Pluralistični pristopi k poučevanju v Sloveniji ( ) Pluralistic approaches in teaching in Slovenia ( )

Transkript

1 Pluralistični pristopi k poučevanju v Sloveniji ( ) Pluralistic approaches in teaching in Slovenia ( ) dr. Liljana Kač, mag. Simona Cajhen Usposabljanje: Medkulturni in večjezični pristopi pri pouku, Ljubljana,

2 FREPA-TaC Teachers trainings EDL Teachers Forum 2 National Conferences for Language Teachers (March, December) EDL Teachers Forum Teachers trainings FREPA Slovenia Website 2 National Conf. for Language Teachers (April, Sept.) EDL Teachers Forum Teachers trainings EDiLiC- Congress FREPA in Slovene = ROPP FREPA-TaC

3 Pluralistic approaches on different levels/layers State School Subject Language policy Recommendation from EU, CE, global developments Projects Cooperation with parents and school enviroment Whole school language curriculum Collaboration among languages (inter-, trans-, intralanguage) Convergences among other subjects or contents 3

4 Some former projects with pluralistic approaches to languages and cultures European Language Portfolio web portal ( ) Janua Linguarum A gateway of Languages ( ) European classes ( ) Intercultural Crossborder Module CROMO (Website) ( ) Enriched FL learning ( ) Website Communication in FL ( )

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6 FREPA in Slovene translation

7 Un anglais, un français, un berlinois et un prusse voyagent ensemble en 1 train. Francosko anekdota Kavga etmeye başladıklarında beraber yolculuk yapalı daha yarım saat bile 2 olmamıştı. Turško 3 El francés comenzó: Špansko "Noi, francezii, cu siguranţă avem cea mai frumoasă şi dificilă limbă din 4 lume. Romunsko 5 Scriviamo»Moinsieur«, ma pronunciamo»missioe«. Italijansko 6 Az angol azt válaszolta: "Az semmi". Madžarsko 7 "Na kété e shkruajm»castle«mirépo ndryshe e flasi»karsel«". Albansko 8 Akur pa andi mrzoča uštavđa u Prus: "Amen,Pruščen hi telam lek šukarejder, te lek pharejder čhip pru vilaugu". Romsko 9 "We spell»pferd«but pronounce it»jaul«." Angleško Pak se přidal Sas: " Ale no tak, tohle že mají být nejkrásnější a nejobtížnější 10 jazyky světa? " Češko "Na mojem jeziku je ovako: mali meki b, mali e, mali l, mali g, mali tvrdi d, 11 mali e, mali okrugli s, veliki meki b, mali u, mali tvrdi d, mali tvrdi d, mali e, mali r, mali meki b, mali r, mali okrugli o, mali tvrdi d." Bosansko, hrvaško 12 "Das heeßt»belegtes Butterbrot«und mir sachen»bemme«." Nemško

8 1 2 An Englishman, a Frenchman, a Berliner and Prussion were travelling together by train. They had not been together on the road more than half an hour when they already started argueing. 3 The Frenchman started: 4 Us the French defenitly have the most beautiful and difficult language in the world. 5 We would write»moinsieur«but we pronounce it»missioe«6 The Englishman replied: This is nothing compared to our language. 7 We write»castle«but pronounce it»karsel«. Then the Prussion joined the quarrel: We the Prussions have defenitly the most 8 beautiful and difficult language in the world. 9 We write»pferd«but pronounce it»jaul« The last was the Saxon to join the argumentation:«come on guys, you claim your languages to be the most beautiful and difficult in the world? In my language it goes like this: small soft b, small e, small l, small g, small hard d, small e, small round s, big soft b, small u, small hard d, small hard d, small e, small r, small soft b, small r, small round o, small hard d. And that means» belegtes Brot«but we say»bemme«. Susanne Volčanšek, ZRSŠ, 2014, 2015

9 Example: Making connections between the dialect and German language Suzana Ramšak, ZRSŠ: German borrowings in the Slovene Panonic dialectal group S 2.3 Učenec v svojem jeziku prepozna izvor nedomačih besed (npr. prevzetih besed, internacionalizmov, narečnih besed)

10 PRIMERI Popačenka Knjižna slovenščina Deutsch foter oče der Vater stube stopnice die Stufen štrom elektrika der Strom štekdoza vtičnica die Steckdose raufenk dimnik der Rauchfang šefla zajemalka der Schöpflöffel pucati čistiti putzen vašmašin pralni stroj die Waschmaschine püta brenta die Bütte preša stiskalnica die Presse ajnšlogati žveplati vino einschlagen Vir: Suzana Ramšak

11 S 5 Example: Interlanguage transfer between English and German Rules of voice pairs Different letters for the same voice /f/ = f - v (father/vater), /s/ = s - ss or ß (you must/du musst), /u/ = oo - u (good/gut), /au/ = ou - au (house/haus), /k/ = c - k (can/kann), /I/ = e - ie (here/hier), Učenec zna uporabiti znanje in spretnosti, ki jih obvlada /ʃ/ v enem = sh - jeziku, sch v dejavnostih razumevanja/sporočanja (English/Englisch) v drugem jeziku

12 Example: Interlanguage transfer between Danish and English Pia Lešnik Bučar, GJP LJ, 2015 En idiotisk kriminalhistorie En rig aeldere dame er myrdet klokken elleve fredag formiddag pà et hotel i København. Politiet fandt morderens pibe og hans brune hat pâ en stol. En af hotellets gaester sâ en person gâ ud af hotellets dør seks minutter over elleve; manden havde en tyk bog under armen. Politiet har nu arresteret over hundrede personer; de havde alle en tyk bog under armen. A silly criminal story A rich old woman was murdered at eleven o clock Friday morning in a hotel in Copenhagen. The police found the murderer s pipe and his brown hat on a stool. One of the guests of the hotel saw a person go out through the hotel door, six minutes past eleven, the man had a big book under the arm. The police has now arrested more than a hundred persons, they had all a big book under their arm.

13 EDJ 2016: Pedagoški forum Zavoda RS za šolstvo 5.9. do na Opis dejavnosti, kako vključiti jezike učencev, kako krepiti zavest o bogastvu jezikovne pestrosti in pomembnosti znanja vsakega in več jezikov M. Vaupotič, 2015

14 Example from Teachers Forum: Music breaks in school blog Mateja Žnidaršič, OŠ Bistrica, 2016,

15 Baking Istrian bread (Italian and Slovene) Tamara Grbas, OŠ Vojke Šmuc Izola, 2015

16 Baking Istrian bread: worksheets Tamara Grbas, OŠ Vojke Šmuc Izola, 2015

17 Do the animal speak different languages? Brigita Kacjan, FF MB, 2015

18 National stereotypes: French/Slovene Meta Lah, FF LJ, 2015

19 Some challenges How to link the Slovenian curriculum with the FREPA descriptors? How could pluralistic approaches be integrated in Slovenian schools and in teacher education? How could the FREPA descriptors be used in foreign languages 1 and 2 and in language teacher training?