luciano mariani - the challenge of plurilingual education: promoting transfer across the language...
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A plurilingual curriculum is responsible for promoting the transfer of knowledge, beliefs/attitudes and skills across languages, so that learners can both profit from their previous L1 and L2 experiences in learning an L3, and, conversely, feedback their new L3 competence into their L1 and L2. This means (re)discovering the potential of cross-curricular language education, and, for teachers of English in particular, highlight transferable elements in the areas of language awareness and learning awareness.TRANSCRIPT
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The challenge of plurilingual education:
Promoting transfer across the language curriculum
Luciano Mariani - Tesol – Italy 2006
Find the full text of this presentation at: www.learningpaths.org/papers/plurilingualnaples.htm
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more languages
=
more “subjects”
?
The plurilingu
al curriculu
m
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watertight compartments?
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How does the learning of several languages affect language learning?How can we profit from the presence of several languages in the curriculum?
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languages develop side by
side
A widespread image of the plurilingual curriculum …
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… or pluri lingualism?
multi lingualism…
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pluri linguingualism
more competence
s
or
more competence
?
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The learner of a second or foreign language and culture does not
cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire
two distinct, unrelated ways of acting and communicating. The
language learner becomes plurilingual and develops
interculturality.Common European Framework
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≠ +A bilingual is not the
sum of two monolinguals!
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L1 L2
separate underlying proficiency
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common underlying proficiency
L1 L2
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L1 surface features
L2 surface features
L3 surface features
common underlying proficiency
central operating system
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Learning an L2 is not just the adding of rooms to your house by building an
extension at the back …
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… learning an L2 is the rebuilding of all internal
walls.Vivian Cook
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train departure
times
gli orari di partenza dei treni
cheese pizza Straßenverkehr
sordnung
codice della strada
compound words – word order
pizza chees
e
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Nonostante sia molto
anziana, lavora
ancora.
I like rock
because it's
exciting.
Ich habe kein Geld, deshalb kann ich nicht ins
Kino gehen.
linkers – discourse markers
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E' una specie di
sedia, piccola.
C'est une personne qui
coupe tes cheveux.
It is used to take photos.
"adjusting" the message
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from the products of particular languages …
… to the process of language learning
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• which instructional conditions facilitate these processes?
Language learning within the iceberg:
• integration
• restructuring
• transfer• what exactly gets integrated, restructured, transferred ?
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FIRST QUESTION:
what exactly gets integrated, restructured, transferred ?
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charge
décharge
décharger
déchargement
charger
chargement
chargeur
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Mut
Mißmut
mißmutig
Mißmutigkeit
mutlos
Mutlosigkeit
mutig
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Knowledge (savoir)
- language specific
-general concepts (e.g. root, prefix, suffix)
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+ s = plays
+ ing= playing
+ ed = played
+ er = player
play
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Skills and strategies (savoir faire)
Knowledge (savoir)
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I can guess
meanings
I can use what I
already know
I can take risks
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Skills and strategies (savoir faire)
Knowledge (savoir)
Beliefs, attitudes,
motivations (savoir être)
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knowledge
language awarenes
s
skills learning awareness
beliefs, attitudes
learner awarenes
s learning-to-learn (savoir apprendre)
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SECOND QUESTION:
which instructional conditions facilitate the transfer between languages?
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English …
… and its role as a bridge towards more
languages
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Transfer
the application of previously acquired knowledge and skills to new
situations
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Today’s task
Yesterday’s task
Last week’s
task
Last month’s
task
How is this task similar to others? How is it different?
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1 - experience
Three conditions for cross-language transfer
3 - reactivation
2 - reflection
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1st condition: experience
Beckham
Zidane
Totti Schumach
er
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www.euronews.net
for articles on the same topic in seven different
languages
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1st condition: experience
Beckham
do we need to understand everything?what are the
keywords?how are they built,
where do they appear in the
sentence?what about the words which come before and
after them?
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Prefixes and suffixes?
The context?
Our own encyclopedia?
The Sherlock Holmes strategy?
Teacher and classmates?
A dictionary?
2nd condition: reflection
What problems did we have to face?
What helped
us?
… and how did we feel?
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knowledge of specific language (English)
knowledge, skills and attitudes in language
learning
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“international” words
match partitafootball ………
…………………
squadra
training
……………
“true friends”
stadium
stadio
point ……………
……………
passare
goal ……………
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courage
coraggio
courageous
encourage
encouragement
discourage
discouragement
incoraggiare
incoraggiamento
scoraggiare
scoraggiamento
coraggioso
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football team squadra di calcio
sports centre ………………..
……………….. coppa del mondo
training shoes ………………..
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3rd condition: reactivation
Schumacher How did you tackle the BECKHAM text?
What did you do to guess the meaning of unknown words?
Let’s see if Sherlock Holmes works with the SCHUMACHER text … or if we need something else …
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from reactivation to reflection
• What worked well with both English and German?
• What worked with English but perhaps not, or not so well, with German?
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“true friends”
football Fuβball
stadium
Stadion
……………
Punkt
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courage
coraggio
Mut
courageous
encourage
encouragement
discourage
discouragement
incoraggiare
incoraggiamento
scoraggiare
scoraggiamento
coraggioso
ermutigen
Ermutigung
entmutigen
Entmutigung
mutig
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world champion
Weltmeister campione del mondo
………………..
Weltrekord record mondiale
playfield Spielplatz ………………..
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1 - experience
The transfer cycle
3 - reactivation
2 - reflection
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Beckham Zidane
Totti
Schumacher
The transfer
cycle
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re-launching language education
as an explicit school policy
building a classroom culture based on teacher collaboration:
exploring and sharing our own knowledge, skills and attitudes
The plurilingual curriculum:
implications for schools and teachers
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Let’s learn more languages -To speak a
common tongue.