Contents 1- Pluralistic approaches = ???? 2- One pluralistic approach or many pluralistic approaches ? 3- Pluralistic approaches and “didactics of plurilingualism”

We call “pluralistic” (“plural” may be better) approaches to languages and cultures » … didactic approaches using teaching / learning activities which involve at the same time several varieties of languages or cultures. Definition

4 types of pluralistic approaches : Intercultural approach Integrated didactic approach to languages Inter-comprehension of related languages Awakening to languages Already enjoying a certain « tradition » in language teaching: Less known:

4 types of pluralistic approaches : Intercultural approach Integrated didactic approach to languages Inter-comprehension of related languages Awakening to languages Already enjoying a certain « tradition » in language teaching: Less known: We concentrate ourselves –on the 3 “more linguistic” ones in order to show their differences…

Global metalinguistic abilities Receptiveness towards diversity Communicative competence Number of L We can situate them between two poles, according to the number of languages they deal with…

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 3, 4, 5 … L Intercom-prehension of related languages

Intercomprehension is a form of communication in which each person uses his or her own language and understands that of the other. […] The idea of an education to intercomprehension presupposes that the acquisition of competence in intercomprehension can be supported by teaching. This presupposition is theoretically plausible and […] has already brought convincing results. (P. Doyé, Intercomprehension, 7, 10) Principles

Example From German to English. Discovering the meaning of “wide” through the discovery of the systematic correlation between sounds. (EuroComGerm, Here presentation of Britta Hufeisen & Nicole Marx,

Example

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 20, 30 … L (in a second stage) Awakening to languages

Definition Eveil aux langues Awakening to Languages as a particular teaching approach with following definition … Language Awareness

An awakening to languages is when part of the activities concerns languages that the school does not intend to teach (which may or may not be the mother tongues of certain pupils). Definition

Red Riding Hood German, English, Breton, Chinese, Finnish, French, Hungarian, Icelandic, Italian, Polish, Portuguese, Russian.

Discovering that there is nothing like term to term translation between languages, that all languages present identifiable ways of linking form and meaning. Discovering the embedding of the same known tale in different cultural contexts.

Identifying,,locating, selecting Research task : Title in Chinese Find the word “red” Find the word “little” ColoursSize

Global metalinguistic abilities Receptiveness towards diversity Communicative competence 2, 3 … L Integrated didactic approach to languages

Example Reflexion about French (meaning of present tense), preparing access to English. (L. Audin (ed.). Enseigner l’anglais de l’école au collège.)

Example Also between (L1 + )L2 and L3 … For example: The Plurilingualism Project: Tertiary Language Learning – German after English Britta Hufeisen, Gerhard Neuner (editors)… (ECML)

Contents 1- Pluralistic approaches = ???? 2- One pluralistic approach or many pluralistic approaches ? 3- Pluralistic approaches and “didactics of plurilingualism”

Extraits de EOLE Perregaux, C, de Goumoëns, Cl., Jeannot, D. & de Pietro, J.-F. (Dir.) (2003). Education au langage et Ouverture aux langues à l'école Unité: Des animaux en nombre (sur le pluriel)

Contents 1- Pluralistic approaches = ???? 2- One pluralistic approach or many pluralistic approaches ? 3- Pluralistic approaches and “didactics of plurilingualism”

We consider pluralistic approaches as belonging to « didactics of plurilinguism », an approach … developed in many European countries: “Didactiques du plurilinguisme”, “Mehrsprachigkeitsdidaktik” …) leaning on the concept of Plurilingual and pluricultural competence, as developed by the European Framework of Reference for Languages and the Guide for the Development of Language Education Policies in Europe…

… a concept which relies on psycholinguistic research work done about language acqui- sition in the last decades (see for instance the model developed by Herdina & Jessner, 2002) ONE … agree about the existence of ONE system (”wholist” con- ception of a mutilingual competence) … although some differences remain about “separate systems” within it.

For the “Common European Framework of Reference for Languages”: The “plurilingual and pluricultural competence” should not be seen as “a collection of distinct and separate competences to communicate depending on the languages [the individual] knows, but rather [as] a plurilingual competence encompassing the full range of the languages available to him […]”

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