CARAP teaching and learning materials

Descriptors:

This descriptor is 1  K 1.2.3.1    Knows that grammatical gender and sexual gender are not the same thing.

This descriptor is 2  K 6.7.1    Knows that languages may use different ways to indicate °categories / relations° {agreement / plural / possession...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 0  A 1.1.2    °Considering / apprehending° °linguistic / cultural° phenomena as an object of °observation / reflection°.

This descriptor is 1  A 15.1    A feeling of familiarity linked to °similarities / proximities° °between languages / between cultures°.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 0  S 1.1    Can °make use of / master° processes of °observation / analysis (/breaking down into elements / classifying / establishing relationships between them/)°.

This descriptor is 2  S 3.1    Can apply procedures for making comparisons.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.5    Can perceive global similarities between °two / several° languages.

This descriptor is 2  S 7.7.3.1    Can benefit from previous use of skills and knowledge in °his / her / another / other° language(s) in learning a new language.

This activity, based on explicit and inductive teaching, is designed to teach students how to use possessive determiners in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for possessive determiners’ agreement in German. The activity consists of 4 tasks using family trees as a learning support (vocabulary of kinship/family). In Task 1, students have to read a short text in German in which possessive determiners play an important role for content understanding. In Task 2, students are asked to formulate hypotheses about how the German system works by means of crosslinguistic reflection with English and French. Task 3 requires students to produce questions and provide answers about particular family trees in order to discover a secret character. Task 4 is designed to consolidate learning (possessive determiners, vocabulary) through group discussions about the activity and the crosslinguistic strategies used to formulate and confirm hypotheses. The material is in French (source language) and in German (target language) (Spanish and English to come). Duration: 1 session (3 hours). Card compiled by: Myriam Paquet-Gauthier

Themes: comprehension strategiesfamilygrammar/syntax/morphology

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). Les déterminants possessifs. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 1  K 1.2.3.1    Knows that grammatical gender and sexual gender are not the same thing.

This descriptor is 2  K 4.2.3    Knows that certain “loans” have spread across a number of languages (taxi, computer, hotel...).

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  A 14.3.1    Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.7.1    Can compare sentence structures in different languages.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

This activity, based on explicit and inductive teaching, is designed to teach students how to use the accusative case in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for accusative case agreement in German.

Themes: comprehension strategiesdaily lifehabitat

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). L’accusatif. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  A 14.3.1    Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 5.1    Can construct °a set of hypotheses / a “hypothetical grammar”° about affinities or differences between languages.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

This activity, based on explicit and inductive teaching, is designed to teach students how to express time in German. Students are encouraged, in small groups, to mobilize their knowledge of other language systems (French and English, or Spanish) to identify the rules for telling the time in German. The activity consists of 4 tasks using timetable planning as a learning support (vocabulary of daily activities). In Task 1, students have to read a short text in German in which the ways to tell the time play an important role for content understanding. In Task 2, students are asked to formulate hypotheses about how the German system works by means of crosslinguistic reflection with English and French. Task 3 requires students to produce questions and provide answers about particular timetables in order to discover a secret character. Task 4 is designed to consolidate learnings (expressing time, vocabulary) through group discussions about the activity and the crosslinguistic strategies used to formulate and confirm hypotheses. The material is in French (source language) and in German (target language) (Spanish and English to come). Duration: 1 session (3 hours). Card compiled by: Myriam Paquet-Gauthier

Themes: comprehension strategiesdaily lifetime

Source: Laboratoire de recherche pour une approche d’enseignement des langues plurilingue (AppEL PLURI-L). Les heures. Université du Québec à Trois-Rivières (Canada)

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  K 7.3    Knows that one can learn better if one has a positive attitude towards linguistic differences .

This descriptor is 2  K 8.4    Knows that the members of each culture define (partially) specific °rules / norms / values° about °social practices / behaviours°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 4.2    Accepting the fact that another °language / culture° may function differently from one’s °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  A 19.2.1    Self-questioning on °adapted / specific° comprehension strategies used when faced with an unknown °language / code°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 2  S 5    Can use knowledge and skills already mastered in one language in activities of °comprehension / production° in another language.

This descriptor is 2  S 6.4    Can communicate “between languages”.

Dans le cadre d’un mini-projet les élèves discutent des contenus de chansons pop et découvrent ce faisant les structures grammaticales complexes des phrases conditionnelles à l’irréel du présent, en transférant les connaissances d’une langue bien maîtrisée (anglais) sur une nouvelle langue à apprendre (espagnol, français, italien, portugais, [allemand]). A la fin, ils comparent la formation des phrases conditionnelles à l’irréel du présent dans toutes ces langues. Le transfert et la mise en réseau des connaissances en langues étrangères développent la conscience linguistique et la conscience de l’apprentissage. Après une introduction reprenant des éléments travaillés antérieurement en classe à propos des contes, une première étape traite des rêves pour permettre aux apprenants d’entrer dans le thème. Viennent ensuite un clip musical, une révision de la forme et de la fonction des "if clauses" en anglais, un travail d’expression à partir du contenu des chansons, puis une tâche finale. Des prolongements (débat sur les genres, une conscientisation de l’apprentissage par la mise en lien de langues étrangères) sont également prévus. Nombre de séances (de 55 min) : 5

Themes: customs/social normsmusic/songssex difference / social gender

Source: Adaptation pour une classe française par Christine Héraud (Lycée Saint-Exupéry, Saint-Dizier (52), France) du document : "Mehrsprachiges Grammatikprojekt mit Poposongs" ("Projet multilingue avec des chansons pop") (auteur: Götz Wirth), extrait de "„Mehrsprachigkeit im Fremdsprachenunterricht : Vergleichen - kombinieren – profitieren Unterrichtsvorschläge für den Fremdsprachenunterricht ab Klasse 8“ , Klett Verlag (« Plurilinguisme en cours de langue étrangère : comparer – combiner – en tirer profit », Propositions pour les cours de langue étrangère à partir de la 8ème classe (=classe de 4ème en France)".

Descriptors:

This descriptor is 1  K 2.2    Knows that each individual belongs to at least one linguistic community and that many persons belong to more than one linguistic community.

This descriptor is 1  K 2.5    Knows some of the characteristics of one’s own linguistic °situation / environment°.

This descriptor is 2  K 5.7    Is aware of the existence of situations of °multilingualism / plurilingualism° in one’s own environment and in other places, near or far.

This descriptor is 1  K 6.7    Knows that words may be constructed differently in different languages.

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 1  K 14.4    Knows that °bi/pluricultural / bi/plurilingual° identities exist.

This descriptor is 0  A 1.1    Attention °to language (to semiotic manifestations) / to cultures / to persons° in general.

This descriptor is 1  A 2.5    Sensitivity to plurilingualism and to pluriculturalism in the immediate or remote environment.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 0  A 10.1    The will to possess a °more considered / less normative° view of °linguistic / cultural° phenomena {loans / linguistic or cultural mixes / etc.}.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 1  S 1.7.2    Can analyse schemata used for interpreting behaviour (/ stereotypes /).

This descriptor is 1  S 4.4    Can argue about cultural diversity {advantages, disadvantages, difficulties …} and construct one’s own opinion about this.

University teacher Hans Arndt introduces over 7 pages the subject of “Language and society” and proposes different exercises. In exercise 1 (chapter: “Globalisation”) the students have to reflect on their plurilingual competences on different levels and evaluate the plurilingual competences represented in the classroom. In exercise 2 (chapter “The languages in Denmark”) the students define the concept of bilingualism/plurilingualism and discuss the advantages and disadvantages of bilingualism/plurilingualism. In exercise 3 (chapter “The languages in Denmark”), the students translate a simple phrase from Danish to the languages represented in the classroom and analyse their differences and similarities. At the end, they discuss their attitudes to different languages and the reason and origin of those attitudes. N.B.: The following descriptors correspond to the third exercise only: S-1.1.3; A-3.2.1; K-6.8; K.

Themes: cultural/linguistic mediation/translationlanguage contactslanguage variation/diversity

Source: Arndt, H. (2003). Sproget – Hverdagens mirakel, Chapter 2: Sprog og samfund. Univers, pp. 265-276. Available online:

Descriptors:

This descriptor is 1  K 1.4    Knows that languages work in accordance with °rules / norms°.

This descriptor is 1  A 1.1.3    Attention to [paying attention to] the formal aspects of °language in general / particular languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  A 9.2    Considering °° °languages / cultures° // °linguistic / cultural° diversity // °linguistic / cultural° “mixes” // the learning of languages // their importance // their utility …°° as objects about which questions may arise.

This descriptor is 2  A 12.4    Disposition to reflect on the differences between °languages / cultures° and on the relative nature of one’s own °linguistic / cultural° system.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.7.1    Can compare sentence structures in different languages.

The student compares sentences in English and in German which contain/do not contain a modal verb (must / muss; can / kann…). The learner translates them into his/her own language, and then compares the structures to the two original languages: noting the position of the verb and formulating a rule for the position of the modal verb in German. Having done this, the learner completes an exercise of sentence construction in German with words presented in a haphazard order.

Themes: grammar/syntax/morphology

Source: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber.

Descriptors:

This descriptor is 2  K 6    Similarities and differences between languages   Knows that there are similarities and differences between °languages / linguistic variations°[1].

This descriptor is 1  A 2.3    Sensitivity to °linguistic / cultural° similarities.

This descriptor is 1  A 7.3    Readiness to face difficulties linked to °plurilingual / pluricultural° situations and interactions.

This descriptor is 1  A 9.2    Considering °° °languages / cultures° // °linguistic / cultural° diversity // °linguistic / cultural° “mixes” // the learning of languages // their importance // their utility …°° as objects about which questions may arise.

This descriptor is 0  A 14    °Having self-confidence / Feeling at ease°.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 0  A 19.2    Interest °in learning techniques / in one’s own learning style°.

This descriptor is 1  S 2.3.1    Can °identify [recognise]° °loans / words of international origin / regionalisms°.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 1  S 5.3.2    Can carry out *transfers of (semantic) content*  < can recognise core meanings within correspondences of meaning > .

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Learners of German as a foreign language are given a newspaper article in German which discusses the testing of Airbus A 320. The students will try to understand the article. After a first reading, they indicate all they have understood, and then discuss this in pairs. They then list the words which helped them to understand (similarity to English, to their mother language, numbers, words they have already met). Finally, they indicate words which they do not know and can understand through the context.

Themes: comprehension strategiestransports

Source: Kursiša, A. & Neuner, G. (2006). Deutsch ist easy – Methodische Grundlagen für Deutsch nach Englisch. Ismaning: Hueber.

Descriptors:

This descriptor is 2  K 1.2.3    Knows that grammatical categories are not “the” replica of reality but one way of organising this in language.

This descriptor is 1  K 6.1    Knows that each language has its own system.

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  K 6.6    Knows that there is no word for word equivalence from one language to another.

This descriptor is 1  A 1.1.3    Attention to [paying attention to] the formal aspects of °language in general / particular languages / cultures°.

This descriptor is 0  A 7.4    Disposition to share one’s °linguistic / cultural° knowledge with others.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  A 9.1    A will to ask questions relative to °languages / cultures°.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

The material includes a detailed lesson plan. At the beginning of the lesson the different functions of the present tense in French are discussed. Later, the French examples of the present tense which describe an action in progress at the moment of speaking are contrasted with the present continuous, which has to be used in English, rather than the present simple, to express such actions. The above comparison leads to the conclusion that whereas in French only one form of the present tense is used to express both a permanent habit and an action in progress 'now,' in English two forms are needed, namely the present simple and the present continuous, to express the two different functions. The comparison of the differences between the two languages is followed by a variety of practice activities suited to the age and linguistic level of the learners.

Themes: animalsdaily lifegrammar/syntax/morphology

Source: (FR) Line Audin (coord.). (2005). Enseigner l'anglais de l'école au collège. Comment aborder les principaux obstacles à l'apprentissage Paris : Hatier, Institut national de recherche pédagogique.

Descriptors:

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 2  K 6.7.1    Knows that languages may use different ways to indicate °categories / relations° {agreement / plural / possession...}.

This descriptor is 1  K 6.9.3    Knows that similar sounds may be represented graphically in completely different ways in different languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 4.2    Accepting the fact that another °language / culture° may function differently from one’s °language / culture°.

This descriptor is 1  A 4.3.2    Accepting the existence of signs and typographies which differ from those of one’s own language {inverted commas, accents, “ß” in German, etc.}.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 1  S 1.4.3    Can access, at least partially, the meaning of an utterance in a little known or unknown language by identifying words and by analysing the °syntactic / morphosyntactic° structure of that utterance.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 1  S 2.5    Can identify languages on the basis of identification of linguistic forms.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 5.3    Can make interlingual transfers (/transfers of recognition  < which establish a link between an identified feature of a known language and a feature one seeks to identify in an unfamiliar language >  / transfers of production  < an activity of language production in an unfamiliar language >  /) from a known language to an unfamiliar one.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves doivent identifier des expressions relevant de la présentation de soi et de son pays en italien et en espagnol. Une activité les invitera à repérer et à produire des phrases puis à réfléchir en petits groupes sur les différences et les ressemblances des 3 langues latines observées, à savoir -la ponctuation de l’ interrogation en français, en espagnol et en italien -l’utilisation du pronom sujet en français, espagnol et italien -la proximité des trois langues. L'objectif final c'est d’accroître la motivation des élèves à apprendre une troisième langue étrangère dans la famille des langues romanes en les encourageant à réfléchir sur les ressemblances, la proximité entre leur propre langue et d’autres langues de la même famille.

Themes: history of languages/language familiesgreetings/language ritualsvocabulary

Source: Author: Vega Llorente Pinto, teacher of Spanish at the Escuela Oficial de Idiomas of Salamanca, Spain

Descriptors:

This descriptor is 2  K 4.1.1    Knows about some families of languages and of some languages which make up these families.

This descriptor is 2  K 6.3    Knows that categories used to describe the workings of a language (/the mother tongue / the language of education/) may not necessarily exist in others {number, gender, the article...}.

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.8    Can compare grammatical functions of different languages.

This descriptor is 2  S 7.4    Can profit from transfers made (/ successfully / unsuccessfully/) between a known language and another language in order to acquire features of that other language.

This descriptor is 2  S 7.5    Can achieve ownership of a system for identifying correspondences and non-correspondences between languages known to varying degrees.

The overall aim of this activity is to introduce students to a way of expressing future plans in Italian and explore this grammatical structure in itself, as well as in comparison to other romance languages (French and Spanish). The students are supposed to read an email and answer questions about it. Apart from practicing their reading comprehension, this activity is used to introduce the future tense.The students are then asked to fill in a table with instances of verbs in future forms found in the email and discuss the ways these constructions are formed. In the end, the students are supposed to compare the future forms in Italian, French and Spanish and note possible similarities and differences between the formation and use of the future tense. N.B. There are equivalent activities available in French, Italian and Spanish in the same textbook collection. Duration:1x30

Themes: daily lifegrammar/syntax/morphologylanguage(s) of family

Source: Rückl et al. (2012) Scopriamo l’italiano. Italienisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Wien: Verlag Hölder-Pichler-Tempsky, p. 116-117

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

In Spanish (as in Italian), the verb “to like” is used in a form similar to the English “to please” or the German “gefallen”. The forms “me gusta”, “me gustan” are introduced in the first lessons of the material, to allow students to quickly express preferences. In this didactic unit, students’ attention is drawn to similar forms in several languages and they are trained in using the Spanish form.

Themes: leisure/sports/games

Source: IUSI: Italienisch und Spanisch interlingual lernen - http://blogas.fhnw.ch/iusi/

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8.1    Knows that the order of words may differ from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

L’ordre des mots usuel dans les langues romanes correspond à la suite S-V-O. Cela s’enseigne dès le début dans les matériaux didactiques, et on y apprend aussi que les pronoms sont toujours devant le verbe conjugué (sauf lorsqu’il y a un verbe modal). Cette unité didactique introduit en complément la question des pronoms directs/indirects. Des comparaisons avec d’autres langues attirent l’attention sur les ressemblances dans l’ordre des mots.

Themes: daily life

Source: Projet IUSI (IUSI: Italienisch und Spanisch interlingual lernen)

Descriptors:

This descriptor is 0  K 1.7    Possesses knowledge of a linguistic nature about a particular language (/ the mother tongue / the language of schooling / foreign languages / …).

This descriptor is 1  K 6.8    Knows that the organisation of an utterance may vary from one language to another.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 0  A 14.3    Having confidence in one’s own abilities in relation to languages (their study / their use/).

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

La négation est souvent traitée de façon non globale dans les matériaux d’enseignement de langues étrangères. Le plus souvent, ce sont des aspects isolés qui sont soulignés, répartis sur plusieurs leçons. Dans cette unité didactique, on s’intéresse à des formes complexes de négation, telles que « ne plus », « non plus », « pas encore », etc. Ces formes ont recours à des mots différents selon les langues. L’unité didactique vise à faire découvrir les différences, mais aussi les ressemblances, pour éviter les transferts négatifs et renforcer les transferts positifs.

Themes: daily lifeleisure/sports/games

Source: IUSI: Italienisch und Spanisch interlingual lernen - http://blogs.fhnw.ch/iusi/

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.2.3    Can perceive proximity and distance between sounds at °morpheme / word° level.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

This descriptor is 1  S 7.3.3    Can use knowledge and skills acquired in one language to develop °his / her° knowledge and skills in that same language (through intralingual comparison, induction, deduction …).

Les élèves écoutent des textes d’auto-présentation dans trois langues – français, anglais et italien, langue qu’ils/elles n’apprennent pas. Ils/elles doivent découvrir une petite différence de contenu entre le texte français et les textes en anglais et en italien. Puis ils/elles soulignent en petit groupe les mots parallèles, d’abord dans le texte anglais (parallélismes avec l’allemand et le français), puis dans le texte italien qu’ils/elles cherchent à déchiffrer. Ils/elles comparent leurs résultats avec ceux d’autres groupes. D’autres langues peuvent être ajoutées. (Malheureusement, les versions orales des textes ne peuvent pas être proposées ici.)

Themes: comprehension strategiesdaily lifefamily

Source: Klee, Peter ; Egli Cuenat, Mirjam ; Wirrer, Michael (2013), „Brücken zwischen Envol und Open World (Voices, New Inspiration) - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule.

Descriptors:

This descriptor is 1  S 1.2.1    Can listen °attentively / in a selective manner° to productions in different languages.

This descriptor is 2  S 6.5.1    Can °vary / alternate° °languages / linguistic codes / modes of communication°.

Une partie des élèves décrit une personne, un animal ou une chose qui se trouve sur un dessin, soit en français, soit en anglais. Les camarades essayent de deviner le mot. On peut également imaginer une alternance fluide entre les langues. Le jeu peut être adapté au niveau des élèves en langue cible, par exemple en permettant que la réponse soit donnée soit en français soit en anglais.

Themes: geographynature/environmenttown/region/country

Source: Klee, Peter ; Egli Cuenat, Mirjam ; Wirrer, Michael (2013), „Brücken zwischen Envol und Open World (Voices, New Inspiration) - Unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves comparent des textes et des photos d’une météorologue anglophone (tirés d’un manuel d’anglais) et d’un météorologue francophone (tiré d’un manuel de français). Ils/elles expliquent (en anglais, en français ou en allemand) ce qu’ils ont appris de ces deux sources sur le travail des météorologues et sur le trou d’ozone. Ils/elles indiquent les mots parallèles qui les ont aidé·e.s à comprendre le texte en français.

Themes: geographynature/environmentweather

Source: Klee, Peter ; Egli Cuenat, Mirjam ; Wirrer, Michael (2013), „Brücken zwischen Envol und Open World (Voices, New Inspiration) - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves comparent les nombres en anglais (jusqu’à cent) avec les nombres en allemand et an français. Ils/elles découvrent ainsi quand l’anglais forme les nombres comme en allemand, et quand il les forme comme en français. Leur attention est attirée sur l’ordre des composants du mot.

Themes: numbers/numeration

Source: Brücken zwischen Young World und envol – unterwegs zur Mehrsprachigkeit, Lehrmittelverlag St. Gallen, 2011.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves regardent une image d’un chien Saint-Bernard avec un moine dans la montagne et cherchent à déchiffrer un texte court en français sur le chien Saint-Bernard légendaire Barry. Ils/elles contrôlent leurs suppositions à l’aide d’une version allemande du texte. Ils déchiffrent ensuite une version anglaise du texte à l’aide des textes en français et en allemand et relient les mots parallèles dans les trois langues.

Themes: animalsgeography

Source: Brücken zwischen Young World und envol – unterwegs zur Mehrsprachigkeit, Lehrmittelverlag St. Gallen, 2011.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.2.3    Can perceive proximity and distance between sounds at °morpheme / word° level.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 3.4.3    Can compare the form of loan words with their form in their original language.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

On rappelle aux élèves les mots qu’ils on appris sur le thème de la musique dans leurs cours de français et d’anglais. Ils cherchent les mots parallèles ainsi que les mots empruntés à l’allemand (langue de l’école). Ils jouent ensuite avec les mots en formant un trio et en testant plusieurs variantes de lecture : dans les trois langues en même temps, à tour de rôle, à voix haute, à voix basse, d’un ton apeuré, joyeux…

Themes: linguistic borrowingmusic/songsvocabulary

Source: Brücken zwischen Young World und envol – unterwegs zur Mehrsprachigkeit, Lehrmittelverlag St. Gallen, 2011.

Descriptors:

This descriptor is 1  K 7.5    Knows that there are different strategies for learning languages and that their relevance varies according to the learner’s objectives.

This descriptor is 1  K 7.6    Knows that it is useful to know about learning strategies one uses in order to be able to adapt them to one’s specific objectives.

This descriptor is 0  A 17.3    Being ready to learn from one’s errors.

This descriptor is 1  A 18.2    An interest in °more conscious / more programmed° language learning.

This descriptor is 1  S 7.7.1    Can identify °his / her° own learning °needs / objectives°.

This descriptor is 1  S 7.7.2    Can deliberately apply learning strategies.

Dans l’apprentissage du français en 6ème classe (fin du primaire ou début du secondaire, selon les systèmes), les élèves sont invités à utiliser une stratégie d’apprentissage déjà pratiquée en 4ème classe (deuxième partie du primaire) en anglais : la mise en lien d’expressions à l’aide d’un réseau. Le réseau peut s’utiliser non seulement pour pouvoir mieux retenir des mots mais aussi pour rassembler des idées et rédiger ensuite des textes.

Themes: language learningvocabulary

Source: Klee, Peter & Egli-Cuenat, M (2011). Brücken zwischen Young World und Envol - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule, page 18.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  K 7.5.1    Is familiar with various learning strategies and how they can be applied {listening and repeating, copying several times, translation, trying to produce utterances by oneself}.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 1  S 5.3.2    Can carry out *transfers of (semantic) content*  < can recognise core meanings within correspondences of meaning > .

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

En appui sur l’allemand (langue de l’école) et sur l’anglais (première langue étrangère) et éventuellement leur langue d'origine, les élèves cherchent à comprendre un texte en français à l’aide de mots parallèles qu’ils doivent identifier. Le texte parle d’un petit village, La Brévine, qui est connu comme la « Sibérie de la Suisse » à cause des températures très basses qu’on peut y relever.

Themes: comprehension strategiesvocabularyweather

Source: Peter Klee & Mirjam Egli Cuenat (2011). Brücken zwischen Young World und Envol - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule, p. 9 et p. 44

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  K 7.5.1    Is familiar with various learning strategies and how they can be applied {listening and repeating, copying several times, translation, trying to produce utterances by oneself}.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.2.3    Can perceive proximity and distance between sounds at °morpheme / word° level.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 3.10.2    Can perceive differences or similarities in different aspects of social life {living conditions, working life, participation in activities of charities, respect for the environment …}.

This descriptor is 1  S 5.2.1    Can compare transfer bases in the target language with those in languages which are mentally *activated*  < whose elements come to mind faced with a task > .

This descriptor is 1  S 5.3.2    Can carry out *transfers of (semantic) content*  < can recognise core meanings within correspondences of meaning > .

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Les élèves (en Suisse germanophone) comparent deux photos, celle d’une salle de classe à Bali (extraite de leur manuel d’anglais) et celle d’une salle de classe en Suisse romande (extraite de leur manuel de français). Il cherchent à appliquer la description en anglais de la salle de classe de Bali à la salle de classe suisse, puis comparent les textes en anglais et en français, ce qui les aide à comprendre le texte en français. Suit un travail d’écoute comparative des deux textes, étendu aux mots parallèles en allemand.

Themes: cultural/linguistic diversityschool / highschoolvocabulary

Source: "Peter Klee & Mirjam Egli Cuenat (2011). Brücken zwischen Young World und Envol - unterwegs zur Mehrsprachigkeit. St. Gallen : Bildungsdepartement - Amt für Volksschule, p. 35. Egli Cuenat, M., Grossenbacher, B., Gubler, B. & Lovey, G. (2018). Plurale Ansätze in Lehrwerken und Lernmaterialien, in S. Melo-Pfeifer & D. Reimann, Plurale Ansätze zu Sprachen und Kulturen in Deutschland: State of the Art und Perspektive, 107-138. Tübingen: Gunter Narr Verlag."

Descriptors:

This descriptor is 1  K 1.1    Knows that °language is / languages° are composed of signs which form a (semiological) system.

This descriptor is 1  K 1.4    Knows that languages work in accordance with °rules / norms°.

This descriptor is 0  K 1.6    Knows that a language functions differently in its spoken and written forms.

This descriptor is 2  K 5.3    Knows that there are many different kinds of script .

This descriptor is 1  K 6.1    Knows that each language has its own system.

This descriptor is 2  K 6.1.1    Knows that the system which makes up one’s own language is only one possibility among others.

This descriptor is 1  K 6.9.1    Is aware of the existence of different forms of script {phonograms, ideograms, pictograms}.

This descriptor is 1  K 6.9.2    Knows that the number of units used in writing may be very different from one language to another.

This descriptor is 1  K 6.9.4    Knows that the correspondence established between graphemes and phonemes in alphabetic systems is specific to each language.

This descriptor is 1  A 2.2.1.1    Being aware of the diversity of °linguistic universes {sounds, graphics, syntactic organisations, etc.} / cultural universes {table manners, traffic laws, etc.}°.

This descriptor is 1  A 2.5.2.1    Being sensitive to the diversity of °languages / cultures° present in the classroom (when these are set side by side with one’s own °linguistic / cultural° °practices / knowledge°).

This descriptor is 2  A 3.1    Curiosity about a °multilingual / multicultural° environment.

This descriptor is 1  A 4.3.2    Accepting the existence of signs and typographies which differ from those of one’s own language {inverted commas, accents, “ß” in German, etc.}.

This descriptor is 1  A 5.3.3.1    Being open (and mastering one’s own eventual resistances) to what seems incomprehensible and different.

This descriptor is 0  A 7.4    Disposition to share one’s °linguistic / cultural° knowledge with others.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  S 1.3    Can °observe / analyse° writing systems (in languages little known or not known at all).

This descriptor is 1  S 1.3.1    Can isolate units of script (sentences / words / minimal units/).

This descriptor is 2  S 3.3    Can perceive proximity or distance between graphic forms.

This descriptor is 2  S 3.3.3    Can compare scripts used by °two / several° languages.

This descriptor is 2  S 3.6    Can compare the relationships between sounds and script in different languages.

This descriptor is 0  S 4.3    Can explain one’s own knowledge of languages.

This descriptor is 0  S 7.1.2    Can memorise features of unfamiliar graphic elements {letters, ideograms, words …}.

Pupils will discover different writing systems and their evolution from their creation to nowadays. After considering the importance of a detailed and precise written communication system and collecting written documents in several languages, the students will explore different writing systems to classify those documents. In groups and according to the following characteristics: historical, geographical, linguistic and graphical, they will group different writing systems and alphabets. Finally while inspiring themselves from other sources of information and from their journal; they produce, in groups, a poster on the writing system or alphabet of their choice.  

Themes: language contactslanguage variation/diversityWriting (systems) / punctuation / orthography

Source: ELODiL : Éveil au langage et ouverture à la diversité linguistique. 

Descriptors:

This descriptor is 2  K 5.1    Knows that there are very many languages in the world.

This descriptor is 2  K 5.2    Knows that there are many different kinds of sounds used in languages {phonemes, rhythmic patterns...}.

This descriptor is 1  K 6.9.1    Is aware of the existence of different forms of script {phonograms, ideograms, pictograms}.

This descriptor is 1  K 6.9.3    Knows that similar sounds may be represented graphically in completely different ways in different languages.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 5.3    Openness to °languages / cultures°.

This descriptor is 1  A 16.3.1    Self-esteem, irrespective of which °language(s) / culture(s)° {°minority / denigrated° °language / culture°} one belongs to.

This descriptor is 2  S 3.2    °Can perceive proximity and distance between sounds [can discriminate aurally]°.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 3.6    Can compare the relationships between sounds and script in different languages.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Ce matériel relève (principalement) de l'éveil aux langues, dans la mesure où une partie des langues avec lesquelles on travaille ne sont pas des langues que l'on a l'intention d'enseigner. Mais il relève aussi de la didactique intégrée des langues, car il vise à l'enseignement d'une langue (l'anglais) en appui sur des langues qui font partie du répertoire des élèves (l'allemand qu'ils partagent en tant que langue de l'école) et certaines autres langues, quand celles-ci sont déjà connues de certains élèves. Le travail plurilingue sur le vocabulaire comprend les éléments suivants : 1. une introduction lexicale plurilingue en passant par la déduction du sens ou la comparaison de vocabulaire 2. une fixation lexicale plurilingue à l’aide d’un poster 3. différents exercices lexicaux plurilingues sous des formes variées. Le matériel concerne les thématiques suivantes : La ville / Anniversaires et mois de l’année / Faire les courses / Passe-temps favoris / Sentiments. Un exercice oral multilingue portant sur les mois de l’année est également proposé.

Themes: celebrations/feastsleisure/sports/gamestime

Source: Projekt MEG-SKoRe II: „Sprachliche und kognitive Ressourcen der Mehrsprachigkeit im Englischerwerb in der Grundschule“ - Unterrichtsmaterialien und didaktisch-methodische Hinweise zum Einbezug von Mehrsprachigkeit in den Englischunterricht der Grundschule

Descriptors:

This descriptor is 1  K 6.8.1    Knows that the order of words may differ from one language to another.

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 0  A 1.1.2    °Considering / apprehending° °linguistic / cultural° phenomena as an object of °observation / reflection°.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

La fiche de travail peut être utilisée quel que soit le manuel et quelles que soient les langues. On vise, à la découverte de parallélismes ou d’analogies (convergences), ou l’identification de différences spécifiques (divergences). La prise en compte de langues de la maison différentes de la langue de l’école est systématiquement prévue.

Themes: grammar/syntax/morphology

Source: Mehrsprachigkeit in der Struktur - Kongruente und divergente Grammatik, in Mehrsprachigkeit im Fremdsprachenunterricht : Vergleichen - kombinieren – profitieren - Unterrichtsvorschläge für den Fremdsprachenunterricht ab Klasse 8. Klett Verlag, Einheit 4, Seiten 24-25

Descriptors:

This descriptor is 2  K 6.8.2    Knows that the relationships between the elements of an utterance (/ groups of words / words /) may be expressed differently from one language to another {through the word order, through endings, through prepositions / postpositions...}.

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 2  K 7.3    Knows that one can learn better if one has a positive attitude towards linguistic differences .

This descriptor is 2  K 8.4    Knows that the members of each culture define (partially) specific °rules / norms / values° about °social practices / behaviours°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 4.2    Accepting the fact that another °language / culture° may function differently from one’s °language / culture°.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 2  A 12.2.1    Being ready to decentre oneself relative to °the “mother” language and culture / the language and culture of the school°.

This descriptor is 1  A 19.2.1    Self-questioning on °adapted / specific° comprehension strategies used when faced with an unknown °language / code°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 2  S 6.4    Can communicate “between languages”.

Dans le cadre d’un mini-projet les élèves discutent des contenus de chansons pop et découvrent ce faisant les structures grammaticales complexes des phrases au conditionnel irréel présent. Ils/elles transfèrent les connaissances d’une langue bien maîtrisée (anglais) sur une nouvelle langue à apprendre (espagnol, français, italien, portugais - et allemand dans la version française). A la fin, ils/elles comparent la formation des phrases au conditionnel irréel présent dans toutes ces langues. Le transfert et la mise en réseau des connaissances en langues étrangères développent la conscience linguistique et la conscience d’apprentissage.

Themes: customs/social normsmusic/songssex difference / social gender

Source: Mehrsprachigkeit im Fremdsprachenunterricht : Vergleichen, kombinieren, profitieren - Unterrichtsvorschläge für den Fremdsprachenunterricht ab Klasse 8. Klett Verlag ; Einheit 1

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3    Can perceive proximity or distance between graphic forms.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 3.6    Can compare the relationships between sounds and script in different languages.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Die Lernenden lesen einen kurzen Text zum Thema Puerta del Sol und benennen die auf einigen Fotos abgebildeten Sehenswürdigkeiten. Anschließend versuchen sie, die Bedeutung einiger Wörter aus anderen ihnen bekannten romanischen Sprachen (Französisch / Italienisch) herzuleiten.

Themes: arts/heritagecomprehension strategiestown/region/country

Source: Susana Higueras Ruiz, Irene Brandner, Flavie Pruniaux, Josefina Vázquez Arco. 2013. Descubramos el español - Spanisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Wien : Verlag Hölder-Pichleer Tempsky. Unidad 2, Seite 27. Projektleitung: Michaela Rückl.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3    Can perceive proximity or distance between graphic forms.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 3.8    Can compare grammatical functions of different languages.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Students look for equivalents in another Romance language (Italian or Spanish) that they have already learnt for French words relating to goods, particularly food. Illustrations are used to help them understand these words.

Themes: daily lifefoodgeography

Source: Découvrons le Français – Französisch interlingual - Michaela Rückl, Gabriele Holzinger, Flavie Pruniaux, Gaëlle Guicheney & Irene Brandner (2013). Wien : Verlag Hölder-Pichleer Tempsky. (Mitautoren/-autorinnen : Isolde Seeleitner, Carlos de Lara Fernández, Enrica Rigamonti, Rachele Moriggi et Claudia Castillo de Kastenhuber). Unité 5.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3    Can perceive proximity or distance between graphic forms.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 3.8    Can compare grammatical functions of different languages.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

To understand the meaning of some words in a short text in French about Notre-Dame de Paris and Victor Hugo's novel of the same name, students are invited to draw on their knowledge of other languages: the language of schooling, foreign languages they have learnt and other languages they know.

Themes: arts/heritagehistoryliterature/stories/tales

Source: Découvrons le Français – Französisch interlingual - Michaela Rückl, Gabriele Holzinger, Flavie Pruniaux, Gaëlle Guicheney & Irene Brandner (2013). Wien : Verlag Hölder-Pichleer Tempsky. (Mitautoren/-autorinnen : Isolde Seeleitner, Carlos de Lara Fernández, Enrica Rigamonti, Rachele Moriggi et Claudia Castillo de Kastenhuber). Unité 2.

Descriptors:

This descriptor is 2  K 7.2    Knows that one can build on the ( / structural / discursive / pragmatic / ) similarities between languages in order to learn languages.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3    Can perceive proximity or distance between graphic forms.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 2  S 3.8    Can compare grammatical functions of different languages.

This descriptor is 2  S 7.3.2    Can use knowledge and skills acquired in one language to learn another.

Students use their individual linguistic resources in various languages to understand and learn French words in the areas of transport and the public buildings of a city. They distinguish between pan-Romance and international vocabulary. They discover the map of the Paris metro and are given some information about means of transport in Paris and the surrounding area.

Themes: comprehension strategieshistory of languages/language familiestransports

Source: Découvrons le Français – Französisch interlingual - Michaela Rückl, Gabriele Holzinger, Flavie Pruniaux, Gaëlle Guicheney & Irene Brandner (2013). Wien : Verlag Hölder-Pichleer Tempsky. (Mitautoren/-autorinnen : Isolde Seeleitner, Carlos de Lara Fernández, Enrica Rigamonti, Rachele Moriggi et Claudia Castillo de Kastenhuber). Unité 4.

Descriptors:

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 0  A 16.2.1    Assuming oneself [seeing oneself] as a member of a °social / cultural / linguistic° (eventually plural) community.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.5    Can perceive global similarities between °two / several° languages.

The object of this activity is to familiarize the students with first and last names which are linked to particular languages / cultures, as well as to raise awareness to possible existence of the same or similar names in other languages they know. In the first part of the activity, the students are provided with a number of names which can be linked to particular languages / cultures and are asked to classify them as either female, male or family names. The corresponding audio file allows the students to check their answers, while at the same time practicing their listening comprehension. In the following part of the activity, the students are asked to provide same or similar names which appear in other languages they know (French, Italian, Spanish, German, etc.) This may prove additionally motivating for students, as they are asked to use their own experience and knowledge of the world, raising awareness of possible similarities and differences between romance languages, other foreign languages they have learnt, their native language(s), languages of their environment. N.B. There are equivalent activities available in French, Italian and Spanish.

Themes: history of languages/language familiesproper noun/ first name

Source: Holzinger et al. (2012) Découvrons le français. Französisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Vienna: Verlag Hölder-Pichler-Tempsky, p. 10 Holzinger et al. (2012) Scopriamo l’italiano. Italienisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Vienna: Verlag Hölder-Pichler-Tempsky, p. 11-12 Holzinger et al. (2012) Descubramos el español. Spanisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Vienna: Verlag Hölder-Pichler-Tempsky, p. 12

Descriptors:

This descriptor is 1  K 3.2    Possesses knowledge about one’s own communicative repertoire {languages and varieties, discursive genres, forms of communication...}.

This descriptor is 1  K 6.2.1    Knows that the particular way in which each language expresses / “organises” the world is influenced by culture.

This descriptor is 1  K 6.2.2    Knows therefore that in translating from one language to another there is rarely a word for word solution, a simple exchange of labels, but that one should see the process within the context of a different °perception / organisation of reality°.

This descriptor is 2  K 9.2.2    Knows (in one’s own culture or in other cultures) some norms related to social practices and which are specific to certain °social / regional / generational° groupings.

This descriptor is 1  A 2.2.2    Being aware of the (local / regional / social / generational) variants of a same °language (dialects …) / culture°.

This descriptor is 2  S 3.9.1    Can compare discourse types in different languages.

This descriptor is 1  S 6.3.3    Can resort to different speech registers according to the situation.

This descriptor is 2  S 6.5.2    Can produce a text in which °registers / varieties / languages° alternate functionally (when the situation allows it).

The overall aim of this activity is to familiarize the students with the existence of different registers and degrees of formality in a language. In the first part of the activity, the students are supposed to listen to a conversation and answer questions related to it. The transcript of the conversation provided in the textbook allows the students to check their answers. In the following part of the activity, the students are provided with a table containing colloquial expressions taken from the youth language from the text and their counterparts in Italian. The translations of colloquial expressions into German are given in a box below the table. There are three stages to this part: Firstly, the students are asked to connect the corresponding colloquialisms in Italian and in German. Afterwards, the students are asked to provide their translations of the standard expressions into German. In the end, the students are asked to discuss and compare possible similarities and differences between Italian, German, and possibly other languages they know. N.B. There are equivalent activities available in French, Italian and Spanish. Duration: 2x45

Themes: cultural/linguistic mediation/translationgreetings/language rituals

Source: Holzinger et al. (2012) Scopriamo l’italiano. Italienisch interlingual, Lehr- und Arbeitsbuch mit interaktiver CD-ROM. Vienna: Verlag Hölder-Pichler-Tempsky ((p.112-113) (allemand)

Descriptors:

This descriptor is 2  K 4.2.3    Knows that certain “loans” have spread across a number of languages (taxi, computer, hotel...).

This descriptor is 2  K 5.1    Knows that there are very many languages in the world.

This descriptor is 0  A 1.1.2    °Considering / apprehending° °linguistic / cultural° phenomena as an object of °observation / reflection°.

This descriptor is 0  A 2.2    Sensitivity to °linguistic / cultural° differences.

This descriptor is 1  A 2.3    Sensitivity to °linguistic / cultural° similarities.

This descriptor is 1  A 7.1    Disposition / motivation with respect to °linguistic / cultural° °diversity / plurality°.

This descriptor is 1  S 2.1    °°Can °identify [recognise]° sound forms [has aural recognition skills]°°.

This descriptor is 1  S 2.3.1    Can °identify [recognise]° °loans / words of international origin / regionalisms°.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

The activity is designed for a class where there are children speaking different mother languages. The class is divided into groups of children speaking the same mother language or speaking the same language. The teacher makes copies of worksheet 9.2.1. The teacher makes copies of the cards and gives each group a card. The cards represent objects with an ‘international name’: e.g. kiwi, taxi, piano, yoghurt, garage, piano (list is given).The teacher asks to write a short description of the card (if children can not write their mother language or other language they prepare an oral description). Each group reads slowly his description and the class tries to understand the description. The teacher asks the class why they do understand some words in a language they do not speak.

Themes: comprehension strategieslinguistic borrowing

Source: Jonckheere, S., De Doncker, H., De Smedt, H. (2009). Talen op een Kier:Talensensibilisering voor het basisonderwijs. Mechelen: Plantyn.

Descriptors:

This descriptor is 1  K 10.4.1    Knows that knowledge one has of cultures often includes stereotypes  < a simplified and sometimes useful way of grasping one aspect of reality, liable to lead to oversimplification and generalisation > .

This descriptor is 1  K 10.4.3    Is aware of the existence of cultural prejudice.

This descriptor is 1  K 10.5.1.1    Knows some stereotypes other cultures have about one’s own culture.

This descriptor is 1  A 4.5.1    °Acceptance [Recognition] / Taking into account of the value° of all the °languages / cultures° in the classroom.

This descriptor is 1  A 5.3.1    Openness towards °languages / cultures° which are viewed with less regard {minority °languages / cultures°, °languages / cultures° belonging to migrants …}.

This descriptor is 1  A 7.5.1    Motivation for the observation and analysis of more or less unfamiliar °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 1  S 1.7.2    Can analyse schemata used for interpreting behaviour (/ stereotypes /).

This descriptor is 1  S 4.1.1    Can talk about cultural prejudices.

This activity deals with work on stereotyping and prejudice about other cultures: it involves working with perceptions that we have about minority groups, understanding how those stereotypes work and generating creativity and spontaneous ideas from the learners. Participants are asked to form teams of 3 or 4 people. Then, each team prepares a sheet and coloured crayons. Each group is then given a word (racism, discrimination, gay, African, human rights, etc.) and asked them to translate the word by creating a drawing. The other groups must guess what the drawing depicts. If they find the right answer, the team which presented this drawing wins a point. If they do not find it, they get no points. After having shown all the drawings made by all the teams, each artist writes the word under the drawing. The activity can be repeated several times so that everyone can have the opportunity to draw. In the end, the drawings are put up on boards, compared, and learners are invited to comment on the different interpretations shown.

Themes: identity/othernessminority/minority languagesprejudice/image of otherness

Source: Direction de la Jeunesse et du Sport, Conseil de l’Europe. / Directorate of Youth and Sport, Council of Europe.

Descriptors:

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  K 6.7    Knows that words may be constructed differently in different languages.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 7.3    Readiness to face difficulties linked to °plurilingual / pluricultural° situations and interactions.

This descriptor is 1  A 7.5    Motivation to °study / compare° the functioning of different °languages {structures, vocabulary, systems of writing …} / cultures°.

This descriptor is 1  A 8.2    Participating consciously in the construction of one’s own °plurilingual / pluricultural° competence / Voluntary involvement in the development of the process of °plurilingual / pluricultural° socialisation.

This descriptor is 1  A 9.1    A will to ask questions relative to °languages / cultures°.

This descriptor is 0  A 14.2    Being self-confident in a situation of communication (°expression / reception / interaction / mediation°).

This descriptor is 1  A 15.1    A feeling of familiarity linked to °similarities / proximities° °between languages / between cultures°.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 0  S 1.4    Can °observe / analyse° syntactic and/or morphological structures.

This descriptor is 1  S 2.2.2    Can °identify [recognise]° °a morpheme / a word° in the written form of familiar or unfamiliar languages.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4.2    Can perceive °indirect lexical proximity [using proximity between terms of the same family of words in one of the languages involved]°.

This descriptor is 2  S 3.5    Can perceive global similarities between °two / several° languages.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This activity, compiled in 7 romance languages (Portughese, Spanish, Catalan, Occitan, French, Italian and Roumanian) deals with the food chain of living beings. Learners pair up, complete, reestablish the logical order and thus reflect upon the dietary habits of animals around them as well as those of distant places. Further on, learners are asked to look up information on insects and carnivorous plants. A story entitled « The boatman, the cabbage, the goat and the wolf » presents the learner with a problem which s/he must resolve by making hypotheses. These hypotheses can be confirmed or rejected through readings in 5 romance languages. Through metalinguistic exercises learners compare variants of the prefix « de » in romance languages, the words indicating the parts of the human body as well as temporal connectors. Another exercise raises awareness of latin roots in scientific terminology (omnivore, granivore, etc.)

Themes: animalsliterature/stories/talesnature/environment

Source: Escudé, P. (dir.). (2008). J’apprends par les langues : Manuel d’apprentissage européen des langues romanes. Toulouse : IUFM/CRDP de Midi-Pyrénées.

Descriptors:

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 1  K 4.2    Knows about the phenomenon of “borrowing” from one language to another.

This descriptor is 0  A 1.1.2    °Considering / apprehending° °linguistic / cultural° phenomena as an object of °observation / reflection°.

This descriptor is 1  A 2.2.3    Being aware of traces of otherness in °a language (for example of loan words) / a culture°.

This descriptor is 1  A 6.2.1    Considering that loans from other °languages / cultures° become part of the reality of a °language / culture° and may contribute to enriching it.

This descriptor is 2  S 3.3.1    Can perceive similarities and differences between graphic forms.

Students are requested to analyse Italian words and their description in the dictionary, to find out in which language their origins are. Moreover, they are asked to identify and distinguish loanwords and calques. Languages presented are English, French, German and Spanish (duration : about 45 minutes).

Themes: history of languages/language familieslanguage variation/diversitylinguistic borrowing

Source: Curci, A.M., Mineni, E. & Rainoldi, M. (2006). Il mio portfolio delle lingue. Novara: De Agostini Scuola. (pages 3 and 4 of the PDF file)

Descriptors:

This descriptor is 2  K 9.2.2    Knows (in one’s own culture or in other cultures) some norms related to social practices and which are specific to certain °social / regional / generational° groupings.

This descriptor is 1  K 13.2.3.1    Knows some °resemblances / differences° between the cultures of different (°social / generational / regional°) groups in one’s immediate environment.

This descriptor is 0  A 7.3.5    Readiness to be considered as an “outsider”.

This descriptor is 1  A 9.2.2    Considering the way cultures and their domains {institutions / rituals / uses} as objects of analysis and reflection.

This descriptor is 1  A 16.2.3    Considering that a °bi/plurilingual / bi/pluricultural° identity is an asset.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 2  S 3.10.2    Can perceive differences or similarities in different aspects of social life {living conditions, working life, participation in activities of charities, respect for the environment …}.

The overall goal of this activity is to make the students know their classmates and to show that we are all different but equal at the same time. This activity is presented as a chair game . The group must consist of 10 to 12 children. First, the students, seated on the chairs forming a circle, must mention something which is especially characteristic of them. If someone else in the group shares this characteristic, he or she has to jump up and say ""Me too!"". Then, he/she must sit on the lap of whoever said this feature. In the second round, we remove one chair and bring a student to the centre of the circle. This time, the student has to say things he/she believes that he/she shares with others. If others in the group share the mentioned feature, they must exchange their chairs. At that moment, the student standing in the center must take advantage of this exchange and try to sit down. The person who remains standing will restart the game. Finally, we propose a discussion about the differences that we find as well as the general characteristics of the group and human beings.

Themes: ingroup/outgroup

Source: Direction de la Jeunesse et du Sport, Conseil de l’Europe. / Directorate of Youth and Sport, Council of Europe.

Descriptors:

This descriptor is 1  K 10.4.1    Knows that knowledge one has of cultures often includes stereotypes  < a simplified and sometimes useful way of grasping one aspect of reality, liable to lead to oversimplification and generalisation > .

This descriptor is 1  K 10.4.3    Is aware of the existence of cultural prejudice.

This descriptor is 2  K 10.5.1    Knows that one’s own cultural practices may be interpreted by others through the application of stereotypes.

This descriptor is 1  A 11.3.1    Being attentive to one’s own negative reactions towards °cultural / linguistic° differences {fears, contempt, disgust, superiority…}.

This descriptor is 1  A 11.3.4    Being ready to discard one’s prejudices about languages which have been marginalized (/ regional languages / the languages of migrant learners / sign languages / … /).

This descriptor is 1  S 4.1.1    Can talk about cultural prejudices.

This descriptor is 2  S 7.3.1    Can profit from previous intercultural experiences to enrich °his / her° intercultural competence.

The main objective of this activity is to make students reflect on their images about others’ culture and the possibility to change these points of view by removing traditional stereotypes. It is important that, at the beginning, this activity must be presented as an exercise of creating a story in group. Later, they will know which the real goal is. In this activity students have to create a story which begins with “This is the story of Antonio, a young boy from Madrid”. Each pupil will add some information to create a story and some time later the teacher/monitor will create a new character, Ali who is a young boy from Morocco. When the story will be finish, they will draw which stereotypes have these characters and they will try to remove them. The instructions are written in English or French but the activity can be done in any language. The preparation of this activity is very easy: some sheets of papers and a ball. Moreover, it is a very flexible activity because you can adapt it to discuss about the stereotypes we have about immigrants, physically handicapped persons or homosexuals.

Themes: cultural/linguistic distance/proximityfeelingsprejudice/image of otherness

Source: Direction de la Jeunesse et du Sport, Conseil de l’Europe. / Directorate of Youth and Sport, Council of Europe.

Descriptors:

This descriptor is 1  K 2.6    Has knowledge about historical facts (linked to relations between °nations / people°, resettlements of people) which have influenced / influence the appearance or development of certain languages.

This descriptor is 1  K 4.3    Possesses knowledge about the history of languages (/ the origin of some languages / some lexical and phonological evolutions /...).

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 2  A 3.2.1    Being curious about (and wishing) to understand the similarities and differences between one’s own °language / culture° and the target °language / culture°.

This descriptor is 1  A 5.3.1    Openness towards °languages / cultures° which are viewed with less regard {minority °languages / cultures°, °languages / cultures° belonging to migrants …}.

This descriptor is 1  A 6.2    Valuing [appreciating] °linguistic / cultural° contacts.

This descriptor is 2  S 1.1.3    Can resort to a known °language / culture° with a view to developing an analysis of another °language / culture°.

This descriptor is 0  S 1.5.2    Can analyse the relationship between form and °context / situation°.

This descriptor is 2  S 2.3    Can make use of linguistic evidence to °identify [recognise]° words of different origin.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This activity, compiled in 7 romance languages (Portugese, Spanish, Catalan, Occitan, French, Italian and Romanian) deals with the Middle Ages, the times of troubadours and the Crusades (X – XIII centuries) through extracts from songs and historical commentaries discussing the social and geopolitical context of the period. The learners study a song by Giraut de Bornelh, read about the life of Pèire Vidal, discover a song about the crusade against the Cathares. The activity which presents the life of Jaufré Rudel highlights Occitan, the language of the troubadours ; summaries written in 7 Romance languages are the basis upon which the learner reconstructs the love story between Rudel, an Occitan Count and the Countess of Tripoli, who never knew each other except through songs and the accounts of pilgrims. The activity offers a transversal study of the 7 languages being studied : identification of words which refer to the same object, identification of the expression of gender of words indicating titles of nobility (count – countess), comparison of forms of the definite and indefinite articles.

Themes: comprehension strategieshistoryliterature/stories/tales

Source: Escudé, P. (dir.). (2008). J’apprends par les langues : Manuel d’apprentissage européen des langues romanes. Toulouse : IUFM/CRDP de Midi-Pyrénées.

Descriptors:

This descriptor is 1  K 2.6    Has knowledge about historical facts (linked to relations between °nations / people°, resettlements of people) which have influenced / influence the appearance or development of certain languages.

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 1  K 4.3    Possesses knowledge about the history of languages (/ the origin of some languages / some lexical and phonological evolutions /...).

This descriptor is 1  K 11.1.3    Knows that °history / geography° often offer one the opportunity °to understand / to explain° certain cultural °practices / values°.

This descriptor is 0  K 11.2    Knows that certain cultures are linked by particular historical relationships (common origin, old contacts, etc.).

This descriptor is 1  K 11.3    Knows that cultures continuously exchange elements between themselves.

This descriptor is 1  A 2.3    Sensitivity to °linguistic / cultural° similarities.

This descriptor is 1  A 9.2.1    Considering the way languages and their different units {phonemes / words / sentences / texts} function as objects of analysis and reflection.

This descriptor is 2  S 1.1.4    Can resort to observing different °languages / cultures° simultaneously in order to formulate hypotheses for analysing phenomena in a particular °language / culture°.

This descriptor is 1  S 1.4.3    Can access, at least partially, the meaning of an utterance in a little known or unknown language by identifying words and by analysing the °syntactic / morphosyntactic° structure of that utterance.

This descriptor is 1  S 2.5    Can identify languages on the basis of identification of linguistic forms.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 3.5    Can perceive global similarities between °two / several° languages.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 2  S 5.1    Can construct °a set of hypotheses / a “hypothetical grammar”° about affinities or differences between languages.

This activity brings the period of Humanism, the Renaissance and its great discoveries to the pupil’s attention. The learner activates his/her intercomprehension skills when he/she examines 7 documents in 7 different romance languages (Portuguese, Italian, Spanish, French, Romanian, Catalan and Occitan). From these documents as well as the reading of two multilingual biographies, the pupil discovers the life of several personalities who had a determining effect on their times (Erasmus, Mercator, Rabelais, Christopher Colombus and Leonardo da Vinci). The learner also discovers knowledge about the origin and development of romance languages. As far as language work goes, the learner arrives at explicit discoveries: he/she identifies adjectives and nouns and compares their forms. The activity also proposes scanning which leads to the identification and discussion of the formation of adverbs in the languages in question.

Themes: comprehension strategiesgeographyhistory of languages/language families

Source: Escudé, P. (dir.). (2008). J’apprends par les langues : Manuel d’apprentissage européen des langues romanes. Toulouse : IUFM/CRDP de Midi-Pyrénées.

Descriptors:

This descriptor is 0  K 1.4.2    Knows that these °rules / norms° may evolve in time and across physical distances.

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 2  A 14.3.1    Confidence in one’s capacities °of observation / of analysis° of little known or unknown languages.

This descriptor is 1  A 15.1    A feeling of familiarity linked to °similarities / proximities° °between languages / between cultures°.

This descriptor is 1  S 1.1.1    Can use inductive approaches in the analysis of °linguistic / cultural° phenomena.

This descriptor is 1  S 1.3.1    Can isolate units of script (sentences / words / minimal units/).

This descriptor is 1  S 1.4.2    Can analyse a syntactic structure in an unfamiliar language once it is repeated using different lexical units.

This descriptor is 1  S 1.4.3    Can access, at least partially, the meaning of an utterance in a little known or unknown language by identifying words and by analysing the °syntactic / morphosyntactic° structure of that utterance.

This descriptor is 2  S 3.1    Can apply procedures for making comparisons.

This descriptor is 2  S 3.4    Can perceive lexical proximity.

This descriptor is 2  S 3.7    Can compare the grammatical functioning of different languages.

This descriptor is 1  S 5.3.3    °Can establish grammatical regularities in an unfamiliar language on the basis of grammatical regularities in a familiar language / can carry out transfers at grammatical level (/transfers of function /)°.

Themes: comprehension strategiesliterature/stories/talesnature/environment

Source: Escudé, P. (dir.). (2008). J’apprends par les langues : Manuel d’apprentissage européen des langues romanes. Toulouse : IUFM/CRDP de Midi-Pyrénées.

Descriptors:

This descriptor is 2  K 3.4.1    Knows that one can try to resort to linguistic similarities {genealogical links, loans, universals} to facilitate communication.

This descriptor is 2  K 4.1    Knows that languages are linked between themselves by so-called “kinship” relationships / knows that languages belong to language “families”.

This descriptor is 2  K 6.3    Knows that categories used to describe the workings of a language (/the mother tongue / the language of education/) may not necessarily exist in others {number, gender, the article...}.

This descriptor is 2  K 6.4    Knows that even when these categories can be found in another language, they are not necessarily organised in the same way.

This descriptor is 1  K 6.6    Knows that there is no word for word equivalence from one language to another.

This descriptor is 2  K 6.7.1    Knows that languages may use different ways to indicate °categories / relations° {agreement / plural / possession...}.

This descriptor is 1  K 11.1.3.1    Knows certain °historical facts (linked to relations between °nations / people°, to migrations…) / geographical facts° which °have influenced / influence° the creation or evolution of certain cultures.

This descriptor is 1  K 11.3    Knows that cultures continuously exchange elements between themselves.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 1  A 6.4    Considering all languages as equal in dignity.

This descriptor is 1  A 15.1    A feeling of familiarity linked to °similarities / proximities° °between languages / between cultures°.

This descriptor is 0  A 17.4    Having confidence °in one’s own abilities in language learning / in one’s abilities to extend one’s own linguistic competences°.

This descriptor is 1  S 2.2.2    Can °identify [recognise]° °a morpheme / a word° in the written form of familiar or unfamiliar languages.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 1  S 5.3.3    °Can establish grammatical regularities in an unfamiliar language on the basis of grammatical regularities in a familiar language / can carry out transfers at grammatical level (/transfers of function /)°.

The phenomenon of Earth’s magnetism is explored in this activity where learners discover how a magnetic compass works. Through explanations in French and in Spanish, the children learn about magnetic attraction and about magnetic poles. These learners create a magnetic compass following an explanation in romance languages (Portuguese, Italian, Spanish, French, Rumanian, Catalan and Occitan). The activity includes discovery of the phenomenon of electromagnetism through experimentation, and how these phenomena are put to use in navigation. From the linguistic aspect, a story told in Portuguese, Occitan, Spanish, Italian and Rumanian about wind directions helps children learn about how indefinite articles function in 5 romance languages. The notion is related to the situation in French, along with the concept of “indefinite” as a grammatical category.

Themes: geographygrammar/syntax/morphologynature/environment

Source: Escudé, P. (dir.). (2008). J’apprends par les langues : Manuel d’apprentissage européen des langues romanes. Toulouse : IUFM/CRDP de Midi-Pyrénées.

Descriptors:

This descriptor is 1  K 6.7    Knows that words may be constructed differently in different languages.

This descriptor is 1  K 6.9.3    Knows that similar sounds may be represented graphically in completely different ways in different languages.

This descriptor is 0  A 1.1    Attention °to language (to semiotic manifestations) / to cultures / to persons° in general.

This descriptor is 1  A 2.4    Being sensitive  < both >  to differences and to similarities between different °languages / cultures°.

This descriptor is 2  A 3.2    Curiosity about discovering how (one’s own / other) °language(s) / culture(s)° work(s).

This descriptor is 1  A 6.4    Considering all languages as equal in dignity.

This descriptor is 1  A 7.3    Readiness to face difficulties linked to °plurilingual / pluricultural° situations and interactions.

This descriptor is 1  A 7.5.1    Motivation for the observation and analysis of more or less unfamiliar °linguistic / cultural° phenomena.

This descriptor is 1  A 8.5    A wish to discover °other languages / other cultures / other peoples°.

This descriptor is 1  A 9.1    A will to ask questions relative to °languages / cultures°.

This descriptor is 2  A 15.2    Considering every °language / culture° as “something” accessible (some aspects of which are already known).

This descriptor is 0  A 17.4    Having confidence °in one’s own abilities in language learning / in one’s abilities to extend one’s own linguistic competences°.

This descriptor is 1  S 1.4.3    Can access, at least partially, the meaning of an utterance in a little known or unknown language by identifying words and by analysing the °syntactic / morphosyntactic° structure of that utterance.

This descriptor is 1  S 2.2.2    Can °identify [recognise]° °a morpheme / a word° in the written form of familiar or unfamiliar languages.

This descriptor is 1  S 2.4    Can °identify [recognise]° grammatical °categories / functions / markers° {article, possessive, gender, time, plural…}.

This descriptor is 1  S 2.5.2    Can identify languages on the basis of graphic evidence.

This descriptor is 2  S 3.1.1    Can establish similarity and difference between °languages / cultures° from °observation / analysis / identification / recognition° of some of their components.

This descriptor is 2  S 3.3.2    Can perceive proximity and distance between graphic features at °morpheme / word° level.

This descriptor is 2  S 3.4.1    Can perceive direct lexical proximity.

This descriptor is 0  S 4.3    Can explain one’s own knowledge of languages.

This descriptor is 2  S 5.2    Can identify *transfer bases*  < element of a language which allows a transfer of knowledge °between languages [interlingual] / within a language [intralingual]° > .

This descriptor is 2  S 5.3    Can make interlingual transfers (/transfers of recognition  < which establish a link between an identified feature of a known language and a feature one seeks to identify in an unfamiliar language >  / transfers of production  < an activity of language production in an unfamiliar language >  /) from a known language to an unfamiliar one.

This descriptor is 1  S 6.4.1    Can give an account in one language of information encountered in °another language / other languages°.