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Marina Artese

CEFR Companion Volume: Action-oriented Approach for Intercultural Identity in the Second Language Classroom. Marina Artese. CLA – Centro Linguistico di Ateneo (University Language Centre).

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Marina Artese

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  1. CEFR Companion Volume: Action-oriented Approach for Intercultural Identity in the Second Language Classroom Marina Artese CLA – Centro Linguistico di Ateneo (University Language Centre)

  2. CEFR Companion Volume: Action-oriented Approach for Intercultural Identity in the Second Language Classroom Contents 1 – Introduction – key concepts • CEFR Companion Volume • Action-orientedApproach • Interculturalidentity • Second languageclassroom 2 – Methodologicalapproach: the case study 3 – Some examples of teaching/learning activities

  3. CEFR Companion Volume: Action-oriented Approach for Intercultural Identity in the Second Language Classroom Contents 4 – Companion Volume: what’s new? 5 – New descriptors and data analysis 6 – Furtherdevelopments 7 – Conclusions 8 - References

  4. Introduction - CEFR Companion Volume February 2018 publication of the COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS By Council of Europe a complement to the Common European Framework of Reference for Languages: Learning, teaching, assessment (CEFR), 2001

  5. Introduction - CEFR Companion Volume (project) The focus is to illustrate descriptors by: “highlighting certain innovative areas of the CEFR for which no descriptor scales had been provided in the 2001 set of descriptors, but which have become increasingly relevant over the past twenty years, especially mediation and plurilingual / pluricultural competence; building on the successful implementation and further development of the CEFR, for example by more fully defining ‘plus levels’ and a new ‘Pre-A1’ level; responding to demands for  more elaborate description of listening and reading in existing scales, and for descriptors for other communicative activities such as online interaction, using telecommunications, expressing reactions to creative text and literature; enriching the description at A1, and at the C levels, particularly C2.” From https://www.coe.int/en/web/education/-/the-cefr-companion-volume-with-new-descriptors-is-now-available-online-?desktop=true

  6. It provides: “newly developed illustrative descriptor scales that are introduced alongside the existing ones; schematic tables with group scales belonging to the same category (communicative language activities or aspects of competence); a short rationale for each scale, explaining the thinking behind the categorisation; an appendix containing descriptors developed and validated in the project, but not subsequently included in the illustrative descriptors.” From https://www.coe.int/en/web/education/-/the-cefr-companion-volume-with-new-descriptors-is-now-available-online-?desktop=true Introduction - CEFR Companion Volume

  7. Introduction – Action-orientedApproach (CEFR) It “represents a shift away from syllabuses based on a linear progression through language structures, or a predetermined set of notions and functions, towards syllabuses based on needs analysis, oriented towards real-life tasks and constructed around purposefully selected notions and functions.” (CEFR – CV, 2018:26) “Above all, the action-oriented approach implies purposeful, collaborative tasks in the classroom, whose primary focus is not language.” (CEFR – CV, 2018:27)

  8. “Both the CEFR descriptive scheme and the action-oriented approach put the co-construction of meaning (through interaction) at the centre of the learning and teaching process. This has clear implications for the classroom. At times, this interaction will be between teacher and learner(s), but at times, it will take a collaborative nature between learners themselves. The precise balance between teacher-centred instruction and such collaborative interaction between learners in small groups is likely to reflect the context, the pedagogic tradition in that context and the proficiency level of the learners concerned. In the reality of today’s increasingly diverse societies, the construction of meaning may take place across languages and draw upon user/learners’ plurilingual and pluricultural repertoires.” (CEFR – CV, 2018:27) Attore (da actusparticipiopassato di agere =agito) e agente (agensparticipiopresente di agere = agente) Introduction – Action-orientedApproach (CEFR)

  9. Introduction – Intercultural Identity “while the concept of interlanguage is governed by duality, the intercultural concept operates sometimes in the mode of "two" (relations between two cultures or existence of a mixed culture, or appearance of a stage in-between), and sometimes in the "more than two" mode (interception, interpenetration, interference or inter-construction and inter-definition of several cultures). It is stressed, however, that most usages of inter in the field of teaching and learning languages and cultures seem to refer to actors, learners and communicators and to the competence they possess or must acquire.” In Daniel COSTE, Danièle MOORE and Geneviève ZARATE, 2009:10

  10. Cultural vs interculturalidentity “Cultural identity is an individual’s sense of self derived from formal or informal membership in groups that transmit and inculcate knowledge, beliefs, values, attitudes, traditions, and ways of life. A broad conception of cultural identity should not privilege nationality but instead should balance components related to vocation, class, geography, philosophy, language, and the social aspects of biology. Cultural identity changes over time and evokes emotions. Intercultural education (2.9) aims to develop open, reflective and critical attitudes in order to learn to take a positive view of, and derive benefit from, all forms of contact with otherness. It seeks to mitigate the ego-/ ethnocentric attitudes which arise from encounters with the unknown. Necessarily cross-cutting in nature, intercultural education is not associated exclusively with language teaching, which is, however, the domain par excellence for contact with cultural otherness.” In Jean-Claude Beacco, Michael Byram et al. 2016:12.

  11. Introduction – Second Language Classroom «Il termine lingua seconda è stato correlato spesso a quello di acquisizione, indicante il processo di sviluppo della competenza in contesto naturale, fuori di una situazione formativa, nel paese in cui la lingua di riferimento è lingua d’uso quotidiano; il termine lingua straniera, invece, è stato adoperato spesso in rapporto a quello di apprendimento, intendendo con questo il processo di sviluppo della competenza in un contesto in cui la lingua di riferimento non è lingua d’uso quotidiano, ovvero in situazione formativa.» In Massimo Vedovelli, 2001:11, nota 1

  12. Methodologicalapproach: the case study case study noun Definition of case study 1: an intensive analysis of an individual unit (such as a person or community) stressing developmental factors in relation to environment ( in https://www.merriam-webster.com/dictionary/case%20study) countable noun A case study is a written account that gives detailed information about a person, group, or thing and their development over a period of time. 2 – in Brithsh the act or an instance of analysing one or more particular cases or case histories with a view to making generalizations (in: https://www.collinsdictionary.com/dictionary/english/case-study)

  13. The case study in this report The case study is a methodology mostly used in business and social science studies, but “Case studies have proven to be an excellent means for the integration of subject specific aspects into language teaching. The use of case studies in language teaching encourages task-oriented teaching methods and problem-based learning, as the students are confronted with an authentic problem they have to solve by analysing material in the target language. The authenticity of the cases and of the material, as well as the integration of current events have an extremely positive impact on the learners’ motivation and stimulate language teaching as a whole.” in Johann Fischer et al., 2006:1 Project, project work = synonyms for case study

  14. Examples of case studies: no. 1 (A2 level) Territoryprojects The projects must respect the teacher’sinstructions. In particular, all source texts must be in Italian. The project can be consideredfinishedwhenall the materialshavebeendelivered (see «to be delivered» in the description of each project). All the projects are team works. Individual works are notaccepted. Choose1 project among the following: 1- “Bus”; 2- “Talkingwalls”; 3- “The youngsters’ language”.

  15. “Talkingwalls” “Talking walls” The aim of this task is to undestand trends and tensions, search for traces of identity in the youthurban sub-culture and compare them to your personal representation of the same sub-culture in your home-county. Walkaround the city and observe graffiti and writings on the walls. Search for a common discourse, take pictures and go into the chosentopic by reading newspaper articles. Write a text in group and be ready to presentyour work to the classroom. To be delivered: 1 – a selection of newspaper articles on the topic to which the graffiti youtook picture of isrelated; 2 – A complete and organised text, written in group. Each group member must havecollaborated with a text of 500 words (the total text lenghtwillvaryaccording to the number of people in the group); 3 – a .ppt presentation, only with photos (no written text)

  16. Written production in group (A2) Noi ci siamo concentrati su quelliquei graffiti che espressanoesprimono messaggi politici o sociali, percheperché crediamo che sono siano i piupiù rappresentativi della città di Bologna e del contesto politico e sociale neldel presente. Questo tipo di graffiti ha un senso solonel luogo e nel tempo specifico in cui si presenta (contesto storico) se la sua localizzazione varia nello spazio-tempo, puòperdere il suo significato o ne acquistanouno completamente nuovo. […] Grazie a questoquesta analisi dei graffiti possiamo vedere la evoluzione l’evoluzione de la della società, insieme con i graffiti, e come i graffiti hanno aiutato le a le persone a esprimere iil loro malcontento.

  17. Pragmatic competence (A2) Flexibility - recombining learnt elements creatively (especially lower levels) (p. 141) Thematic development - Can give an example of something in a very simple text using ‘like’ or ‘for example.’ (p. 143) Pluricultural competence (A2) Building a pluricultural repertoire - Can recognise when difficulties occur in interaction with members of other cultures, even though he/she may well not be sure how to behave in the situation. (p. 159) Plurilingual competence (A2) Building a plurilingual repertoire - Can use words and phrases from different languages in his/her plurilingual repertoire to conduct a simple, practical transaction or information exchange. (p. 162)

  18. Examples of case studies: no. 2 (Level B2) Territoryprojects The project must respect the instructionsherebelow. All the consultedmaterials must be in Italian. The project can be consideredfinishedwhenall the requiredmaterialhavebeendelivered (see «to be delivered» in the description of each project). All the projects must be intendedas team works, individual works are notaccepted. Choose1 project among the following: 1- “The youngsters’ language”; 2- “The bench”; 3- “We are watchingyou: how do youreact?”;

  19. B2 Level: «We are watchingyou: how do youreact?» max. 2 people This project is of the social-emotionalkind, whoseaimis to know how people interact with strangers. First of all, find an article on emotionalresponsesduring face-to-face interactions. Then decide whatyouwant to observe from your point of observation, choose a place (both open and closedspaces are acceptable), and put a poster close to youwhich displays the writing «We are watchingyou». Once you are in your position, observepeople’s reactions to the poster (ifthey look atyou or not, whatthey do, whattheysay), take notes of everythingyounotice in a notebook. Ifsomeonestops and talks to you, do have a small chat with him/her and withoutproblemsexplainwhyyou are there and whatyouwant to observe, tellyourimpressions and listen to whattheyanswer. Write a text with yourobservations and reflextions, comparingthem to whatyou know about interactions in your home country. Be ready to presentyourresults to the classroom. To be delivered: 1 – Article on emotions; 2 – possibleothermaterialgatheredduring the observation (pics, recordings etc.); 3 – a complete and organised text, written in couple. Eachmember’scontribution must be of aprox. 500 words.

  20. Written production in couple (B2) Il nostro progetto consiste in un'esperienzache ci permette di osservare le reazionidella gente davanti a un cartello dove c'è scritto «Vi stiamoguardando». Quindidovevamopostarci in una piazza, unastrada o un locale e notare le reazioni e le emozionidella gente vedandoci. Io personalmente ho sceltoquestoprogetto perché mi pareva molto interessante. Non mi sono mai interessata a prendere un posto in città per osservare le persone. Peròdevoconfessarecheavevo un po' inquietudine perché pensavo di esser vista stranamente da tutti. Quindil'esperienzaeraosata, ed è ciòche ci è piaciuto. Prima di cominciare l'esperienza, pensavamoche tutti ci avremmoguardato come se fossimopazze e avevamoimmaginatochenessuno si sarebbefermato a parlarci. […] Più tardi, un uomo al telefonino ha letto il cartello e poi si è sedutodavanti a noi come per dire «Io vi stogurdando» edera a noidi essere un po' imbarazzate. […] […] Ci hannodettoridendocheavevanopensato prima chenel cartello ci fosse unatelecamera. Alla fine, qualcheminuto prima di andare via, due ragazze ci hannochiesto le stessecose dei due ragazzi. Hanno anche domandato perché faccevamoquestoprogetto e quindileabbiamospiegato il nostro corso. I quatroultimi ragazzi ci hannotutti complimentati per il progetto e per l'usodella lingua italianache al loroparrereera molto buono.

  21. Mediation (B2) Mediating concepts – Collaborating in a group – Facilitating collaborative interaction - Can, based on people’s reactions, adjust the way he/she formulates questions and/or intervenes in a group interaction. (p. 119) Pragmatic competence Flexibility - Can vary formulation of what he/she wants to say. Can reformulate an idea to emphasise or explain a point. (p. 141) Thematic development – Can develop a clear description or narrative, expanding and supporting his/her main points with relevant supporting detail and examples. Can evaluate the advantages and disadvantages of various options. Can clearly signal the difference between fact and opinion. (p. 143) Pluriculturalcompetence Building a pluricultural repertoire - Can identify and reflect on similarities and differences in culturally-determined behaviour patterns (e.g. gestures and speech volume) and discuss their significance in order to negotiate mutual understanding. Can generally act according to conventions regarding posture, eye contact, and distance from others. (p.159)

  22. Companion Volume: what’s new?

  23. New descriptors In CEFR – CV, 2018:46

  24. New descriptorsapplied to data Communicative language activities and strategies Mediation activity: mediating concepts Communicativelanguagecompetences Pragmatic: flexibility; thematicdevelopment Plurilingualand pluriculturalcompetences Building on pluriculturalrepertoire Building on plurilingualrepertoire

  25. Furtherdevelopments Analysis of oral productions To survey learners’ opinions about the activities To expand the choice of case study types

  26. Conclusions CEFR – CV responds to a need in teaching and learning, becauseitintroduces what wasperceived in the teacher’s everyday practice, but not analysed in the previousedition. The importance of the student-centredapproachisreaffirmed but the teacher?

  27. References ARTESE M., Interazioni e identità nella classe di italiano lingua seconda all'Università, tesi dottorale in Politica, Educazione e Formazione Linguistico-culturali, ciclo XXIV, Università degli studi di Macerata, 2013. BEACCO J.C., BYRAM M. et al., (2016), Guide for the development and implementation of curricula for plurilingual and intercultural education, Education Policy Division Language, Policy Education Department, Council of Europe, p.12. COMMON EUROPEAN FRAMEWORK OF REFERENCE FOR LANGUAGES: LEARNING, TEACHING, ASSESSMENT COMPANION VOLUME WITH NEW DESCRIPTORS, (2018), Council of Europe. Education Department News, consulted on February 2018 at https://www.coe.int/en/web/education/-/the-cefr-companion-volume-with-new-descriptors-is-now-available-online-?desktop=true . COSTE D., MOORE D., ZARATE G., (2009), PLURILINGUAL AND PLURICULTURAL COMPETENCE With a Foreword and Complementary Bibliography French version originally published in 1997 Studies towards a Common European Framework of Reference for language learning and teaching, p.10. FISCHER J., at al, (2006), “Language Case Studies (LCaS) Developing teacher training modules for the use of case studies in language teaching at secondary and university level”, ECML medium-term programme 2004 – 2007, European Centre for Modern Languages, p.1. VEDOVELLI M., (2001), «L’italiano lingua seconda, in Italia e all’estero», Bulletin VALS-ASLA (Association suisse de linguistique appliquée) 73, 11-48, 2001:11.

  28. Thank you for yourattention Marina Artese Centro Linguistico di Ateneo marina.artese@unibo.it

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