Transcript PowerPoint-presentatie

Components of a portfolio
What should be in a portfolio for
learners in the secondary
education?
ELP / Language passport
• Language passport (standard or adapted for
the age group?)
• Dossier
ELP / Biography
• Biography
– My languages (spoken in my family, in other situations?)
– Where did I learn these languages (holiday, private
tutoring, ….
– At school
– Contact with other languages
– Languages I would like to learn
– Learning tips: What kind of learner? (learning style)
– Tips for studying languages
– Methods to learn languages
– Consideration and strategies for developing the skills
– Checklists for self-evaluation
• How many levels?
• How many descriptors per level?
• Explanations? Communicative situations?
ELP / Biography
• What are intercultural experiences
• Intercultural experiences abroad
• Intercultural experiences in own
country
• Questions to ask
Dossier
CEFR and interculturality
(Common European Framework of Reference, 2001)
• The cultural impact of language learning on
the individual learner:
– Learner becomes plurilingual and
develops interculturality
– Linguistic and cultural competences:
• contribute to intercultural awareness, skills and
know-how
• Enable to develop
– an enriched, more complex personality
– an enhanced capacity for further language
learning
– greater openness to new cultural experiences
CEF and interculturality
(Common European Framework, 2001)
• Intercultural awareness includes an
awareness of … diversity. Intercultural
skills and know-how include:
– Ability to bring culture of origin and foreign
culture into relation with each other
– Cultural sensitivity/ability for a variety of
strategies for contact
– The role of cultural intermediary
– Ability to overcome stereotyped relationships
ELP and intercultural aspects (Principles
and Guidelines, 2004)
• Language Passport describes ….
significant language and intercultural
learning experiences.
• Language Biography is organised to
promote plurilingualism …
• Dossier offers the opportunity to
select materials to document and
illustrate … experiences
The problem of intercultural
competence
• There are no validated scales with
descriptors (not yet)
• There would not be a direct relationship
between those scales and levels of
language proficiency
• According to Schneider and Lenz lists of
objectives on 'aspects of socio cultural
knowledge' and 'components of
intercultural competence that should be
acquired (…)' would be valuable (2001)
The problem of intercultural
competence
• But: Cultural knowledge is not the same as
intercultural competence (Little/Simpson,
2003)
• Intercultural competence needs relevant
cultural knowledge (including knowledge of
culture of origin)
• Intercultural competence also depends on
other factors
• It is difficult to judge own intercultural
competence because of the fact that many
learners are not in position to do so.
Role of the ELP
• Little and Simpson (2003) pointed out
that ELP could and should play an
important role in stimulating thinking
about :
– Cultural differences
– Reflection on experiences (in terms of
location and intensity)
• Location: work, travel,study
• Intensity: frequency, duration, involvement,
significance for oneself.
Recording and reflecting
intercultural experiences
• Questions to be considered designing
ELP pages:
– Where, with whom and in what context
(location)?
– What kind of experience (intensity)?
– What was my response?
– Why did I respond the way I did?
• Other criteria (see Little/Simpson, p.5)
In the classroom
• In many cases language learning takes place in the
classroom
• Possibilities bringing the other culture into the classroom:
– Natives (neighbourhood, international companies)
– Media (journals, newspapers, internet)
– Correspondence projects (e-mail, letters, chatsessions)
– Virtual exchanges
– All kinds of simulations
• But:Take account of cultural similarities and focus not only on
cultural differences as well as of 'own' culture
An example of simulation activities
• Background information
• Developed in cooperation with
teachers and learners of secondary
schools
• Aim: stimulating spoken interaction in
the classroom
• As a consequence of school reform:
only listening and speaking skills
The project
• Develop a biography of a person in the target
language. During a couple of lessons the
biography will be enriched with all kinds of
information.
• First part: collecting knowledge
• By checking information through resource persons
(teachers, natives, ….) awareness raising.
• Combining with exchange programmes (real or
virtual) intercultural experiences possible
• Be aware of: resource persons are in eyes of
learner always 'experts of their own culture'
Activities
• Develop your own (foreign) identity:
– Name, year of birth, city, the place you live in,
school, family, occupation of parents,
– Search for information about city,
neighbourhood.
• (Young) learners two goals:
– Intercultural experiences by checking,
exchange information with other learners
– Awareness of own culture
• Looking for realisations of 'can do's' in ELP
• All kinds of possibilities to develop the
person further:
– By making appointments (visiting
something that will take place in real life:
football match, movie, theatre, concert
– By reading (local) newspapers, journals
(on the internet)
• At the end and during the project:
check the collected information
(knowledge) in real or virtual
communicative situations.
Outcomes
• There was a continuous discourse between
foreign and own culture
• Spoken interaction became a natural part
of the classroom
• ELP can do's in spoken interaction: no
problem
• Intercultural experiences through
verification sometimes difficult
• Learners and teachers were very
enthusiastic about the project (and
developed it further)
References
•
Groenewold,P.,1997:'Land in Sicht'. Landeskunde als Dialog der
Identitäten am Beispiel des deutschen-niederländischen
Begegnungsdiskurses, Groningen. [Dialogue of identities: DutchGerman imagological discourse]
•
Little,D. and B.Simpson, 2003: European Language Portfolio. The
intercultural component and Learning how to learn. Strasbourg:
Council of Europ
•
Schneider,G. and P.Lenz, 2001: European Language Portfolio:
Guide for developers. Strasbourg: Council of Europe
• Develop your own (foreign) identity:
– Choose a country/region.
– Use the biography part. Use the knowledge you
have of the 'target' culture to collect information
for the biography.
– Take role of 15/16 year old learner and write in
biography:
• Name, year of birth, city, the place you live in, school,
family, and so on ….
– Check your 'identity' with a colleague from that
country during coffee break.