Diapositiva 1

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TOWARDS A EUROPEAN CITIZENSHIP CONTENT-BASED
LEARNING
MULTILITERACY AND THE EUROPEAN AGENDA
Sonia Casal (Universidad Pablo de Olavide.
Sevilla-Spain)
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PRELIMINARY QUESTIONS
How do language acquisition and plurilingualism
contribute to the formation of transnational and
transcultural identities and of a (common)
European identity?
How can language learning best contribute to our
students personal and cultural development as
responsible citizens in a pluralist democratic
society?
How can we promote methods of modern language
teaching which will strengthen independence of
thought, judgement and action, combined with
social skills and responsibility?
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OUTLINE
European Citizenship Aims / Difficulties -
Plurilingual / Pluricultural Education - Social
Identity Implications for L2 Teaching and
Learning Building up European Citizenship in the
classroom - Content-based Language Learning -
Cooperative Learning Cognitive skills Social
skills European Citizenship Conclusions
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EUROPEAN CITIZENSHIP AIMS /DIFFICULTIES
- Plurilingual Education
. he or she does not keep these languages and
cultures in strictly separated mental
compartments, but rather builds up a
communicative competence to which all knowledge
and experience of language contributes and in
which languages interrelate and interact. (CEF 4)
- Pluricultural Education
cultures are compared, contrasted and
actively interact to produce an enriched
pluricultural competence, of which plurilingual
competence is one component, again interacting
with other components. (CEF 6)
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EUROPEAN CITIZENSHIP AIMS /DIFFICULTIES
Every person holding the nationality of a member
state shall be a citizen of the Union.
Citizenship of the Union shall complement and not
replace national citizenship. (from Article 17
EC)
Social Identity and the importance of groups
Components of Social Identity (Bergami and
Bagozzi, 2000)
Social Identity Theory (Tajfel and Turner, 1979)
- Cognitive
- Minimal Groups
- Evaluative
- In-groups and out-groups
- Stereotypes and prejudices
- Emotional
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IMPLICATIONS FOR L2 TEACHING AND LEARNING
Plurilingual / Pluricultural Education ?
Cognitive skills - Content-based Language
Learning
Holistic Approach to language learning
Individual / Social Identity ? Social skills -
Cooperative Learning
COGNITIVE SKILLS SOCIAL SKILLS BUILDING UP A
EUROPEAN CITIZENSHIP
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BUILDING UP EUROPEAN CITIZENSHIP IN THE CLASSROOM
CONTENT-BASED LANGUAGE LEARNING
content
learning
culture
social context
language
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BUILDING UP EUROPEAN CITIZENSHIP IN THE CLASSROOM
CONTENT-BASED LANGUAGE LEARNING
A) PRETASK Presentation of information according
to the students previous knowledge.
-Brainstorming
-Flashcards
-Note taking
-Mind Maps
B) TASK The students attention is focused on
content (academic or cultural) not on the
linguistic form.
-Observation sheets
-Problem solving
-Experiments
C) POST TASK Linguistic reflection which leads
to a better L2 competence from procedures that go
from content to form.
-Corrective Feedback
-Dictagloss
-Correction discussion
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BUILDING UP EUROPEAN CITIZENSHIP IN THE CLASSROOM
COOPERATIVE LEARNING
P
S
E
I
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BUILDING UP EUROPEAN CITIZENSHIP IN THE CLASSROOM
POSITIVE INTERDEPENDENCE (COOPERATIVE LEARNING)
Social situation where group members need each
other to succeed.
LEARNING GOAL Interdependence
RESOURCE Interdependence
ROLE Interdependence
MARK Interdependence
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COGNITIVE SKILLS SOCIAL SKILLS EUROPEAN
CITIZENSHIP
PAIRS CHECK
Reasoning Explaining reasons Generating
questions and answers
Ask and offer help
Encourage a partner
Praise a partner
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CONCLUSIONS
Language acquisition and plurilingualism
contribute to the formation of transnational and
transcultural identities and of a (common)
European identity by fostering not only cognitive
but also social skills in the classroom.
Language learning can best contribute to our
students personal and cultural development as
responsible citizens in a pluralist democratic
society by creating models of behaviour through
classroom management (Cooperative Learning) so
that they can apply these models outside the
classroom.
Content-based language learning (together with a
task-based approach) can strengthen independence
of thought, judgement and action. Cooperative
Learning structures can help to enhance social
skills and responsibility.
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TOWARDS A EUROPEAN CITIZENSHIP CONTENT-BASED
LEARNING
MULTILITERACY AND THE EUROPEAN AGENDA
Sonia Casal (Universidad Pablo de Olavide.
Sevilla-Spain) scasmad_at_upo.es