Transcript EVLANG - European Centre for Modern Languages

Evlang
Language Awareness in
Primary School
LINGUA
1998 - 2001
Universitat Autònoma de Barcelona
Istituto Universitario Orientale - Napoli
Zentrum für Schulentwicklung
(Graz)
Université René Descartes Paris 5
Université Stendhal Grenoble III
Institut Universitaire de Formation
des Maîtres de La Réunion
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
General aim of L.A.
•Contribute to the
construction of
solidary
societies,which
are multilingual
and culturally
plural .
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 ;
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) ;
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.
Objectives :
Some
examples :
Deduce
a languages
principle
of culturessyntagmatic
Analyse
Know that
non-familiar
languages
–and
by using
are
Know
that
atand
the
same
time
areelements
organization
through
the there
observation
of
Value
Distinguish
bilingual/plurilingual
non-familiar
sounds
people
in are
nondifferences
open
worlds,
exchanging
similarities
their
which
differences
and
ressemblances
between
regular
in commonly
different
a
regardless
familiarpatterns
the
status
(identify
of thestatements
them
languages
without
different
according
tolanguages
to
those
their
historical
genesis
used
when
or inthe
languages
non-familiar
language.
which
confising
theybetween
can
them
speak.
with
other sounds)
analysing
contacts
familiar
people.
languages.
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 … )
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
Developped activities :
Production of didactic materials
See the
materials
(ppt)
See the
materials
(video)
Quick !
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
Evlang - Eveil aux langues
Projet Socrates/Lingua 42137-CP-1-97-1-FR-Lingua-LD
---------------------------------
Le Petit Chaperon Rouge
Conception :
Ecole de Provence, Marseille
Bruno 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
Developped Activities :
Teacher training for the implementation of the
course (2 to 3 days of training )
Developped Activities :
Quantitative and qualitative evaluation
The didactic approach :
the « pedagogy of L.A. »
Video
Diapos.
next
The languages
presented in the
didactic materials
Afrikaans
Albanian
Alsatian
Arabic
Basque
Berber
Brazilian
Portuguese
Breton
Bulgarian
Catalan
Chinese
Corsican
Croat
Czech
Danish
Dutch
English
Finnish
French
Gaelic Irish
Galician
German
Greek
Haitian Creole
Hebrew
Hindi
Hungarian
Italian
Japanese
Judaeo-Spanish
Kannada
Khmer
Korean
Khmer
Korean
Kurdish
Latin
Luxemburger
Malagasy
Malinke
Mandarin
Martinique
Creole
Mauritian
Creole
Mongolian
Mooré
Nahuatl
Norwegian
Occitan
Persian
Polish
Portuguese
Reunion Creole
Romani
Romanian
Russian
Schwyzertütsch
Serbo -Croat
Slovene
Spanish
Swahili
Swedish
Tagalog
Tamasheq
Tamil
Turkish
Vietnamese
Welsh
Wolof
That is 66 languages, and
among them there are …
• 11 languages from Africa
• 14 languages from Asia
• 6 languages from America
…
Quantitative evaluation
Institut de Recherche en
Economie de l’Education de
l’Université de Dijon
(IREDU – Sophie Genelot)
Months
Evlang
Control
SPAIN
SPAIN
8
13
38
277
92
29
ITALY
13
293
103
LA REUNION
LA REUNION
FRANCE METROPOLIS
8
13
8
109
89
358
43
135
116
FRANCE METROPOLIS
SWITZERLAND
13
13
TOTAL
328
400
1892
222
211
951
Evlang
Control
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
Metalinguistical skills
Oral discrimination - memorisation
4 out of 5 sub-samples in 13 months
Structure de- /re-composition
3 sub-samples out of 8
Explanatory hypothesis :
The activities that were likely to
develop decomposition-rconstruction
skills were less frequently used than
the listening activities.
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
Explanatory hypothesis :
Achieving openness towards what is
non familiar is a much more
challenging task than simply
experiencing an interest for it.
The extent of its impact is
generally rather limited
(that is usually the case in
this kind of evaluations)
But …
… 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.
Duration - evolution of the skills
Structure de- / re-composition
Oral discrimination - memorisation
30 h
40 h
50 h
60 h
Duration - evolution of the skills
Structure de- / re-composition
Oral discrimination - memorisation
30 h
40 h
50 h
60 h
Duration – evolution of the attitudes
Openness to what is non familiar
Interest towards diversity
30 h
40 h
50 h
60 h
Duration – evolution of the attitudes
Openness to what is non familiar
Interest towards diversity
30 h
40 h
50 h
60 h
School
achievement
Effect on the
attitudes
High school
achievements
Low school
achievements
Concerning the
skills :
Link is unclear
Development of abilities in
the language used at school
Language of the school
1 sub-sample out of 8, and 1 « doubtful »
However :
Many experimenter teachers think that there is an
effect on the abilities in the language of the
school.
Explanatory hypothesis :
At this late level of Primary
School the duration of the Evlang
course is incapable of influencing a
situation which is already firmly
rooted.
Desire to learn languages
In Switzerland:
the number of
languages
increased
In France :
Minority
languages,
migrant
languages
Language awareness and
other subjects
• an interdisciplinary work
that contributes to
the development of
• transversal abilities
Contribution to the aims of :
• World’s discovery
• Arts
• Music
• History
• Mathematics
• etc.
Developement of transversal
abilities :
• understanding /formulating
a problem
• look for indications
• ability to reason
• listening and cooperating with
others
• present a point of view
The ideas expressed in this document might not agree with those
from the European Commission.
The program Evlang in France has received the support from the
Délégation Générale à la langue francaise (Ministère de la Culture)
We would like to thank all of the pupils and teachers that have
taken part in the Evlang project
Thank you to all of the people that let us use their pictures
in this presentation.
Project Janua linguarum –The gate to languages
Programme of activities 2000-2004
ECML - Graz - Council of Europe
and … Comenius (European Commission)
http://jaling.ecml.at/