IN THE IMPLEMENTATION OF NEW PROGRAMMES AND CURRICULA
Implementation of the new Aosta Valley Programmes. Information provided by Gabriella Vernetto, Inspectrice, Région autonome Vallée d'Aoste, g.vernetto@regione.vda.it.
The application of the "Adaptations" (see "In the programmes and curricula" above) has been carried out experimentally since the beginning of 2016 and only concerns the first classes of each school level. Working groups have been set up to develop curricula and teaching aids. A working group for Kindergarten is organizing a repository for Awakening to languages in relation to FREPA. The tools for its implementation are being selected and observation grids for bi-plurilingual skills are being developed. The presence of family members for certain activities is a common approach.
A comprehensive training plan for in-service teachers has been planned. In order to enhance Awakening to languages at Kindergarten, an 8-hour training module has been set up in the schools.
For didactic materials
In an interview given to the Goethe Institute Anna Maria Curci reports about how pluralistic approaches can efficiently contribute to plurilingual and intercultural education at Secondary II level in Italy.
She starts with Awakening to languages and Intercomprehension activities in a mini-course she gives in the third year of secondary I and then goes on with the Integrated didactic approach, form the first year of Secondary II until the CLIL modules she experiments in the third year.
https://www.goethe.de/en/spr/mag/20825785.html (EN)
https://www.goethe.de/de/spr/mag/20825785.html (DE)
For innovative projects
Texte à ajouter
For research
Martine Kervran (ESPE, Brittany, France) completed a doctoral thesis titled “Learning English and language awareness in primary school: Development and transfer of metalinguistic skills within an integrated didactic framework” at the University of Maine (France) in December 2008. The FREPA descriptors are used as “a guide to set benchmarks in the complexity of cognitive resources involved in the studied didactic situations”. In other words, the author seeks to “identify and name the cognitive issues with help of the proposed classifications by FREPA” (cited work, pp. 173-174). The thesis of Martine Kervran can be downloaded from the Plurilangues website.
For teacher training
Texte à ajouter
For global projects
Morocco's National Charter for Education and Training, which was launched in 2000, provides for the teaching firstly of one, and then of a second foreign language at primary level, in addition to the teaching of Arabic, the official language. The Charter provides for an "opening-up" to Amazigh, which is an official language of the State. It invites the regional education authorities to "choose the use of Amazigh or any local dialect in order to facilitate the learning of the national language at preschool level and in early primary school".
In a text linked to this article, Fatima El Kalloufi, teacher and researcher at the Mohammed V University in Rabat, explains how this situation has prompted a team from this university, under her coordination, to translate FREPA into arabic.
A first training seminar on pluralistic approaches took place in May 2015 in Rabat, and a international conference, as well as a new training course, are due to take place in May 2016.
Read Fatima El Khalloufi's text
Contact Fatima El-Khalloufi
(faelkhalloufi@yahoo.fr)
Texte à ajouter
IN THE IMPLEMENTATION OF NEW PROGRAMMES AND CURRICULA
Implementation of the new Aosta Valley Programmes. Information provided by Gabriella Vernetto, Inspectrice, Région autonome Vallée d'Aoste, g.vernetto@regione.vda.it.
The application of the "Adaptations" (see "In the programmes and curricula" above) has been carried out experimentally since the beginning of 2016 and only concerns the first classes of each school level. Working groups have been set up to develop curricula and teaching aids. A working group for Kindergarten is organizing a repository for Awakening to languages in relation to FREPA. The tools for its implementation are being selected and observation grids for bi-plurilingual skills are being developed. The presence of family members for certain activities is a common approach.
A comprehensive training plan for in-service teachers has been planned. In order to enhance Awakening to languages at Kindergarten, an 8-hour training module has been set up in the schools.
For didactic materials
In an interview given to the Goethe Institute Anna Maria Curci reports about how pluralistic approaches can efficiently contribute to plurilingual and intercultural education at Secondary II level in Italy.
She starts with Awakening to languages and Intercomprehension activities in a mini-course she gives in the third year of secondary I and then goes on with the Integrated didactic approach, form the first year of Secondary II until the CLIL modules she experiments in the third year.
https://www.goethe.de/en/spr/mag/20825785.html (EN)
https://www.goethe.de/de/spr/mag/20825785.html (DE)
For innovative projects
Texte à ajouter
For research
Martine Kervran (ESPE, Brittany, France) completed a doctoral thesis titled “Learning English and language awareness in primary school: Development and transfer of metalinguistic skills within an integrated didactic framework” at the University of Maine (France) in December 2008. The FREPA descriptors are used as “a guide to set benchmarks in the complexity of cognitive resources involved in the studied didactic situations”. In other words, the author seeks to “identify and name the cognitive issues with help of the proposed classifications by FREPA” (cited work, pp. 173-174). The thesis of Martine Kervran can be downloaded from the Plurilangues website.
For teacher training
Texte à ajouter
For global projects
Morocco's National Charter for Education and Training, which was launched in 2000, provides for the teaching firstly of one, and then of a second foreign language at primary level, in addition to the teaching of Arabic, the official language. The Charter provides for an "opening-up" to Amazigh, which is an official language of the State. It invites the regional education authorities to "choose the use of Amazigh or any local dialect in order to facilitate the learning of the national language at preschool level and in early primary school".
In a text linked to this article, Fatima El Kalloufi, teacher and researcher at the Mohammed V University in Rabat, explains how this situation has prompted a team from this university, under her coordination, to translate FREPA into arabic.
A first training seminar on pluralistic approaches took place in May 2015 in Rabat, and a international conference, as well as a new training course, are due to take place in May 2016.
Read Fatima El Khalloufi's text
Contact Fatima El-Khalloufi
(faelkhalloufi@yahoo.fr)
Texte à ajouter