1. 26.04.2006Anne-Marie Broi, Brigit Eriksson 1 HarmoS Language 1 (Language of education) Anne-Marie Broi (OSIS) – Brigit Eriksson (PHZH) Cracovie 26-29 april 2006

2. 26.04.2006Anne-Marie Broi, Brigit Eriksson 2 First language 1  Leading University of Applied Sciences, School of Education, Zurich House :Prof. Dr. Peter Sieber  Partner :IRDP Neuchâtel (groupe romand IRDP - SRED-GE - SREP-BE - OSIS-NE) University of Applied Sciences, School of Education, Aargau University of Applied Sciences, School of Education, Luzern University of Applied Sciences, School of Education, Bern Dipartimento dell’educazione, Bellinzona Scientific development: responsible working pool

3. 26.04.2006Anne-Marie Broi, Brigit Eriksson 3

4. 26.04.2006Anne-Marie Broi, Brigit Eriksson 4 1.Models of competences (levels of competences, descriptions) D ……………………… C ……………………… B ……………………… A ……………………… 2.Tests (empirical checks) (distribution of students into the levels of competences) % 3. Educational standards ( as political decisions) subject xyz ∆ ………………… …………………… ∆ ………………… …………………… HarmoS

5. 26.04.2006Anne-Marie Broi, Brigit Eriksson 5 Gaps in basic and professional competences Pupil A Pupil B Pupil C What are « minimal standards » ? horizon of development) Expected performance (buoy)

6. 26.04.2006Anne-Marie Broi, Brigit Eriksson 6 Level of competences Minimal competences cantonal thresholds for structural models of different performance levels Positioning of minimal standards Horizon of education

7. 26.04.2006Anne-Marie Broi, Brigit Eriksson 7 Competence criterias of cognition (e.g. knowlege) but also criterias of motivation and action cognitive ability and the motivational, volitional and social readiness to problem solving disposition, which allows people to solve language tasks

8. 26.04.2006Anne-Marie Broi, Brigit Eriksson 8 Language 1 The term language 1 refers to the language which is first used in school and in which students learn to read and write. It is the first acquired language of the majority of pupils. Language 1 is the language of education und the local language as well. In the French part of Switzerland it is French, in the Italian part Italian and in the German part German.

9. 26.04.2006Anne-Marie Broi, Brigit Eriksson 9 Aspects of language activities

10. 26.04.2006Anne-Marie Broi, Brigit Eriksson 10 Four language skills

11. 26.04.2006Anne-Marie Broi, Brigit Eriksson 11 Descriptions of competences in listening Language activitylistening situateIdentify situational aspects (who, with whom, where...?) Be aware of the proper role, know the role of the others........ planChose listening strategies Structure verbal and non verbal knowledge......... realiseActivate knowledge (about language and the world) Concentrate on the utterances of the speaker Understand verbal, nonverbal and iconograficl utterances...... repairUse the context to clarify the meaning..... evaluate Examine and adapt permanently the construction of local and global meaning...........

12. 26.04.2006Anne-Marie Broi, Brigit Eriksson 12 Some other factors having an impact on the description of competences product and process genres conceptual orality and literality language reflection and awareness language culture and esthetics

13. 26.04.2006Anne-Marie Broi, Brigit Eriksson 13 a model of description

14. 26.04.2006Anne-Marie Broi, Brigit Eriksson 14 Some points to discuss..... –Four language skills (speaking, listening, writing, reading) instead of five or six (+interacting) –Concentration on high German, leaving aside the dialect competences –Integration of multilingual aspects, bridges between the models of competences for L1, L2, L3.... –Different Swiss cultural school backgrounds put into one model of competences