Le CARAP - un cadre de référence pour les approches ... · Le CARAP - un cadre de référence...
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Le CARAP - un cadre de référence pourles approches plurielles des langues etdes cultures – un outil pour la prise en
compte de la diversité à l‘école
The FREPA - A Framework ofReference for Plural Approaches toLanguages and Culture – a tool for
dealing with diversity at school
Michel CandelierUniversité du Maine Le Mans (France)
What are “Pluralistic approaches”?
Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe
CARAP/FREPA – Results and ongoingwork
CARAP – Key Competences forDiversity : which links ?
1
2
3
4
Contents
What are “Pluralistic approaches”?1
… are didactic approaches usingteaching / learning activities whichinvolve at the same time severalvarieties of languages or cultures.
“Pluralistic” (“plural” may be better)approaches to languages and cultures
Definition
Intercultural approach
Let us concentrate – provisionally – on the3 “more linguistic” ones…
Integrated didactic approach to languages
Inter-comprehension of related languages
Awakening to languages
4 types of pluralistic approaches:
Already enjoying a certain “tradition” inlanguage teaching:
Less known:
Number of LWe can situate eachapproach between twopoles,
Communicative competence
Global metalinguistic abilitiesReceptiveness towards diversity
… with a short illustrationfor each approach …
according to thenumber of languagesthey deal with…
2, 3 …L
Communicative competence
Global metalinguistic abilitiesReceptiveness towards diversity
Integrateddidacticapproach tolanguages
Valeurs de ces présents Français bientôt au moment oùje parle habituellement
Example
Reflexion about French (themeaning of the present tense) ,preparing access to English.(L. Audin (ed.). Enseigner l’anglais del’école au collège.)
Example
Also between (L1 + ) L2 and L3 …For example:The Plurilingualism Project: Tertiary Language Learning –German after EnglishBritta Hufeisen, Gerhard Neuner (editors)… (ECML)
2 forms in English for theFrench “présent”.
Communicative competence
Global metalinguistic abilitiesReceptiveness towards diversity
Intercomprehensionof related languages3, 4, 5 …L
2, 3 …L
PrinciplesIntercomprehension is a form of communicationin which each person uses his or her ownlanguage and understands that of the other.
[…] The idea of an education tointercomprehension presupposes that theacquisition of competence inintercomprehension can be supported byteaching. This presupposition is theoreticallyplausible and […] has already broughtconvincing results.(P. Doyé, Intercomprehension, 7, 10)
Example
From German to English.Discovering the meaning of the word “wide”through the discovery of systematiccorrelation between sounds.
(EuroComGerm. Presentationof BrittaHufeisen & Nicole Marx.www.eurocomprehension.de
wide = ?
Example
doorgardendrink
d tTürGartentrinken
Communicative competence
Global metalinguistic abilitiesReceptiveness towards diversity
AwakeningtoLanguages
10, 40…L
(in a second stage)
Definition
Eveil aux langues
Awakening toLanguages
as a particular teachingapproach with thefollowing definition …
LanguageAwareness
Definition
An awakening to languages iswhen the activities partiallyconcern languages that the schooldoes not intend to teach (includinglanguages which may or may notbe the mother tongue of certainpupils).
Little Red Riding HoodLanguages used: German, English,Breton, Chinese, Finnish, French,Hungarian, Icelandic, Italian, Polish,Portuguese, Russian
Example
Discovering that there is no term toterm translation between languages…
etc.…etc.
…etc.
… that all languages presentidentifiable ways of linking formand meaning …
Retrouve le mot “rouge”
Retrouve le mot “petit”
Fiche de l’élève
Research task : Title in Chinese
Colours SizeFind the word “red” Find the word “little”
Petit rouge chaperon
What are “Pluralistic approaches”?
Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe
CARAP/FREPA – Results and ongoingwork
CARAP – Key Competences forDiversity : which links ?
1
2
3
4
Contents
Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe
2
… leaning on the concept of Plurilingual andpluricultural competence, as developed by theEuropean Framework of Reference forLanguages and the Guide for the Developmentof Language Education Policies in Europe…
We consider pluralistic approaches asbelonging to « didactics of plurilingualism » ,an approach developed in many Europeancountries:“Didactiques du plurilinguisme”,(“Mehrsprachigkeitsdidaktik” …)
… a concept which relies on psycholinguisticresearch work done about language acquisitionin the last decades …
(see for instance the model developed byHerdina & Jessner, 2002)
… agree about theexistence of ONEONEsystem(“wholist” conceptionof a multilingualcompetence)
… although somedifferences remainabout “separatesystems” within it.
The “pedagogical nature” ofthe definition of thisplurilingual andpluricultural competence“calls for the teaching ofdifferent languages to belinked to one another […]because they are likely tobring into play the sameskills”.(Guide for the Development ofLanguage Education Policies inEurope, p. 37-38)
The consequences are clearlydrawn in the Guide:
This argues forapproaches in whichseveral languages /cultures are dealt withat the same time …= Pluralistic approaches(per definitionem !)
What are “Pluralistic approaches”?
Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe
CARAP/FREPA – Results and ongoingwork
CARAP – Key Competences forDiversity : which links ?
1
2
3
4
Contents
CARAP/FREPA – Results and ongoingwork
3
A travers les Langues et les CulturesAcross Languages and Cultures
A framework of competencesfor plurilingual and
pluricultural approaches
2007
The reference framework is meant to bea structured set of « competences »
(knowledge, skills and attitudes)which are likely to be developed by
pluralistic approachesto languages and cultures.
A reference framework?
A reference framework?
Aiming to do what?
A reference framework?
Aiming to do what?Facilitate the development of curricula.
Facilitate the establishment of links between thedifferent pluralistic approaches and links betweenthese approaches and the learning of specificlanguages.
Facilitate the development of teaching materials designedfor putting into practice pluralistic approaches .
Complement existing instruments, especially theCommon European Framework or the EuropeanLanguage Portfolios.
Aiming to do what?
Meaning to produce what?
Result of ALC project :A document of more than onehundred pages (in English, French,German, Spanish, Ungarian)presenting a table of “competences”and 3 lists of “resources”…
A reference framework?
Aiming to do what?
Meaning to produce what?
A reference framework?
How did the team go about it?
General procedure: Inductive
We decided that our starting point wouldbe a systematic analysis of the content ofexisting resource publications(theoretical work, curricula, teachingmaterials, innovation reports…).
Around a hundred resource publicationswere included in the process.
a table of global competenceslists of resources
The CARAP presents
According to Beckers (2002):Compétence = « the ability of a subject to activate in anintegrated way interior resources […] to be able to copewith a set of tasks which are complex for him »
(Internal) resources (i.e. pre-existing – pre-constructed– in the individual) = the three “traditional” typesKnowledge / Skills / Attitudes
Why?
C2 : Competence in the constructionand broadening of a plural linguistic
and cultural repertoire
C1 : Competence in managing linguisticand cultural communication in a context
of « otherness »
C1.2. Competence innegotiation
C3. Competence ofdecentring
C5. Competence ofdistancing
C7. competence in recognising the «Other»,and otherness
C1.1. competence inovercoming conflict,obstacles,misunderstanding
C2.1. Competencein profiting fromone’s own inter-cultural /interlanguageexperiences
C2.2. Competence inapplying systematicand controlledlearning approachesin a context ofotherness
C6. Competence in critical analysis of the(communicative and/or learning activities) in whichone is involved
C1.3.Competencein mediation
C4. Competence in making sense ofunfamiliar linguistic and/or cultural features
C1.4. Competenceof adaptability
2 over-archingcompetences:
Table of competences(examples of ressources will be presented later)
C2 : Competence in the constructionand broadening of a plural linguistic
and cultural repertoire
C1 : Competence in managing linguisticand cultural communication in a context
of « otherness »
C1.2. Competence innegotiation
C3. Competence ofdecentring
C5. Competence ofdistancing
C7. competence in recognising the «Other»,and otherness
C1.1. competence inovercoming conflict,obstacles,misunderstanding
C2.1. Competencein profiting fromone’s own inter-cultural /interlanguageexperiences
C2.2. Competence inapplying systematicand controlledlearning approachesin a context ofotherness
C6. Competence in critical analysis of the(communicative and/or learning activities) in whichone is involved
C1.3.Competencein mediation
C4. Competence in making sense ofunfamiliar linguistic and/or cultural features
C1.4. Competenceof adaptability
2 over-archingcompetences:
Managingcommunication
C2 : Competence in the constructionand broadening of a plural linguistic
and cultural repertoire
C1 : Competence in managing linguisticand cultural communication in a context
of « otherness »
C1.2. Competence innegotiation
C3. Competence ofdecentring
C5. Competence ofdistancing
C7. competence in recognising the «Other»,and otherness
C1.1. competence inovercoming conflict,obstacles,misunderstanding
C2.1. Competencein profiting fromone’s own inter-cultural /interlanguageexperiences
C2.2. Competence inapplying systematicand controlledlearning approachesin a context ofotherness
C6. Competence in critical analysis of the(communicative and/or learning) activities in whichone is involved
C1.3.Competencein mediation
C4. Competence in making sense ofunfamiliar linguistic and/or cultural features
C1.4. Competenceof adaptability
2 over-archingcompetences:
Managingcommunication
Personaldevelopment
C2 : Competence in the constructionand broadening of a plural linguistic
and cultural repertoire
C1 : Competence in managing linguisticand cultural communication in a context
of « otherness »
C1.2. Competence innegotiation
C3. Competence ofdecentring
C5. Competence ofdistancing
C7. competence in recognising the «Other»,and otherness
C1.1. competence inovercoming conflict,obstacles,misunderstanding
C2.1. Competencein profiting fromone’s own inter-cultural /interlanguageexperiences
C2.2. Competence inapplying systematicand controlledlearning approachesin a context ofotherness
C6. Competence in critical analysis of the(communicative and/or learning activities one isinvolved
C1.3.Competencein mediation
C4. Competence in making sense ofunfamiliar linguistic and/or cultural features
C1.4. Competenceof adaptability
2 over-archingcompetences:
Managingcommunication
Personaldevelopment
Inter-mediatezone
Fit intothe twozones…
The tool :
Elements:
Tables of resource descriptors
Users : teachers
What we are doing now: a tool for theuse of teachers / a kit for teacher
training – based on CARAP/FREPA
Can °observe / analyse°°linguistic elements /cultural phenomena° in°languages / elements ofculture° which are more orless familiar.
Can °observe / analyse° sounds (inlanguages little known or not at all).
Can °make use of / master° processes of°observation / analysis (/breaking down intoelements / classifying / establishingrelationships between them/)°
Can °observe / analyse° writingsystems (in languages little known ornot known at all).
Sub-descrip-
tors
SKILLS
Fromkindergar-ten to adulteducation
The tool :Elements:
Tables of resource descriptors
Users : teachers
Data bank of teaching activities usingpluralistic approaches (and referringto descriptors)
The tool :Elements:
Tables of resource descriptors
Users : teachers
Tables showing which pluralisticapproaches develop which resources
Data bank of teaching activities usingpluralistic approaches (and referringto descriptors)
still to bedevelopped…
The tool :Elements:
Tables of resource descriptors
Users : teachers
Tables showing which pluralisticapproaches develop which resources
Data bank of teaching activities usingpluralistic approaches (and referringto descriptors)
Users: Teachertrainers and teachersin autonomy
The Kit Researchinstruments fortrialling / validatingkit and tool
Entry point 1What is desirable?What do we do inclass ?Reflexion
Entry point 2Situations starting froma) problemsb) projectsc) teaching activities
What are “Pluralistic approaches”?
Pluralistic approaches, “didactics ofplurilingualism” and Council of Europe
CARAP/FREPA – Results and ongoingwork
CARAP – Key Competences forDiversity : which links ?
1
2
3
4
Contents
CARAP – Key Competences forDiversity : which links ?
4
CARAP – Key Competences for Diversity
(=) Le CARAP et les KCfD sont au servicedes mêmes idéaux du Conseil de l’Europe
) Le CARAP s’intéresse autant auxcompétences linguistiques que culturelles
) Le CARAP décrit les compétencesvisées pour l’élève, pas pour l’enseignant
Cependant, le CARAP peut être pertinentpour les KCfD de diverses manières …
CARAP – Key Competences for Diversity
Cependant, le CARAP peut être pertinent pourles KCfD de diverses manières …
C’est un exemple de description systematisée de“compétences” (intérêt épistémo- / méthodologique).
Certaines ressources prévues pour les élèves dans leCARAP doivent aussi être développées chez lesenseignants.
Competence 18Systematic reflection on and evaluation ofown practice and its impact on students
Competence 12Dealing with conflicts and violence toprevent marginalization and school failure
Competence 6Reflection on one’s own identity andengagement with diversity
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 5Skills of inquiry into different socio-cultural issues
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 10Motivating and stimulating all pupils to
engage in learning individually and in co-operation with others
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils
Competence 9Creating open-mindedness and respect inthe school community
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings
Competence 14Establishing a participatory, inclusive andsafe learning environment
Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school
Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation
Competence 13Addressing socio-cultural diversity incurriculum and institutional development
Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
Management andteaching
Communication andrelationships
Knowledge andunderstanding
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
CARAP :
K-5.7+++Is aware of the existence of situations of°mulilingualism / plurilingualism° inone’s own environment and in otherplaces, near or far
K-2.5.2++Knows the role played by differentlanguages in one’s environment(/everyday language / language ofschooling / familiar language ...)
Competence 18Systematic reflection on and evaluation ofown practice and its impact on students
Competence 12Dealing with conflicts and violence toprevent marginalization and school failure
Competence 6Reflection on one’s own identity andengagement with diversity
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 5Skills of inquiry into different socio-cultural issues
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 10Motivating and stimulating all pupils to
engage in learning individually and in co-operation with others
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils
Competence 9Creating open-mindedness and respect inthe school community
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings
Competence 14Establishing a participatory, inclusive andsafe learning environment
Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school
Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation
Competence 13Addressing socio-cultural diversity incurriculum and institutional development
Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
Management andteaching
Communication andrelationships
Knowledge andunderstanding
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding theirimplications in school settings
CARAP :
K-2.5.1 ++Has knowledge about the sociolinguisticdiversity of own environment
Competence 18Systematic reflection on and evaluation ofown practice and its impact on students
Competence 12Dealing with conflicts and violence toprevent marginalization and school failure
Competence 6Reflection on one’s own identity andengagement with diversity
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 5Skills of inquiry into different socio-cultural issues
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 10Motivating and stimulating all pupils to
engage in learning individually and in co-operation with others
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils
Competence 9Creating open-mindedness and respect inthe school community
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings
Competence 14Establishing a participatory, inclusive andsafe learning environment
Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school
Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation
Competence 13Addressing socio-cultural diversity incurriculum and institutional development
Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
Management andteaching
Communication andrelationships
Knowledge andunderstanding
Competence 5Skills of inquiry into different socio-cultural issues
CARAP :
A-3.1 ++Curiosity about a °multilingual /multicultural° environment
S-1.7 ++Can analyse the cultural origin ofdifferent aspects of communication
S-1.6++Can analyse communicative repertoireswhich are °plurilingual / in aplurilingual situation°
Competence 18Systematic reflection on and evaluation ofown practice and its impact on students
Competence 12Dealing with conflicts and violence toprevent marginalization and school failure
Competence 6Reflection on one’s own identity andengagement with diversity
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 5Skills of inquiry into different socio-cultural issues
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 10Motivating and stimulating all pupils to
engage in learning individually and in co-operation with others
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils
Competence 9Creating open-mindedness and respect inthe school community
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings
Competence 14Establishing a participatory, inclusive andsafe learning environment
Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school
Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation
Competence 13Addressing socio-cultural diversity incurriculum and institutional development
Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
Management andteaching
Communication andrelationships
Knowledge andunderstanding
Competence 6Reflection on one’s own identity andengagement with diversity
CARAP :K-14.3 +++Knows that one can have a°multiple / plural / composite° identity
A-16.2.1 +Assuming oneself [seeing oneself] as amember of a °social / cultural / linguistic°community (eventually communities)
A-7.3.2 ++Readiness to assume the anxiety which isinherent to °plurilingual / pluricultural°situations and interactions
CARAP – Key Competences for Diversity
Cependant, le CARAP peut être pertinent pourles KCfD de diverses manières …
C’est un exemple de description systematisée de“compétences” (intérêt épistémo- / méthodologique).
Certaines ressources prévues pour les élèves dans leCARAP doivent aussi être développées chez lesenseignants.
En incitant / aidant les enseignants à utiliser lesapproches plurielles, le CARAP contribue audéveloppement de compétences professionnelles retenuesparmi les Key Competences .
Competence 18Systematic reflection on and evaluation ofown practice and its impact on students
Competence 12Dealing with conflicts and violence toprevent marginalization and school failure
Competence 6Reflection on one’s own identity andengagement with diversity
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 5Skills of inquiry into different socio-cultural issues
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 10Motivating and stimulating all pupils to
engage in learning individually and in co-operation with others
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 15Selecting and modifying teaching methodsfor the learning needs of pupils
Competence 9Creating open-mindedness and respect inthe school community
Competence 3Knowledge about different dimensions ofdiversity, eg ethnicity, gender, specialneeds and understanding their implicationsin school settings
Competence 14Establishing a participatory, inclusive andsafe learning environment
Competence 8Recognising and responding to thecommunicative and cultural aspects oflanguage(s) used in school
Competence 2Knowledge about international frameworksand understanding of the key principlesthat relate to socio-cultural diversityeducation
Competence 13Addressing socio-cultural diversity incurriculum and institutional development
Competence 7Initiating and sustaining positivecommunication with pupils, parents andcolleagues from different socio-culturalbackgrounds
Competence 1Knowledge and understanding of thepolitical, legal and structural context ofsocio-cultural diversity
Management andteaching
Communication andrelationships
Knowledge andunderstanding
Competence 4Knowledge of the range of teachingapproaches, methods and materials forresponding to diversity
Competence 9Creating open-mindedness and respectin the school community
Competence 7Initiating and sustaining positivecommunication with pupils, parentsand colleagues from different socio-cultural backgrounds
Competence 11Involving all parents in school activitiesand collective decision-making
Competence 13Addressing socio-cultural diversity incurriculum and institutionaldevelopment
Competence 15Selecting and modifying teachingmethods for the learning needs of pupils
Competence 16Critically evaluating diversity withinteaching materials, eg textbooks, videos,media
Competence 17Using of a variety of approaches toculturally sensitive teaching andassessment
Un mot de conclusion
L’apport potentiel du CARAP à un projet visant à expliciterles compétences nécessaires aux enseignants face à ladiversité est le reflet direct du rôle que joue la langue :• dans la société (et donc aussi à l’école), comme instrumentà la fois d’élaboration et d’expression des différencessociales et culturelles;• à l’école en tant qu’outil de construction des savoirs,aptitudes et attitudes.
LEA Product – (Project ECML 2004-2007)Material for teacher trainingSee also…
http://www.ecml.at/mtp2/LEA/in French and in English
dank u wel
obrigado
tanemirt
enkosikiitos
misaotra