BeskrivelseThe Framework of Reference for Pluralistic Approaches to Languages and Cultures – Descriptors, Teaching Materials, Case Studies. I samarbejde med Catherine Jaeger, Berlin. The conference session will present and discuss a set of tools that have been developed within the FREPA research project (acronym for Framework of Reference for Pluralistic Approaches to Languages and Cultures), supported since 2004 by the Council of Europe’s European Centre for Modern Languages. The FREPA tools seek to facilitate learners’ development and strengthening of intercultural and plurilingual competences. The tools consist of (a) a comprehensive list of descriptors operationalizing intercultural and plurilingual competences in terms of knowledge, attitudes and skills, (b) a database of teaching material for all levels of learning categorized by the descriptors and (c) a training kit for teachers, all available on the project website: http://carap.ecml.at/. The Framework of Reference for Pluralistic Approaches to Languages and Cultures represents a complement to current European language policy instruments and especially to the Common European Framework of Reference for Languages, specifying in detail and structuring its rationale on intercultural and plurilingual competences. Based on psycholinguistic research work (cf. Herdina & Jessner 2002), the FREPA project promotes pluralistic approaches as an essential method to develop intercultural and plurilingual competences. Today, there are at least four pluralistic approaches which are more or less established in the educational field: intercultural pedagogics, Awakening to languages, intercomprehension of related languages and the integrated didactic approach. In contrast to singular approaches, which take account of only a particular culture or one language, the concept of pluralistic approaches refers to didactic approaches which use learning/teaching activities involving several (i.e. more than one) varieties of language or cultures (Candelier et al. 2007: 7). Pluralistic approaches reject the ‘compartmentalised’ view of an individual’s cultural and linguistic competence, assuming that this competence is not a collection of separated individual competences but a pluricultural and plurilingual, dynamically evolving competence encompassing the full range of cultural and linguistic features available to the learner. The conference session will furthermore pose the question how intercultural competences can be developed through an action-oriented approach, using case studies and simulations/role playing as a vehicle for global intercultural learning. Presenting practical examples of implementation, we will discuss how these didactic approaches differ from traditional intercultural trainings and how learning objectives can be defined in specific terms based on the Framework of Reference for Pluralistic Approaches to Languages and Cultures.
|Periode||7 okt. 2013 → 9 okt. 2013|