CARAP teaching and learning materials

Descriptors:

The teacher shows the worksheet 8.1.1 and explains to the students that there are letters which do not resemble to the ones we use in our country. The teacher tells the story of a monster who has been eating all the letters and he/she stimulates the students to use their imagination in relation with the story. The students go and look for the letters in the classroom and put them in the right bag. The students copy the letters and try to find them back on the pictures on worksheet 8.1.1.

Themes: language variation/diversity

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

Descriptors:

The general aim is to introduce secondary school pupils into the world of linguistic diversity and the culture of peace, based on a social (attitudinal), linguistic and cultural approach. The activity includes four working areas, the first serving as an introduction and the other three being independent from one another: The aim of the first two areas is to make clear that acting for peace implies much more than not wanting war. The student reflects on the attitudes and actions in his immediate environment that can lead to conflicts which could be avoided through dialogue. The third area should provide an understanding of the different ways to express the idea of peace, as well as of the relations that can be established between these expressions and a cultural vision of the world. In the fourth area, the aim is to focus on other ways of expressing and representing peace in other languages and cultures, whether through speech, rituals, gestures, signs and graphic representations. The final work consists of creating a poster or a digital document by gathering all the materials elaborated by the pupils during the activities. The results could be compared between schools or classes of the same school. This could be an opportunity to connect with people of the same age, as well as with adults, representing other contexts - in order to broaden the access to other worldviews. The languages used in the teaching materials are, in addition to Catalan, Spanish and English (the teaching material is available in these three languages): German, Basque, Chinese, Esperanto, French, Gaelic (Irish), Greek, Hebrew, Italian, Latin, Luxembourgish, Norwegian, Occitan, Portuguese, Romanian, Slovak, Slovenian, Swahili and others according to the tasks chosen and the languages of the pupils. The material includes texts and images. Some activities can be carried out on the computer. Interdisciplinary links: social sciences, visual arts, corporal expression, music, languages of the school. Duration: 10 sessions of 50 min. each.

Themes: conflict/violenceingroup/outgroupsocial values and rights

Source: Groupe La Porta de les llengües, Barcelone ; auteurs : Artur Noguerol, Àngels Prat, Dolors Masats i Núria Vilà.

Descriptors:

Students have to work in groups to create posters, models, etc. that represent the main streets of their town/district area including their linguistic/cultural diversity and then they have to present it to another class in another linguistic and geographical context.

Themes: cultural contactsdaily lifelanguage contacts

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

Descriptors:

Students have to reflect upon the diversity of sounds which exist in different languages. This is done through the interpretation of several animal sounds produced by foreign speakers in various languages.

Themes: animalscultural/linguistic diversityphoneme/phonetics

Descriptors:

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:

The teacher makes copies of worksheets 5.2.1 and 5.2.2. The students are asked to divide the words which show similarities into three groups. The teacher checks the students’ answers and tells them that most European languages can be compared to a family: mother and father (Indo-European), three children (the Romance languages, the Germanic languages and the Slavic languages) and a lot of grandchildren. The children look at the map of Europe and tell which language is spoken in which country.

Themes: geographyhistory of languages/language familieslanguage contacts

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

Descriptors:

The activity is divided into two sessions. In the first session the learners listen to the text and reflect on the importance of communication and of sharing common codes. They work on central aspects with regard to content and are led to reflect on possibilities proposed to solve the story’s problem of stolen words. The second session is divided into four tasks and focuses on lexical aspects of languages, taking up the different solutions suggested in the last session. In groups, the learners invent their own words, assign synonyms within the same langue, discover synonyms for words in Quebec French and find loan words and identify their origin. A summarizing discussion can serve to underline the importance of verbal communication, the relativity of lexical codes and the role of synonymy and of linguistic borrowing. The materials for the pupils are available in French. There is further a document about the activity’s aims and development for the teacher in French. Languages treated in this activity: French, linguistic varieties of the learners’ environment/language (Quebec French), Arabic, English and Italian. Duration: 2 x 45’. Card compiled by Janne Werner.

Themes: language variation/diversitylinguistic borrowingliterature/stories/tales

Source: Document produit par le projet EVLANG ( Projet Socrates / Lingua 42137 - CP - 2 - 98 - 1 - FR - Lingua – LD )

Descriptors:

Students discover in a playful way that there is a lively exchange between languages. They can find out that loan words don’t refer exclusively to the linguistic but also to the cultural level. Mostly, foreign words and loan words are borrowed as terms of new objects, new techniques or concepts. On the basis of an auditory document the students can find out the origin of words borrowed from foreign languages like English, French, Arabic, Hungarian and Italian. They realize that linguistic borrowing is not a phenomenon in German but that it takes place in each language. In addition to that, they learn about the difference between “foreign words” and “loan words” and the reasons of borrowing them from one language to another. The students find out that written form and pronunciation of foreign words can differ in German. Concerning the loan words, they become aware of the fact that loan words can adapt in different ways and extent to the object language (at the graphic, the semantic and the level of pronunciation). With the help of a dictionary of foreign and loan words, the students work out questions concerning several foreign and loan words. This serves to complete the materials of a game played subsequently by the students to consolidate and apply their knowledge. Duration: 1 x 30’, 2 x 50’. Card compiled by Janne Werner.

Themes: cultural contactslanguage contactslinguistic borrowing

Source: ÖSZ - Praxisreihe - Kiesel Materialien

Descriptors:

This activity helps students to differentiate between the terms “mother language”, “second language” and “foreign language”. They not only learn the meanings of those three notions but they also learn the terms “monolingual”, “bilingual” and “plurilingual”. During this activity students have to classify people they know into monolingual, bilingual, trilingual and plurilingual. With the help of a dictionary they have to find the exact meaning of each of the above definitions. After that a video is screened to help the students distinguish better those definitions. Students are also asked to fill a questionnaire (Guide d’entrevue) mainly about themselves and their relation to/experience of languages. Then on separate petals each student has to write down the languages he/she knows. In this way all the petals will form the flower of languages which will be hung and kept visible in the classroom all year round.

Themes: bilingual/plurilingual competencelanguage learninglanguage variation/diversity

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

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The four activities are based on extracts of the Universal Declaration of Human Rights, translated into various languages. Participants are invited to draw on their knowledge of languages and use comprehension strategies in order to, first of all, guess what text it is, then reconstruct an article, identify words in several translations or translate words. For the first activity, in which participants are invited to identify a text, it is recommended to hand out the photocopy separately, as the solution is given in the second activity. In the second activity, participants are asked to reconstruct the first article of the Universal Declaration of Human Rights, working in groups. One member in each group is asked to observe the others, which will encourage reflection on the strategies used. In the third activity, participants have to identify certain words in an article about slavery. In the fourth activity, they have to use comprehension strategies in order to translate a word. The four activities aim at developing openness towards language diversity and awareness of comprehension strategies. Participants may also acquire knowledge about relations between languages. Duration: An hour and a half for the four activities, but one can also stop after the second or third one. Card compiled by : Brigitte Gerber

Themes: social values and rights

Source: Brigitte Gerber, Genève

Descriptors:

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:

The main purpose of this activity is to increase and consolidate the students’ awareness for foreign languages, to enhance their phonological knowledge, as well as their curiosity to explore other languages and unfamiliar writing systems. The activity comprises four parts with one worksheet each. 1. The first part introduces the concept of Japanese Calligraphy. The students are asked to pronounce words in different languages (Spanish, Portuguese, French, German, English and Italian) written in Japanese and Latin letters. 2. The students learn about the history of the syllabic alphabet by exploring the Japanese Katakana table. 3. The next section deals with the history of the Katakana table. The students receive a short text about the topic and are then asked to answer some questions. 4. Finally, the task is to create one's own Katakana drawing. Afterwards, the participants are asked whether they know any other language where calligraphy is used. Remarks : -The tasks can be conducted bilingually (EN and FR), but all materials are in EN. -Replace the links in Worksheet 1 by https://www.youtube.com/watch?v=rf-n_qI2occ (video) and https://japanesecomplete.com/hiragana-chart (interactive chart).” Duration: 3x60 Card compiled by: Lavinia Knop, Elisa Tonello, Petra Daryai-Hansen

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

Source: ECML program Conbat+

Descriptors:

With this activity the students are discovering the existence of different sign languages and codes. The teacher introduces the lesson by making a sign and the students realize that they use signs and gestures every day. The students read a comic strip presenting a situation with a problem of oral and body communication. The students are given a worksheet of representations of signs. The students form five groups: each group receives a worksheet containing information and two worksheets containing activities. Among the activities to be done by the group are there discussions based on some questions, role-plays and the creation of a poster. When the groups are done with their activities they explain the activity to the rest of the class. The students are asked to form new groups: each group imagines to organize an excursion with deaf students. Each group introduces his excursion to the rest of the class.

Themes: comprehension strategiesgesturesign language/braille/codes

Source: De Smedt, H., Leon H., Schrauwen W. (2003). Meer dan één taalbeschouwing. Een lessenpakket over talen, meertaligheid en taaldiversiteit. Brussel: Cel Onderwijs & Meertaligheid. p. 1-20.

Descriptors:

The activity allows you to discover the lexical proximity of six Germanic languages languages (English, German, Dutch, Swedish, Danish and Norwegian) through a set of labels and a corpus of simple sentences. The activity will also help you reflect on syntactic and morphologic elements of these languages. This session follows activities on language families and can be the first step towards other activities of intercomprehension.

Themes: animalsclothescoloursfamilyfood

Source: Prepared by: Gautier Drouin et Sandrine Boussard Nilly (France)

Descriptors:

This activity makes the pupils aware of the evolution of languages. It shows that words are constantly borrowed from other languages and that in different languages, they can be related to each other. The teacher begins by saying that once there was a language called Indo-European and explains how the people who spoke this language settled elsewhere and changed their language over time. The class is invited to divide into small groups. Each group receives a different poster. Then, the groups are supposed to have small conversations in 'their' language. The teacher talks about borrowings by naming Slovene and German as an example. The German group is given a poster saying 'Teppich' and the Slovene group receives a poster saying 'Tepih'. Afterwards, the pupils are asked whether the Slovenian word for carpet 'Preproga' and the German word 'Teppich' seemed to be related. For the second task, the teacher provides books in different languages, each labelled with the name of the language they are written in. Moreover, there is a table for every pupil with the word 'book' in two different languages. Firstly, every pupils receives a book and is asked to find a classmate who has a similar word on his/her book and join him/her. Finally, they discuss whether different words from different languages are related to each other.

Themes: history of languages/language familieslanguage contactslinguistic borrowing

Source: ECML-project Janua linguarum – Slovene team Vrata v jezike