Using FREPA (... under construction ...)
For programmes and curricula
Pluralistic approaches have been / are being introduced in the curriculum for school education of an increasing number of countries in Europe (Andorra, Austria, Catalonia, Finland, France, Luxembourg, the three linguistic regions of Switzerland). In many cases it is not easy to identify which concrete use has been made of the FREPA. In the following PowerPoint file, we present three cases (French speaking Switzerland, Finland, Ticino) in which the FREPA has undoubtedly played a role.
The use of FREPA for curricula – three cases (with Text )
To know more about other countries which have introduced / are introducing pluralistic approaches into their curriculum: Bibliography
Some reflections about the various kinds of links which can be established between pluralistic approaches / the FREPA and a curriculum: Presentation given at the International colloquium Multilingualism: Curricular Perspectives, Rabat, May 2-3 2016 (in French):
La prise en compte des approches plurielles et du CARAP dans les curriculums - Quelques modalités (with Text )
- (About the impact exerted by Awakening to languages on some curricula worldwide, see:
Awakening to languages today - a Powerpoint by Michel Candelier and Ildikó Lörincz (6th EDiLiC Conference, Györ, July 2016)
- In order to know more about the Curriculum of the French speaking Switzerland (PER – Plan d’études romand) and the context in which it has been developed, see a presentation given by Jean-François de Pietro in a Conference in Göttingen (Germany, November 2016) (in French):
De la didactique intégrée aux approches interlinguistiques Comment le nouveau Plan d’études pour la Suisse francophone conçoit-il le plurilinguisme ?
For dodactic materials
In an interview given to the Goethe Institute Anna Maria Curci reports about how pluralistic approaches can efficiently contribute to plurilingual and intercultural education at Secondary II level in Italy.
She starts with Awakening to languages and Intercomprehension activities in a mini-course she gives in the third year of secondary I and then goes on with the Integrated didactic approach, form the first year of Secondary II until the CLIL modules she experiments in the third year.
For innovative projects
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Martine Kervran (ESPE, Brittany, France) completed a doctoral thesis titled “Learning English and language awareness in primary school: Development and transfer of metalinguistic skills within an integrated didactic framework” at the University of Maine (France) in December 2008. The FREPA descriptors are used as “a guide to set benchmarks in the complexity of cognitive resources involved in the studied didactic situations”. In other words, the author seeks to “identify and name the cognitive issues with help of the proposed classifications by FREPA” (cited work, pp. 173-174). The thesis of Martine Kervran can be downloaded from the Plurilangues website.
For teacher training
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For global projects
Morocco's National Charter for Education and Training, which was launched in 2000, provides for the teaching firstly of one, and then of a second foreign language at primary level, in addition to the teaching of Arabic, the official language. The Charter provides for an "opening-up" to Amazigh, which is an official language of the State. It invites the regional education authorities to "choose the use of Amazigh or any local dialect in order to facilitate the learning of the national language at preschool level and in early primary school".
In a text linked to this article, Fatima El Kalloufi, teacher and researcher at the Mohammed V University in Rabat, explains how this situation has prompted a team from this university, under her coordination, to translate FREPA into arabic.
A first training seminar on pluralistic approaches took place in May 2015 in Rabat, and a international conference, as well as a new training course, are due to take place in May 2016.
Read Fatima El Khalloufi's text
Contact Fatima El-Khalloufi
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