In a next step, the FREPA team presented their Web platform, since the development of a similar platform is one of the next aims in the Swiss project. A second part of the meeting was devoted to a novel joint project idea, in view of the ECML's call "Languages at the heart of learning ". The Training and Consultancy meeting took place in a pleasant and constructive atmosphere, and was considered eminently fruitful and inspiring by all participants.
The grids are based on the growth levels for the students which move through awareness, realization, appreciation to acceptance. At the same time we were able to stay true to the national core curriculum and the local strategic development and its view that students should be able to compare, negotiate and question on their educational journey.
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Journal of Speech, Language, and Hearing Research , , vol. Results suggest that processing-dependent tests hold considerable promise for distinguishing between students with language disorders whose poor performance reflects psycholinguistic deficits and those with language differences due to different experiential backgrounds. Uses multiple regression analysis and exploratory factor analysis to evaluate both methods, and finds that because different rating scales measure different constructs, they cause the meaning of the test score to vary with the rating scale used.
Preassessment considerations that should be considered and the interrelatedness of culture, language, and communication as they impact on an individual learner's behavior are explained. Culturally appropriate assessment approaches are presented. Cognitive referencing in language assessment Communication and language intervention series , , vol.
Bilingual Education and Bilingualism. Clevedon : Multilingual Matters, , p. This book presents a range of views on the concept of the native speaker, considering psycholinguistic, linguistic, and sociolinguistic aspects.
It examines the Critical Period Hypothesis; the role of the standard language; the kinds of knowledge metalinguistic, discriminating, communicational, and skills that the native speaker possesses; and the importance of communicative competence in enabling the native speaker to use language felicitously. While the native speaker may be intelligible to other native speakers, this mutual intelligibility depends in part on attitudinal factors.
- Heaven Has No Guns?
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- Loving Men, Respecting Women: The Future of Gender Politics (Love and Respect Book 1).
- Détail d'un programme.
- Houses and House-Life of the American Aborigines.
Loss of a heritage language and the related spread of World Englishes raises doubts about identity, while recent empirical work in second language acquisition and in language assessment questions the conventional view of ultimate attainment. The book concludes that, with the exception of early childhood exposure, all characteristics of the native speaker are contingent.
It suggests that it is possible for those contingent characteristics e. The book concludes that the fundamental opposition between native and non-native speakers is one of power, with native speaker membership determined by the non-native speaker's willingness to assume confidence and identity.
Contains approximately references. Language Testing , octobre , vol.
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Candidates performed narrative tasks whose characteristics and the conditions under which they were performed were manipulated, and the impact of these on task performance was analyzed. Language Arts , september , vol. Introduces a language-arts assessment the Elementary Literacy Profiles designed to embody these principles and qualities so that it will be instructionally supportive as well as useful for accountability.
Rennes : Presses Universitaires de Rennes, , p. Experienced English teacher educators assessed two essay protocols. Results showed substantial variability in the attention raters paid to different criteria. Whole Language Assessment Reading Improvement , , vol. Notes that the assessment procedures are consistent with the contemporary understanding of reading which indicates that prior knowledge and the ability to use predictive skills greatly influence comprehension. Results from a two-part test imitated and prompted show that communicative competence needs to be incorporated into the test as part of language proficiency assessment.
Preventing School Failure , , vol. A case study of a linguistically diverse student is provided that is designed to allow insight into a student's learning capabilities and to provide direction for instructional planning. To this effect, a question in the form of a statement reveals the following in Table 2 below.
I feel that the role-play helped me progress in the following areas:. A similar number of students agree that their listening comprehension, speaking and grammar skills also progressed. However, an analysis of the results shows that with regard to vocabulary development they did not fare as well as in the other areas. The results suggest that the students in this study focussed slightly less on vocabulary and more on speaking and writing skills. It is quite possible that the activity was not as effective for learning vocabulary or simply that the students did not see it as a vocabulary learning activity.
For this reason, it is important to perceive and promote the role-play activity as an opportunity to bring both of these goals together.
When the students are asked about the content learning component, the results are both very interesting and revealing. These results are presented in Table 3 below. This role-play activity helped me learn more about:. A vast majority also agreed that they learned more about other cultures by projecting and imagining various kinds of intercultural and professional situations they might one day encounter.
(ebook) Adaptation de la didactique des langues a la diversite cultu - - Dymocks
The classroom, therefore, becomes a kind of forum for interaction in the real world, in particular in the case of this study since the L2 is not naturally used outside the classroom. Fewer students are able to relate the intercultural aspects of their own culture and surroundings outside the classroom to their classroom learning. Therefore, it would be useful to make this question clearer in order to measure the influence of content instruction on content learning through the medium of L2 language learning.
The graph in Figure 1 below provides the results of the peer collaborative work analysis. The reason for this reluctance to work within a group could be related to many different factors, such as: initial apprehensiveness and shyness or a real need to dominate the situation and keep the upper hand on all decision-making. In any case, this question should also be developed to further probe the logic behind this response. In this way, role-play in the form of peer-collaborative work proves to be a beneficial and appealing activity for language development in the CLIL classroom.
- Il peso del silenzio (Leggereditore Narrativa) (Italian Edition);
- Évaluation de la compétence en langues.
- Charles Auguste Milverton (Policier) (French Edition).
- Flight into Folly.
- Table des matières : Tensions en didactique des langues.
Figure 2: Analysis of Results - Carrying out the Task. More than two thirds of the students agree that they enjoy working on this activity and that it helps them to become more analytical, imaginative and autonomous in terms of their learning strategies. For L2 development, it is necessary to expose the students to a challenging situation so that they can broaden their language and communication skills.
The initial stages provide the students with such an opportunity. A large majority of the students concur that creating a scenario with their group is very challenging for them. However, the study reveals that most students chose not to use these resources. This unique opportunity for preparation plays an important role in language development and builds a solid foundation for their role-play activity, particularly when the students are in an autonomous working environment.
Nevertheless, the reason for less rehearsal time on the part of the students involved in this study may be due to the timing: early on in the first semester when the students are just discovering and settling into a new, different and challenging academic routine. In addition, they use their metacognitive and problem-solving skills to spontaneously converse with the teacher in L2 as the results in Figure 3 see below demonstrate:.
The students were able to build a bridge between their understanding of intercultural communication and their academic formulation of the topic as argued by Gibbons.
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This is the lowest of all the results. The reason for this could be related to the fact that this assignment demands an enormous cognitive investment and effort on behalf of the students, in terms of both content and language. Perhaps the teacher may implement a scaffolding approach to assist the students with the production of longer dialogue, with more complex vocabulary, more focus on formal and professional English articulation and the sharing of ideas within the shelter of small groups and security of the classroom environment.
On the one hand, some groups make use of the limited language resources and content that are made available in the classroom. On the other hand, some other groups strive to broaden their English language knowledge and proficiency by incorporating professional issues related to and topics adopted from disciplines such as economics, commerce and law. It is very important that this extra effort should be reflected in the content section of the evaluation grid and rewarded in the form of bonus points.
These results are presented in Table 4 below. These forms of learning are the foundations of the Language Triptych, as explained by Coyle et al. At the same time, this is only true to a limited extent because some students lack the linguistic knowledge and perhaps the complex grammatical foundations or vocabulary resources in the L2. The self-confidence factor is extremely important for the risk-taking and success of students, who can suffer from an inferiority complex and a feeling of desolation if they are confronted with a multitude of their own grammatical errors.
The negative implications can be detrimental to their motivation level. Language students can thrive in the classroom where the teacher chooses to simply remove the pressure of being grammatically perfect. There is a time and place for grammar, and, as this study shows, by integrating dynamic activities which focus on communication skills, the students can build their self-confidence level in a positive way.
Therefore, lesson planning requires the scaffolding of active involvement on the part of the teacher, as well as the learners and their peers, to accomplish the CLIL language and content learning objectives. A few groups made use of humour while others chose to function in a more serious vein. In this section, the presentations of two groups are examined to clearly illustrate the end result of this pedagogical approach.
To give the role-play some verisimilitude, this group of students chose to portray two different company cultures with a few employees from an Asian firm and a few employees from a French company.
Related Adaptation de la didactique des langues à la diversité (French Edition)
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