A framework of reference for pluralistic approaches

Teaching and learning materials

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

Lenguas de España

Short description:
This activity involves work with four languages: Spanish, Galician, Catalan and Basque.
Level of instruction:
Secondary 1 Secondary 2 and beyond
Themes:

Descriptors:

A
A 01.01.02
A 02
A 04
A 06.03
A 07.05
A 08.01
A 14.03
A 15.02
K
K 02.01.03
K 02.05
K 04.01
K 04.02.01
K 04.03
K 05.04
K 05.06.01.01
K 07
S
S 01.01.03
S 01.01.04
S 01.04
S 02.02.02
S 02.03.01
S 02.04
S 02.05
S 03.01
S 03.03
S 03.04
S 03.05
S 03.07.01
S 04
S 05

Description
This activity involves work with four languages: Spanish, Galician, Catalan and Basque. Depending on their linguistic competence, the teacher can ask learners to compare the languages they are studying to other languages, not mentioned in this activity (L1 of learners, other romance languages studied as L2, L3, etc).
First, the learner is asked to identify the languages of the texts presented and to hypothesise about whether they are related or not. The next activity consists of an exercise in written comprehension which leads to a translation. A moment of grammar follows, where learners identify articles in Galician and in Catalan. The pupils then look for loans from Spanish in the Basque language. These exercises aim to produce a comparison between word order in the three romance languages observed, as well as the grapho-phonemic relationship ñ!/ ɲ / in Spanish, in Galician and in Catalan.
Possible further activity: organisation of a debate about the advantages and disadvantages of monolingualism, bilingualism and plurilingualism; a discussion about the linguistic realities in each country where the languages observed enjoy a certain status.

Approach: 1- Intercomprehension/ 2- Awakening to languages

Type of material: Iconic documents; sound; video/clip

Source:
Original document created by Vega Llorente Pinto, profesora de Español para Extranjeros de la Escuela Oficial de Idiomas de Salamanca, España.
Lenguas de España (Spanish)
If you wish to link directly to this page, use the following hyperlink: https://carap.ecml.at/Materials/id/17775
animals arts/heritage awareness bilingual/plurilingual competence biography clothes colours comprehension strategies conflict cultural Cultural / linguistic mediation / translation cultural contacts cultural distance/proximity cultural diversity customs/social norms daily life family feasts feelings food Geography gestures grammar/syntax/morphology habitat heritage History history of languages/language families human body iconic documents identity/otherness ingroup/outgroup language language contacts Language families language learning language rituals/greetings language variation/diversity leisure/sports/games linguistic borrowing literature literature/stories/tales meaning minority misunderstandings music/songs nature/environment numbers/numeration phoneme/phonetics Portfolios prejudice/image of otherness proper noun/ first name prosody: stress/intonation/rhythm reflexivity sign language/braille/codes social discrimination social values & rights social/cultural story/tale text organisation time town/region/country translation transports visual art/theatre vocabulary weather writing/punctuation/orthography writing/punctuation/orthography

 

 

2 TYPES OF CRITERIA:

The FREPA descriptors



Other properties of the materials

 

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