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Advancing language capability for the 21 st Century

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UCML Conference 16 January 2015
From the revised GCSE to the new A Level
Syllabus
A Journey into Language and Culture
Bernardette Holmes
Campaign Director, Speak to the Future
Advancing language capability for the 21st Century
Purpose of Study 7-14
Learning a foreign language is a liberation from
insularity and provides an opening to other
cultures.
A high quality languages education should foster
pupils’ curiosity and deepen their understanding
of the world.
Advancing language capability for the 21st Century
Purpose of Study 7-14
The teaching should enable pupils to express
their ideas and thoughts in another language
and to understand and respond to its speakers,
both in speech and in writing.
It should also provide opportunities for them to
communicate for practical purposes, learn new
ways of thinking and read great literature in the
original language.
Advancing language capability for the 21st Century
POS: Addressing the mobility and employability agenda
Language teaching
should provide the
foundation for learning
further languages,
equipping pupils to
study and work in
other countries.
Advancing language capability for the 21st Century
GCSE Subject Learning Outcomes
Students should develop their ability and ambition
to communicate with native speakers in speech
and writing.
The study of a modern foreign language at GCSE
should also broaden students’ horizons and
encourage them to step beyond familiar cultural
boundaries and develop new ways of seeing the
world.
Advancing language capability for the 21st Century
Interdisciplinary vision for Advanced
Level, developing the global mind-set
In addition to high level practical language
skills, the content of AS and A level in
modern foreign languages provides depth of
knowledge, understanding and intercultural
competence …
Advancing language capability for the 21st Century
AS and A Level developing transferable skills
…fosters a range of transferable skills such
as communication skills, critical thinking,
autonomy, resourcefulness, creativity, and
linguistic, cultural and cognitive flexibility; all
of which are of value to the individual, to
wider society, to higher education and to
employers.
Advancing language capability for the 21st Century
First European Survey on Language Competence (2012)
Advancing language capability for the 21st Century
The national curriculum for languages aims to
ensure that all pupils:
 Understand and respond to spoken and written language from a
variety of authentic sources
 Speak with increasing confidence, fluency and spontaneity, finding
ways of communicating what they want to say, including through
discussion and questions, and continually improving the accuracy of
their pronunciation and intonation
 Can write at varying length, for different purposes and audiences,
using the variety of grammatical structures that they have learnt
 Discover and develop an appreciation of a range of writing in the
language studied, including literary texts
Advancing language capability for the 21st Century
The new GCSE builds on prior learning and
deepens the foundations for further study
 Cumulative and progressive in content and language
 Understand and use language for a variety of purposes and with a
variety of audiences, including for personal, academic and employmentrelated use
 Emphasis on authentic sources of spoken and written language
including broadcast and social media
 Personal communication, public information, factual and literary texts,
appropriate to the level of maturity
 Literary texts can include extracts and excerpts, adapted and abridged,
from poems, letters, short stories, essays, novels, plays from
contemporary and historical sources
Advancing language capability for the 21st Century
Contexts organised in broad themes
Identity and culture
Local, national, international and global
areas of interest
Current and future study and employment
Advancing language capability for the 21st Century
Communication and interaction
Listen and respond
Initiate and develop
Speak coherently and confidently
Advancing language capability for the 21st Century
Avoiding false dichotomies
Accuracy v Fluency
Grammar v Communicative competence
Literature versus popular culture
Academic discipline v practical skill
Language as a subject v language as a medium of
instruction (CLIL)
Advancing language capability for the 21st Century
Can Flaubert meet the boardroom?
Advancing language capability for the 21st Century
Successful independent control of the language
builds confidence and motivation
Accuracy
Develop their ability
to communicate
confidently and
coherently …
conveying what they
want to say with
increasing accuracy
Fluency
Express and develop
thoughts and ideas
spontaneously and
fluently
Advancing language capability for the 21st Century
METACOGNITION AND LEARNING STRATEGIES
Knowledge about
Language strategies
language
Deepen their
 Develop language
knowledge about how strategies, including
language works and
repair strategies
enrich their
vocabulary to increase (Communication
their independent use strategies now
featured in GCSE
and understanding of
criteria)
extended language
Advancing language capability for the 21st Century
Personalising functional grammar
to make the meanings that matter
 There will be communicative quick wins
(memorised, initially unanalysed, chunks)
However, the focus in on taking independent
control of the language system (CREATIVITY)
Deconstruction and reconstruction of language
Advancing language capability for the 21st Century
Acquiring and applying language to construct new
identities and new knowledge
Acquire new knowledge, skills and ways of thinking through
the ability to understand and respond to a rich range of
authentic spoken and written material, including literary
texts
Develop awareness and understanding of the culture and
identity of the countries and communities where the
language is spoken
Be encouraged to make appropriate links to other areas of
the curriculum to enable bilingual and deeper learning,
where the language may become a medium for constructing
and applying knowledge
Advancing language capability for the 21st Century
Key characteristics of successful
learning
Opportunities to interact with language
Language learning that does not trivialise the
content
Progression from processing language to
productive capability
Advancing language capability for the 21st Century
Key characteristics of successful
learning (continued)
Metacognition – KAL, LLS and creative
reconstruction
Meaning seeking and meaning making
Developing executive control – towards bilingual
grammar
Mediating between cultures (comparative cultural
moments)
Advancing language capability for the 21st Century
Phonology, grammatical structures and vocabulary
Advancing language capability for the 21st Century
Linguistic benefits
• Analytically complex language is globally learnt
e.g. future tense, perfect tense
• Songs and rhymes offer more than letters and
sounds – sentence level phonetics, sentence
stress, rhythm and intonation
• Lexical bundles that can be adapted and used in
new contexts
Advancing language capability for the 21st Century
Brave new curriculum 2014 and beyond
There are real
possibilities for
flexible and
creative use of new
technologies and
interdisciplinary
contexts to develop
language and
cultural
competence
Advancing language capability for the 21st Century
Jeunes journos bilingues
http://www.ofaj.org/carnets-de-voyage-en-baladodiffusion
Interviews
Project planning
Collaboration in
two languages
Podcast
Articles
Review
Process, product, reflection
Advancing language capability for the 21st Century
Advancing language capability for the 21st Century
Student as critic
Le goûter – Bruno Vaussenat (2008)
Un garçon de neuf ans est
renvoyé de son école pour
s'être battu. Son père le
confie à son grand-père
pour qu'il le garde. Ce
dernier va alors lui préparer
un grand goûter et lui
apprendre à se défendre.
Mais il va également lui
révéler un secret de famille
caché depuis de
nombreuses années.
Advancing language capability for the 21st Century
Goethe Institut provides rich authentic resources
Advancing language capability for the 21st Century
Responding to authentic testimony
Advancing language capability for the 21st Century
Postmaterielle Jugendliche
• Suche nach sinnstiftender
Weltschauung und einem
anderen moralischen
Bezugspunkt,
Selbsterkenntnis und
Verwirklichung der eigenen
Existenz als dominante
Motivation
• Paradigmatische Fragen.
Wer bin ich? Was ist
richtig? Wie will ich leben?
Advancing language capability for the 21st Century
Using humour as a stimulus
• Parlez-moi de Christophe
Colombe
• Alors, il fait la découverte de
l’Amérique
• Fut
• Récitez-moi le passé simple du
verbe faire
• Je fus, tu fus, il fume!
Advancing language capability for the 21st Century
Understanding the purpose, important ideas and details
Advancing language capability for the 21st Century
: «Eau et assainissement : quelles stratégies pour relever les
défis du millénaire ?»
Advancing language capability for the 21st Century
GCSE:Scan for particular information, organize and present
relevant details…translate a short passage into English
Dans son sous-sol, le continent africain recèle 660 000
kilomètres cubes de réserves d’eau. Cette ressource est
cent fois supérieure à la quantité d’eau en surface. Et
pourtant, selon un rapport publié au cours du 13e congrès
de l’Association africaine de l’eau (AFWA) tenu en Algérie
sous le thème : «Eau et assainissement : quelles stratégies
pour relever les défis du millénaire ?», un tiers de la
population africaine, soit 330 millions, n’a pas accès à l’eau
potable et presque la moitié des Africains souffre de
problèmes de santé dus au manque d’eau potable
Advancing language capability for the 21st Century
Lettre qu'Albert Camus envoya à son instituteur au
lendemain de son prix Nobel
Advancing language capability for the 21st Century
LE CONFLIT ISRAELO-PALESTINIEN
Bientôt cent ans d’histoire
Juif et musulman dans le roman
Advancing language capability
for the 21stpour
Century
contemporain
les adolescents
How do we create bridges between social networking, texts and
blogs and literary texts?
Advancing language capability for the 21st Century
Des Textos français
12C4
2 ri 1
6né
un de ces quatre
de rien
Ciné
A+/@+ À plus
C pa 5pa C'est pas sympa
p2k
Pas de quoi
Je c
Je sais
Je le saV
Je le savais
Jenémar
J'en ai marre
Je t'M
Je t’aime
Je vé/J'vé
Je vais
GHT2V1
J'ai acheté du vin
Advancing language capability for the 21st Century
Le Dormeur du Val Arthur Rimbaud
octobre 1870
L'homme blessé Gustave Courbet (1819-1877)
C'est un trou de verdure où chante une rivière
Accrochant follement aux herbes des haillons
D'argent ; où le soleil, de la montagne fière,
Luit : c'est un petit val qui mousse de rayons.
Un soldat jeune, bouche ouverte, tête nue,
Et la nuque baignant dans le frais cresson bleu,
Dort ; il est étendu dans l'herbe sous la nue,
Pâle dans son lit vert où la lumière pleut.
Les pieds dans les glaïeuls, il dort. Souriant comme
Sourirait un enfant malade, il fait un somme :
Nature, berce-le chaudement : il a froid.
Les parfums ne font pas frissonner sa narine ;
Il dort dans le soleil, la main sur sa poitrine
Tranquille. Il a deux trous rouges au côté droit.
Advancing language capability for the 21st Century
Dos lobos
http://sechangersoi.be/ES/5ES-Leyendas/Loslobos.htm
Una mañana un viejo Cherokee le contó a su nieto acerca de una batalla
que ocurre en el interior de las personas.
Él dijo, "Hijo mío, la batalla es entre dos lobos dentro de todos nosotros".
"Uno es Malvado - Es ira, envidia, celos, tristeza, pesar, avaricia, arrogancia,
autocompasión, culpa, resentimiento, soberbia, inferioridad, mentiras, falso
orgullo, superioridad y ego.
"El otro es Bueno - Es alegría, paz amor, esperanza, serenidad, humildad,
bondad,
benevolencia, amistad, empatía, generosidad, verdad, compasión y fe.
El nieto lo meditó por un minuto y luego preguntó a su abuelo:
“¿Qué lobo gana?”
El viejo Cherokee respondió: "Aquél al que tú alimentes."
Advancing language capability for the 21st Century
Key competences for young Europeans
 Communication in the mother tongue
In the future, creativity,
the ability to think
laterally, adaptability
and other 'transversal'
skills will be valued
more than the specific
bodies of knowledge
that schools have
traditionally taught.
 Communication in a foreign
language
 Maths,science and technology
 Digital competence
 Learning to learn
 Social and civic competences
 Sense of initiative and
entrepreneurship
 Cultural awareness and expression
Advancing language capability for the 21st Century
Heidegger’s concept of Dasein
Living life through another language and culture
contributes to defining our existence, our reality,
our ‘now’.
The now for 2015 is culturally rich, pluralist and
multilingual
Language learning can connect us to our past,
define our present and transform our future.
Advancing language capability for the 21st Century
‘Die Welt ist jetzt Ihnen offen’
Advancing language capability for the 21st Century
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