A framework of reference for pluralistic approaches

Teaching and learning materials

This database aims to facilitate teachers access to educational materials relevant to pluralistic approaches to languages and cultures. This way they will be able to help learners appropriate their knowledge, attitudes, and skills as described in the lists of descriptors. The materials, available to download, can be selected according to various criteria: objectives (as expressed by the FREPA descriptors), levels of training, thematic areas, the type of pluralistic approach, and the language of instruction.

Fairy tales

Short description:
The objective of the activity is to challenge the pupils’ ability to write/talk in different languages about fairy tales in different cultures.
Level of instruction:
Primary 2 Secondary 1
Themes:

Descriptors:

A
A 02.01
A 02.03
A 02.05.02.01
A 05.03.03.01
K
K 08.02
K 09.03
K 10.08.01
K 10.08.02
K 12.02
K 13.02.01
S
S 02.08.01
S 02.08.02
S 06.01

Description
The objective of the activity is to challenge the pupils’ ability to write/talk in different languages about fairy tales in different cultures. The activity is divided into four sections with one worksheet each.

1. The first section is named 'Working with the five senses and collecting descriptive adjectives using pictures and images'. The teacher tells a story about a troll s/he met in Norway. The pupils are asked to continue the story and find out about which adjectives were used to describe it. Then they are asked whether they know about something similar in Sweden or other cultures they know and create their own troll in groups. Afterwards, every group describes their troll with words in many different languages. The words should be adjectives related to the five senses. The pupils are then asked to look for similarities between the words in different languages. As a homework, they prepare a presentation of the characters of their own and their parents' favourite fairy. They make the presentation in their L1.

2. After the presentations, the pupils write down their fairy tales in their own language and in English. Herewith, they create a book with fairy tales in different languages and from different cultures with a list of words and descriptions of them

3. In the following section, the pupils work with the nature and setting of fairy tales. The homework consists of asking the parents for pictures of their home country's nature. They should describe the picture in their L1 and in English using the five senses.

4. The last section provides guidelines for writing fairy tales and for presenting them. The pupils are now invited to write their own fairy tale. The teacher presents them with a list of strategies that are useful for writing a fairy tale. Examples are provided in Norwegian and Swedish. At last, the pupils evaluate the activity by answering questions about what they learnt and what they liked.


Duration: 1x180, 3x120

Card compiled by: Lavinia Knop, Elisa Tonello, Petra Daryai-Hansen
Fairy tales (English)
Eventyr (Danish)
Muinasjutud (Estonian)
Satuja (Finnish)
Tröll (Icelandic)
Pasakos (Lithuanian)
Pasakas (Latvian)
Eventyr (Norwegian)
Äventyr (Swedish)
If you wish to link directly to this page, use the following hyperlink: https://carap.ecml.at/Materials/id/17971
animals arts/heritage awareness bilingual/plurilingual competence biography clothes colours comprehension strategies conflict cultural Cultural / linguistic mediation / translation cultural contacts cultural distance/proximity cultural diversity customs/social norms daily life family feasts feelings food Geography gestures grammar/syntax/morphology habitat heritage History history of languages/language families human body iconic documents identity/otherness ingroup/outgroup language language contacts Language families language learning language rituals/greetings language variation/diversity leisure/sports/games linguistic borrowing literature literature/stories/tales meaning minority misunderstandings music/songs nature/environment numbers/numeration phoneme/phonetics Portfolios prejudice/image of otherness proper noun/ first name prosody: stress/intonation/rhythm reflexivity sign language/braille/codes social discrimination social values & rights social/cultural story/tale text organisation time town/region/country translation transports visual art/theatre vocabulary weather writing/punctuation/orthography writing/punctuation/orthography

 

 

2 TYPES OF CRITERIA:

The FREPA descriptors



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