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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
Faculté de Psychologie et des Sciences de l’Education de
l’Université de Genève
Institut pédagogique Neuchâtelois
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 :
Know that at the same time there are differences and ressemblances between languages
Analyse non-familiar languages by using differences and similarities which are different to those commonly used when analysing familiar languages.
Value bilingual/plurilingual people regardless the status of the languages which they can speak.
Know that languages –and cultures- are open worlds, exchanging their elements according to their historical genesis or the contacts between people.
Deduce a principle of syntagmatic organization through the observation of regular patterns in different statements in a non-familiar language.
Distinguish non-familiar sounds in non-familiar languages (identify them without confising them with other sounds)
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)
Quick !
See the materials(video)
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, MarseilleBruno 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
BrazilianPortuguese
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 8 38 92
SPAIN 13 277 29
ITALY 13 293 103
LA REUNION 8 109 43
LA REUNION 13 89 135
FRANCE METROPOLIS 8 358 116
FRANCE METROPOLIS 13 328 222
SWITZERLAND 13 400 211
TOTAL 1892 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
4 out of 5 sub-samples in 13 months
Structure de- /re-composition
3 sub-samples out of 8
Oral discrimination - memorisation
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 skillsDuration - evolution of the skills
30 h 40 h 50 h 60 h
Oral discrimination - memorisationStructure de- / re-composition
Duration - evolution of the skillsDuration - evolution of the skills
30 h 40 h 50 h 60 h
Oral discrimination - memorisationStructure de- / re-composition
Duration – evolution of the attitudesDuration – evolution of the attitudes
30 h 40 h 50 h 60 h
Interest towards diversityOpenness to what is non familiar
Duration – evolution of the attitudesDuration – evolution of the attitudes
30 h 40 h 50 h 60 h
Interest towards diversityOpenness to what is non familiar
School achievement
Effect on the attitudes
High school achievements
Low school achievements
Concerning the skills :
Link is unclear
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.
Development of abilities in the language used at 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,
migrantlanguages
Language awareness and other subjects
• an interdisciplinary workthat contributes to
the development of
• transversal abilities
Contribution to the aims of :
• World’s discovery
• History
• Arts
• Music
• 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 picturesin this presentation.
Project Janua linguarum –The gate to languages
Programme of activities 2000-2004ECML - Graz - Council of Europe
and … Comenius (European Commission)
http://jaling.ecml.at/