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.

Motion in the ocean

Short description:
The purpose of this activity is the exploration of the concept of linguistic borrowing in relation to the topic of the Oceans.
Level of instruction:
Primary 2 Secondary 1
Themes:

Descriptors:

A
A 01.01.02
A 02.03
A 15.01
K
K 04.01
K 04.02.01
K 04.02.03
S
S 02.03.01
S 03.01.01
S 03.04.01

Description
The purpose of this activity is the exploration of the concept of linguistic borrowing in relation to the topic of the Oceans. The activity is divided into four sections:

1. The first section is called 'The oceans in the world'. On Worksheet 1, the participants have to give some information about the oceans in the language they know best. Worksheet 3 provides a table with the word 'Ocean' in various languages (German, French, Italian, Russian, Danish, Dutch, Spanish, Portuguese and Swedish). The pupils are asked to explain why the word looks the same in many languages and to add the word in other languages they know.

2. The second section is named 'Waves and wind' and is concerned with the description and measuring of waves.

3. The third part is called 'When the waves grow bigger and bigger'. This section includes three worksheets. Worksheet 2 is concerned with different kinds of winds and storms. The students link the names of storms to their original words and they have to find out which languages created the original words (Spanish, Chinese, Japanese and Greek). On the third worksheet, the pupils have to find out about borrowings in the English language. The pupils are supposed to guess why terms like tsunami are loaned by other languages. Then they look up some more loanwords in other languages (Switzerland Romansh, Spanish, Norwegian, Icelandic, Gaelic, Dutch and Hindi). Finally, the class is asked to think of English loanwords borrowed to other languages.

4. Finally, the pupils discuss their learning process.

Duration: 6x60
If you wish to link directly to this page, use the following hyperlink: https://carap.ecml.at/Materials/id/17974
animals arts/heritage awareness bilingual/plurilingual competence biography clothes colours comprehension strategies conflict cultural Cultural / linguistic mediation / translation cultural contacts cultural distance/proximity cultural diversity customs/social norms daily life family feasts feelings food Geography gestures grammar/syntax/morphology habitat heritage History history of languages/language families human body iconic documents identity/otherness ingroup/outgroup language language contacts Language families language learning language rituals/greetings language variation/diversity leisure/sports/games linguistic borrowing literature literature/stories/tales meaning minority misunderstandings music/songs nature/environment numbers/numeration phoneme/phonetics Portfolios prejudice/image of otherness proper noun/ first name prosody: stress/intonation/rhythm reflexivity sign language/braille/codes social discrimination social values & rights social/cultural story/tale text organisation time town/region/country translation transports visual art/theatre vocabulary weather writing/punctuation/orthography writing/punctuation/orthography

 

 

2 TYPES OF CRITERIA:

The FREPA descriptors



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