next?

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Plurilingualism and intercomprehension teaching forum 2012

  • 1. DoL Teaching Forum: Plurilingualism and intercomprehension http://www.flickr.com/photos/urbanmkr/354776635/sizes/m/in/photostream/ Maria Luisa Perez Cavana and Tita Beaven, 16 May 2012
  • 2. Plurilingualism and intercomprehension Outline: • What is it? • 2 projects: Magicc Vivre en Aquitaine • Hands on: resources • A role for it in our programme? What next?
  • 3. Bridging the Wikipedia Language Gap http://www.newscientist.com.libezproxy.open. ac.uk/article/mg21428645.600-wikipedia- busts-the-language-barrier.html
  • 4. Plurilingual education in Europe Language Policy Division, Strasbourg 2006 http://www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 6. Plurilingualism http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 7. Guiding principles underlying language education policy http:// www.coe.int/t/dg4/linguistic/Source/PlurinlingalEducation_En.pdf
  • 8. Modularising Multilingual and Multicultural Academic Communication Competence for BA and MA level (2011‐ 2014) Teaching Forum 16 May 2012 Maria Luisa Pérez Cavana
  • 9. Overview MAGICC Call / Aims / Partners / WPs The theoretical frame Academic Competence Plurilingual and Multicultural competence
  • 10. MAGICC Call LLP 2011 ‐ERASMUS, Multilateral Project Support to the modernisation agenda for higher education MAGICC combines the two strategic priorities of the LLP general Call 2011: curriculum development development of tools to assess and promote the employability of graduates
  • 11. Rationale Competence to communicate – new qualification goal for different cycles (BA, MA) Essential part of the development of students’ academic expertise and employability CC is needed in both the mother tongue L1 and other languages Academic and professional contexts increasingly multilingual and multicultural Aim: Design a transversal module containing a set of curricular scenarios for developing students’ multilingual and multicultural communication competence
  • 12. Aims of the project Integrate multilingual and multicultural academic communication competence as graduate learning outcomes Promote employability of graduates Outcomes: A conceptual framework (WP 1 and 2) An academic ePortfolio (WP 3) A transversal module of scenarios for both the BA and the MA‐cycle (WP 4) Transparency tools for shared transnational understanding (WP 5)
  • 13. MAGICC partners P1 ‐Université de Lausanne / University of Lausanne, CH P2 ‐Jyväskylän yliopisto/ University of Jyväskylä, FI P3 ‐The Open University, UK P4 ‐Rijksuniversiteit Groningen / University of Groningen, NL P5 ‐Universidade do Algarve / University of the Algarve, PT P6 ‐Politechnika Poznanska/ Poznan University of Technology, PL P7 ‐Fondazione AldiniValeriani, IT P8 ‐Université de Fribourg / University of Fribourg, CH P9 ‐Universitatea Babeş‐Bolyai/ Babeş‐Bolyai’ University, RO P10 ‐Universität Bremen / University of Bremen, DE P11 ‐Freie Universität Berlin / Free University of Berlin, DE External evaluator: Assoc. Prof.Dr.Maria Stoicheva, Sofia University "St. KlimentOhridski" (BG) Associated partner: European Centre for Modern Languages of the Council of Europe (ECML)
  • 14. Defining the field of multilingual and multicultural academic competence Academic competence (Adamson, 1993; Cottrell, 2003) Receptive skills and strategies (Reading / Listening) Productive skills and strategies (Speaking / writing) Management of learning (General competences CEFR)
  • 15. Definition: Multi/Plurilingual competence Multi/Plurilingual competence means: being competent, at different levels, in more than two languages Plurilingualism refers to a individual level / Multilingualism to an institutional or social level (CEFR) Multilingualism is used in EU documents for both community and individual level Plurilingualism –CoE docs for individual level
  • 16. CEFR definitions Multilingualism – co-existence of different languages in a given society Plurilingualism “the ability to use languages for the purposes of communication and to take part in intercultural interaction, where a person, viewed as social agent, has proficiency of varying degrees, in several languages, and experience of several cultures. This is not seen as the superposition or juxtaposition of distinct competences, but rather as the existence of a complex or even composite competence on which the user may draw.” (CEFR, 2001, p.168)
  • 17. Multilingual approach Abandon the search for a homogeneous level in only one language and monolingual approaches Collaboration between languages - take into account in the learning process the links between languages Break down artificial borders between languages
  • 18. Defining the field of multilingual and multicultural academic competence Projects: INCA CARAP (ECML) http://carap.ecml.at/CARAP/tabid/2332/language/en- Lenz / Berthele (2010) Assessment in Plurilingual and Intercultural Education , CoE
  • 19. Plulrilingual and Intercultural Competence (Lenz/Berthele, 2010) Mediation Polyglot Dialog Intercomprehension Intercultural Communicative Competence
  • 20. Mediation (receptive/productive skills) Mediation activities carried out by a third person make communication possible between persons who are unable to communicate with each other directly CEFR about mediating activities the language user is not concerned to express his/her own meaning but to act as intermediary between interlocutors, normally speakers of different languages
  • 21. Polyglot Dialogue (Interaction, Comprehension, Production) “An interactional regime that allows for the use of two or more different languages or distant varieties in interpersonal interaction. Most often participants use one of their best- mastered languages productively and are capable of understanding the languages used by their interlocutors.” (Lenz/Berthele, 2010)
  • 22. Intercomprehension “Using available knowledge of all kinds of previous language learning in order to understand texts in genetically related languages” (Lenz / Berthele 2010, p.6) Is intended to facilitate learners’ access to written texts in languages they have not expressly learned but which are related to languages present in their plurilingual repertoires.
  • 23. Intercultural (Communication) competence Intercultural communication – as situated communication between individuals or groups of different linguist and cultural origins (LANQUA, subgroup on IC) “Ability to use (and thereby enlarge) their pluricultural and intercultural repertoire in interaction with otherness”
  • 24. The Vivre en Aquitaine project
  • 27. Miroirs: Intercultural competence The original aim… Texts in L1 and L2: reflection, mediation. But also exploring ways in which “strategies used in the reading and decoding of […] texts in the readers’ own native languages can facilitate the processing of similar texts in a foreign language” (Carter-Thomas 2009, reviewing Lundquist: navigating in Foreign Language Texts, 2008)
  • 32. Intercomprehension Intercomprehesion: “A form of communication in which each person uses his or her own language and understands that of the other.” Peter Doyé, Intercomprehension, 2005
  • 33. Intercomprehension Intercomprehension is defined as the process of developing the ability to coconstruct meaning in the context of the encounter of different languages, and to make pragmatic use of this in a concrete communicative situation (Capucho, 2004), thus involving the transfer of strategies and knowledge from known to unknown languages. This process is supported by awareness of cultural features. Activating and training intercomprehension strategies comprises three levels: (1) the human ability to communicate meanings, (2) language learning (in a conscious or unconscious manner) as a process of strategies acquisition, and (3) the ongoing development of intercomprehension abilities and strategies (both in interpreting and producing discourse). Alves and Mendes (2006)
  • 37. Learners’ knowledge • General knowledge • Cultural knowledge • Situational knowledge • Behavioural knowledge • Pragmatic knowledge • Graphic knowledge • Phonological knowledge • Grammatical knowledge • Lexical knowledge Doyé (2005): Intercomprehension. http://www.coe.int/t/dg4/linguistic/Source/Doye%20EN.pdf
  • 38. Tellecollaboration project October 2010/Feb 2011: “4 profs, 4 pays” UK/SP/IT/DE October 2011/Feb 2012: “4 classes, 4 pays” UK/SP/IT/DE
  • 39. Hands on! 4 groups 20 mins to familiarise yourselves with a resource and to think if it has a role in our programme – why, why not, how? 3 mins presentation to the group Plenary discussion and next steps
  • 40. Hands on! Group 1 FREPA (CARAP) A Framework of Reference for Pluralistic Approaches to languages and cultures Quickly familiarise yourself with the project background: http://carap.ecml.at/CARAP/tabid/2332/langua ge/en-GB/Default.aspx Spend some time looking at the descriptors (knowledge, attitudes, skills): http://carap.ecml.at/Descriptorsofresources/O verview/tabid/2829/language/en- GB/Default.aspx A role for this in our context?
  • 41. Hands on! Group 2 EU & I Welcome to the intercomprehension hotel! Quickly familiarise yourself with the project background: http://eu-intercomprehension.eu/ Spend some time exploring the hotel and trying out one of the activities: http://www.eu- intercomprehension.eu/activities.html A role for this in our context?
  • 42. Hands on! Group 3 Babel Web Quickly familiarise yourself with the website and spend some time looking at the activities: http://www.babel-web.eu/ A role for this in our context?
  • 43. Hands on! Group 4 Try out Manypedia, a tool that enables you to compare Linguistic Points Of View (LPOV) of Wikipedia different languages: http://manypedia.com/ Try out different terms and different language combinations. You could try any of the following in several language combinations. Democracy, entente cordiale, indignados, Greek government debt crisis. Can you think of pedagogic uses of this tool? A role for this in our context?
  • 44. Hands on! Group 5 EuRom5 Quickly familiarise yourself with the project aims: http://www.eurom5.com/ Look at one of the texts in a language you don’t speak, e.g.: http://www.eurom5.com/pg/it/lezioni-it/pt-01 A role for this in our context?
  • 45. Plenary Presentations of the 5 tools/resources • So what? • What next?

Notas do Editor

  1. Lifelong learning programme
  2. Context: Modernisation agenda of the EHEA CC can not be approach anymore from a monolingual perspective Education and policy contexts EHEA: New qualification goals for the the new qualification goals for higher education as defined in the modernisation agenda of the EHEA (European Higher Education Area): the development of multilingual and multicultural competence for effective communication in the academic and professional domain for different cycles (BA and MA) Bologna process: modernisation agenda of the EHEA new qualification goals for the 3 cycles]one of them: "can communicate .. First cycle (BA): information, ideas, problems and solutions to both specialist and non]specialist audiences European Qualification Framework (EQF) emphasize the role of languages Second cycle (MA) : their conclusions, and the knowledge and rationale underpinning these, to specialist and non]specialist audiences clearly and unambiguously " (A Framework for Qualifications of the European Higher Education Area: 2005, pp. 66]68) Implementation of Bologna process This competence is not taken properly into account
  3. To explore the emerging, still under‐conceptualised domain of multilingual and multicultural learning aiming at using and expanding the multilingual repertory of students To address issues related to communication in multilingual und multicultural settings as opposed to monolingual regimes. Diversity versus lingua franca (English) –English part of a wider plurilingual and pluricultural profile.
  4. MAGICC consortium: 11 partner organisations(now 10) from 8 European countries, 25 people Project partners are members of the Special Interest Group (SIG) on Assessment and Multilingual Competence of the European Language Council /ConseilEuropéenpour les Langues(ELC/CEL) Concept of project elaborated together by members of the SIG
  5. Transferable academic skills / employability skills / critical thinking skills Adamson, H.D., 1993. Academic Competence. Theory and Classroom practice: preparing ESL students for content courses. London: Longman Cottrell, S. 2003 Multilingual framework is missing
  6. Multilingualism - diversifying the languages offered in an educational institution Plurilingalism- It includes all languages, also the mother tongue Languages are not separated from each other but are in a complex interrelationship –plurilingual repertory –which represents a resource in order to be able to act in diverse use situations (no monolingual approach) It is always used and constructed by and within social interaction It is composed of a dynamic and complex ensemble Example of Multilingualism: diversifying the languages offered in an educational institution
  7. interactive student-centred approaches To break down artificial borders between languages that are deeply imprinted in the heads of many language users, teachers and assessors and to encourage to use the plurilingual repertoire most people have construction of plurilingual profiles of the individual learner/ intercomprehension approaches /CLIL / bi-trilingual scenarios) 2. integrated didactics/ELP/formal and informal learning/ new multilingual models of assessment
  8. INCA (Based on Byram’s 2007) Lenz, P Plurilingual competence
  9. Lenz, P Plurilingual competence
  10. Examples
  11. Examples
  12. Intercultural competence has to do with the integration of ‘otherness’ in one’s thinking and actions. It is different from a concept of pluricultural competence highlights the plurality of cultures one may identify and is familiar with. Developing I comp. means building an intercultural identity – not linked to knowledge of other languages but this widens the horizon – IC starts acknowledging and paying attention to the unfamiliar. Competences and attitudes for critical awareness and reflection (Lenz/Berthele 2010, p.6-7)