cohesion - European Centre for Modern Languages

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y the CEFR and incorporated a cross-curricular approach and the project method. Literacy, plurilingualism and pluriculturalism are the main components of the curricula. Learners are encouraged to be involved in the learning process and to tailor the content of the educational material to their needs and interests. The general goal of the revised curricula for English is the acquisition of life skills and attitudes within a changing and developing information society. The learning process becomes more engaging with concrete aims for practical implementation within the school and the broader social environment. Eventually, the learning process is transformed into a procedure through which students “learn how to learn” through practice by using information from all school subjects (Chryshochoos et al. 2002). The revised curricula for English have also encompassed an (inter)cultural approach. Learners discover how their own identity is defined by others in inter-language communication and reflect on their own culture by acquiring ways of understanding other cultures. The (inter)cultural approach provides a multiple perspective, whose purpose is not to evaluate which opinion/belief is better but rather to become aware of cultural stereotypes and their negative influence on people’s attitudes towards each other. The learners can participate in group discussions, brainstorming activities, roleplays, interviews and team work and consult different sources of information in order to express their point of view. Learners are invited to work on projects and prepare their own portfolios by working on simulations and realistic communicative tasks. In the following section we describe (inter)cultural tasks for primary and lower secondary school learners. The tasks correspond to the ideas expressed in the CEFR and the revised curricula for English in Greece. Sample tasks in primary school Task 1 Pupils listen to short traditional musical pieces. They identify the types of musical instruments (e.g. woodwind, string, brass or percussion as in the table below) heard and the country each piece originates from. Woodwind String Brass Percussion the clarinet …………… …………… …………… the violin …………… …………… …………… 104 the trumpet …………… …………… …………… the drums …………… …………… ……………
Illustration of musical instruments (Hornby 1995) In addition, pupils identify the countries of the musical instruments on the map (e.g. the bouzouki and folk music in Greece, the violin and traditional music in Austria or in Ireland, etc). The class discussion that follows aims to focus on the fact that 105
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Languages for social cohesion Langu
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Languages for social cohesion: Lang
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This publication is dedicated to Ga
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10. The achievements of the “D”
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30. Expected contributions of ECML
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Section 4: this part of the publica
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Surmounting the language barrier re
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The ECML Conference 2007 The Confer
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the consultants of the ECML’s 200
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The White Paper should help us to m
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The European Charter for Regional o
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These include the specific contribu
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The European Portfolio for Student
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enjoying the benefits of scientific
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perspective of increasing and maint
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The European Union is founded on
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udget. However, such an attitude is
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GRIN, F. (1996), “The economics o
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Both of these, the broadly social a
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Second, because there are many mult
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Such work, addressing the cognitive
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stated that: “Children perceive a
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Practically, this would mean: wides
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Section 3: The contribution of the
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supporting those who speak them. On
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languages used; that minority langu
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Page 59 and 60: interested in integrating the use o
Page 61 and 62: 9. The achievements of the “C”
Page 63 and 64: distinct and separate competences
Page 65: Another project, GroupLead, looks i
Page 68 and 69: to determine if the tasks in the We
Page 71 and 72: Section 4: External experts’ cont
Page 73 and 74: one school. For small languages it
Page 75 and 76: the terms multilingual and multicul
Page 77: OTTERUP, T. (2004), “Sweden as mu
Page 80 and 81: in Gaeltacht areas in the Republic
Page 82 and 83: The objective here was to determine
Page 84 and 85: Finally, we hope that in exploring
Page 86 and 87: However, international evidence sho
Page 88 and 89: “Watch me grow” appeared in the
Page 91 and 92: 14. Teacher in-service training for
Page 93 and 94: The background of teachers First th
Page 95 and 96: as it is not connected to their mai
Page 97: Nationality, national identificatio
Page 100 and 101: language(s) and demonstrate meta-co
Page 102 and 103: uilding aspect of the learning proc
Page 104 and 105: ENGESTRÖM, Y. and MIDDLETON, D. (1
Page 108 and 109: neighbouring countries have similar
Page 110 and 111: South African Currency American cur
Page 113 and 114: Strand C: Professional development
Page 115 and 116: Le contexte de l'enquête Le questi
Page 117 and 118: un groupe par ailleurs globalement
Page 119: CANDELIER, M. (2005), Cohésion soc
Page 122 and 123: Deutsch als Fremdsprache - Schnuppe
Page 124 and 125: Ein umfangreiches Repertoire an Kin
Page 127 and 128: 19. Enhancing the effectiveness of
Page 129 and 130: comparison/contrast essays can serv
Page 131 and 132: Group Academic Reading pre-test res
Page 133: HAMMANN, L.A. and STEVENS, R.J. (20
Page 136 and 137: is the partner in charge of the mul
Page 138 and 139: activities to the maximum, it is ne
Page 140 and 141: The tools chosen for the course wer
Page 142 and 143: Illustration 2. Screenshot of Flash
Page 144 and 145: References BUCKINGHAM SHUN, S., MAR
Page 146 and 147: placements abroad. Deficiencies in
Page 148 and 149: There are information pages under e
Page 150 and 151: CD-Rom: The final version of the CD
Page 153 and 154: 23. Deux sites innovants pour l’a
Page 155 and 156: Results of the 2004-2007 programme
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on the ELP. CercleS is a partner in
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Such a changing world necessitates
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26. Language teaching in a multilin
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conferences, roundtables and worksh
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As a teacher trainer I am particula
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28. Language education in a multili
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Section 6: Preview of the 2008-2011
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Short description of the projects 1
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developing concepts of evaluation w
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30. Expected contributions of ECML
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enable teachers to help their pupil
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vision of an overall concept of lan
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Content and language education as a
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Content-based teaching + plurilingu
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The plurilingualism strand in the E
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well as through opportunities to ha
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attach particular importance to the
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Empirical Validation: check that th
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increased offer of languages at sec
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Section 7: Biographies of contribut
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De Renzis, Laura was born in Naples
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Marjut, Johansson is Professor at t
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Widlok, Beate studied Slavic and Ro
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Intercultural competence for profes
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Section 9: Projects of the third me
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Evaluation Continuity in language l
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Plurilingual education A framework
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Languages for social cohesion Langu
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