CARAP teaching and learning materials

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 5.1    Knows that there are very many languages in the world.

This descriptor is 1  K 5.6.1.1    Knows that there are often °several languages used in one country / one same language used in several countries°.

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  K 6.10.2    Knows that some speech acts (/the rituals of greeting / formulae of politeness /...) which may seem to be the same may not necessarily function in the same way from one language to another.

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 2.4.1    Being sensitive  < both >  of the great diversity of manners of greeting, of initiating communication, of expressing temporality, of eating, of playing, etc., and of the similarity of universal needs to which these manners relate.

This descriptor is 1  A 2.5.2    Being sensitive to [aware of] the °linguistic / cultural° diversity of the classroom.

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

This descriptor is 1  A 17.1    Being sensitive to °the extent / the value / the interest° of one’s own °linguistic / cultural° 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 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 3.5.1    Can formulate hypotheses about whether languages are related on the basis of similarities between them.

This descriptor is 1  S 7.2.2    Can reproduce features of unfamiliar graphic elements {letters, ideograms, words …}.

This descriptor is 1  S 7.7.4    Can °observe / check° °his / her° own learning process.

"The activity is divided into eight sections: 1. The first section deals with the issue of countries around the world. First, the teacher shows snapshots of Earth from space. The pupils write down what impressed them most with regard to the presentation. Then, they discuss their answers in small groups. 2. The teacher then dispenses Worksheet 1 and 2, which are about finding information about different countries. The teacher shows a movie. The pupils have to write down the names of the countries they understand and then answer a number of questions. The class fills in Worksheet 2 with the names of the capitals and the languages spoken in those countries. 3. The pupils teach each other how to greet in the languages of the countries they previously found. They try to find similarities between the languages and categorise them with regard to those similarities. Finally, the groups present their findings to each other. 4. The fourth part is about e-mail addresses and countries. The pupils work in pairs and match the e-mail addresses to the right countries. 5. The topic of the fifth part is 'Experimenting with languages'. The pupils are asked to send multilingual e-cards to some of their partners. They can find the appropriate material on the Internet. They could also add a text by using an online translating machine. 6. The next part of the activity deals with the Strait of Gibraltar. On Worksheet 2, the pupils ought to assign languages to the countries. Afterwards, they are asked to write down as many countries as they can think of where the languages spoken around the Strait of Gibraltar (Arabic, English, Spanish) could be useful. 7. To the seventh part of the activity, named 'The black Sea and the Red Sea', belong four worksheets. The teacher provides dictionaries, Internet access, geography books, a world map and a globe. The pupils read a text about both seas. They are asked to guess the origin of the names and afterwards, to read a text to check their guesses. On Worksheet 2 they will read another text about the Black Sea. Beneath there is a list of the name in different languages (Greek, Bulgarian, Georgian, Romanian, Russian, Turkish and Ukrainian). The task is to find out which words mean “black” and which mean “sea” in the list. Similarly, Worksheet 3 is a text about the Red Sea with the name in different languages (Greek, Latin, Arabic and Hebrew). Finally, the learner have to find symbolisms linked to these colours in their L1 or other languages. 8. The last part of this activity is concerned with time zones. Worksheet 2 provides lists of how to say 'Good morning and 'Good evening' in different languages (English, French, Portuguese, Italian and Spanish). First, the pupils calculate the times in different country with London as point of reference. If the pupils know how to say 'Good morning' or 'Good night' in other languages, they are asked to share their knowledge. The greetings are supposed to be learned in as many different languages as possible. The whole class works together to create a poster of the world. The names should be written in different languages. The students write down all the foreign words that they learnt during the activity and pin them to the countries where they can be used. To finish off the project, the pupils can discuss their learning process."

Themes: geographygreetings/language ritualslinguistic borrowing

Source: ECML project CONBAT+

Descriptors:

This descriptor is 1  K 3.1.2    Knows some examples of human non-linguistic communication {gestures, facial expression…}.

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 5.3    Knows that there are many different kinds of script .

This descriptor is 1  K 8.4.1    Knows some °rules / norms / values° relative to social practices in certain domains in other cultures {greetings, everyday needs, sexuality, death, etc.}.

This descriptor is 0  K 12.1.1    Knows that in connection with the diversity of cultures, there exists a great plurality of °practices / customs / uses°.

This descriptor is 0  A 1.1.1    Attention to verbal and non-verbal signs of communication.

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  S 1.8    Can analyse the cultural origins of certain behaviours.

This descriptor is 1  S 2.8.1    Can °identify [recognise]° cultural °specificities / references / affiliations° of °other pupils in the class / other members of a group°.

This descriptor is 1  S 2.9    Can °identify [recognise]° communicative variations engendered by cultural differences.

An initial activity leads students to identify, among various iconic symbols, the ones that refer to the idea of peace. They then try to remember statements and gestures that express the same idea. They seek to attribute these different means of expression to the contexts and situations where they may occur. Then, they discover the word peace in fifteen languages, using various scriptures. Finally, they can interview different people to see which symbols and gestures they use to express the idea of peace, and in which contexts.

Themes: customs/social normsgreetings/language rituals

Source: La première version de ce projet a été conçue par le Groupe Catalan du projet Ja-Ling (see Si vols la pau… / Si queres la paz… in this database). Le matériel didactique a été adapté au contexte nordique / balte avec l'aimable autorisation du CELV.

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 5.3    Knows that there are many different kinds of script .

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 6.5.1    Knows that languages, regarding to their °sounds / sound system°, may be different to varying degrees from °one another / one’s own language(s)°.

This descriptor is 1  A 2.1    Sensitivity towards one’s own °language / culture° and other °languages / cultures°.

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

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

In this activity, the students learn about similarities and differences between languages, by focusing on chocolate and desserts. The activity is designed for students with light mental disability (12-16) but can also be used in mainstream education (10-14). The activity is divided into seven parts. 1. The students learn about the word “chocolate” in different languages. 2. To six of the languages, the participants now try to find the matching countries on a map. 3. The student have to look for words in a frame. The hidden words are the same as in 1. 4. The students read a multilingual text about the origin of chocolat. 5. The class is divided into groups and plays a quartet game. The challenge is to pronounce the desserts written on the cards in different languages (French, Czech, Spanish, Dutch, Hungarian, Arabic, Swedish, Turkish, Italian, Romanian and Portuguese). 6. The students are asked to write down words related to this lesson in English, their L1 and any other language they might know. They compare the different writing systems. 7. Using a computer, the students create a word cloud with all the words they associate with chocolate. Duration: 3x60 Card compiled by: Lavinia Knop, Elisa Tonello, Petra Daryai-Hansen

Themes: comprehension strategiesfoodlanguage variation/diversity

Source: ECML Project Combat+ / Project Nordplus

Descriptors:

This descriptor is 1  K 6.5.3    Knows that different languages °may resemble each other / may vary° in their prosody (/rhythm / accentuation / intonation/).

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 2.3    Sensitivity to °linguistic / cultural° similarities.

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 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 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 1.2    Can °observe / analyse° sounds (in languages little known or not at all).

This descriptor is 1  S 2.1.2    Can °identify [recognise]° prosodic units.

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 3.2.2    Can perceive proximity and distance between prosodic features.

This descriptor is 1  S 5.3.1    Can °carry out transfers of form [set in motion transfer processes]° based on interphonological and intergraphemic °characteristics / regularities and irregularities°°.

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

The objective of the activity is to challenge the pupils’ ability to write/talk in different languages about fairy tales in different cultures. The activity is divided into four sections with one worksheet each. 1. The first section is named 'Working with the five senses and collecting descriptive adjectives using pictures and images'. The teacher tells a story about a troll s/he met in Norway. The pupils are asked to continue the story and find out about which adjectives were used to describe it. Then they are asked whether they know about something similar in Sweden or other cultures they know and create their own troll in groups. Afterwards, every group describes their troll with words in many different languages. The words should be adjectives related to the five senses. The pupils are then asked to look for similarities between the words in different languages. As a homework, they prepare a presentation of the characters of their own and their parents' favourite fairy. They make the presentation in their L1. 2. After the presentations, the pupils write down their fairy tales in their own language and in English. Herewith, they create a book with fairy tales in different languages and from different cultures with a list of words and descriptions of them 3. In the following section, the pupils work with the nature and setting of fairy tales. The homework consists of asking the parents for pictures of their home country's nature. They should describe the picture in their L1 and in English using the five senses. 4. The last section provides guidelines for writing fairy tales and for presenting them. The pupils are now invited to write their own fairy tale. The teacher presents them with a list of strategies that are useful for writing a fairy tale. Examples are provided in Norwegian and Swedish. At last, the pupils evaluate the activity by answering questions about what they learnt and what they liked.

Themes: bilingual/plurilingual competencenature/environment

Source: https://conbat.ecml.at/ConBat/tabid/2315/language/fr-FR/Default.aspx