Evlang Language Awareness in Primary School. LINGUA 1998 - 2001

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  • Evlang Language Awareness in Primary School

  • LINGUA1998 - 2001

  • Universitat Autnoma de BarcelonaIstituto Universitario Orientale - NapoliZentrum fr Schulentwicklung (Graz)

  • Universit Ren Descartes Paris 5Universit Stendhal Grenoble IIIInstitut Universitaire de Formation des Matres de La Runion

  • And in Switzerland Centre de Linguistique Applique de lUniversit de Neuchtel

    Facult de Psychologie et des Sciences de lEducation de lUniversit de Genve

    Institut pdagogique NeuchteloisInstitut Romand de Recherches et de Documentation Pdagogiques

  • General aim of L.A.Contribute to the construction of solidary societies,which are multilingual and culturally plural .

  • Aims of Language Awareness :We expect Language Awareness to have positive effects on the pupils concerning the three following areas: A) The development of positive attitudes and perceptions : 1) openness towards the cultural and linguistic diversity 2) motivation to learn languages ;

  • Aims of language awareness : B) The development of metalinguistic/ metacommunicative skills (abilities for observation and reasoning) and cognitive skills that will facilitate students to acquire skills for languages, including the language(s) used at school, different or not to the mother tongue(s) (development of skills);

  • Aims of Language Awareness: C) The development of a linguistic culture (= language related knowledge) which 1) underlines or supports some components of the above attitudes and skills; 2) constitutes a set of references that lead to a better understanding of the multilingual and multicultural world in which the pupil is living.

  • Objectives :

  • Some examples :Know that at the same time there are differences and ressemblances between languagesAnalyse non-familiar languages by using differences and similarities which are different to those commonly used when analysing familiar languages.Value bilingual/plurilingual people regardless the status of the languages which they can speak.Know that languages and cultures- are open worlds, exchanging their elements according to their historical genesis or the contacts between people.Deduce a principle of syntagmatic organization through the observation of regular patterns in different statements in a non-familiar language.Distinguish non-familiar sounds in non-familiar languages (identify them without confising them with other sounds)

  • A word on history 1980s United Kingdom Language Awareness (Eric Hawkins)1990s Europe different experiments (Eveil aux langues, Eveil au langage et ouverture aux langues, also : Begegnung mit Sprachen, Sprach-und Kulturerziehung )

  • The purpose of the Evlang programmeVerify the achievement of our expectations by: the implementation of a course (1 to 1,5 years) last two years of Primary School the evaluation of its effects

  • Developped activities :Production of didactic materialsSee the materials(ppt)Quick !See the materials(video)

  • Evlang - Eveil aux languesProjet Socrates/Lingua 42137-CP-1-97-1-FR-Lingua-LD --------------------------------- Les langues, jour aprs jourNiveau 1: premires dcouvertesConception:Groupe de travail dEvreux:Christine MalotRose-Marie MarchaisGuylne PinMartine RoussetUniversit Ren Descartes Paris VMichel Candelier

  • Evlang - Eveil aux languesProjet Socrates/Lingua 42137-CP-1-97-1-FR-Lingua-LD--------------------------------- Le Petit Chaperon Rouge

    Conception :Ecole de Provence, Marseille Bruno Pufal, Anne Barral, Marie-Louise Bial, Karine Borivent, Genevive Chaudeaux, Franoise Favre, Michle Lalande, Ketty Laroche, Sophie Laurent, Christiane Regaire, Brigitte Rouquerol, Nathalie Valre, Isabelle VillecrozeMinistre de l'Education Nationale et de la Recherche Anne Guyon Universit Ren Descartes - Paris V Michel Candelier, Dominique Macaire

  • Developped Activities :Teacher training for the implementation of the course (2 to 3 days of training )

  • Developped Activities :Quantitative and qualitative evaluation

  • The didactic approach :

    the pedagogy of L.A.VideoDiapos.

  • next

  • The languages presented in the didactic materials

  • AfrikaansAlbanianAlsatianArabicBasqueBerberBrazilian PortugueseBretonBulgarianCatalan

    ChineseCorsicanCroatCzechDanishDutchEnglishFinnishFrenchGaelic IrishGalicianGerman

    GreekHaitian CreoleHebrewHindi HungarianItalianJapaneseJudaeo-SpanishKannadaKhmerKoreanKhmer

  • KoreanKurdishLatinLuxemburgerMalagasyMalinkeMandarinMartinique CreoleMauritian CreoleMongolian

    MoorNahuatlNorwegianOccitanPersianPolishPortuguese Reunion CreoleRomaniRomanianRussianSchwyzerttsch

    Serbo -CroatSloveneSpanishSwahiliSwedishTagalogTamasheqTamilTurkishVietnameseWelshWolof

  • That is 66 languages, and among them there are 11 languages from Africa14 languages from Asia6 languages from America

  • Quantitative evaluationInstitut de Recherche en Economie de lEducation de lUniversit de Dijon(IREDU Sophie Genelot)

  • MonthsEvlangControlSPAIN8 38 92SPAIN 13 277 29ITALY 13293103LA REUNION 810943LA REUNION 1389135FRANCE METROPOLIS 8358116FRANCE METROPOLIS13328222SWITZERLAND13400211TOTAL1892951EvlangControl

  • With control of the following differences :Pupils socio-demographical characteristicsAge, sex, parents job, parents level of studiesSchool contextSocial composition of the class, class heterogeneity, size of the class

  • Metalinguistical skills 4 out of 5 sub-samples in 13 months Structure de- /re-composition3 sub-samples out of 8Oral discrimination - memorisation

  • Explanatory hypothesis :The activities that were likely to develop decomposition-rconstruction skills were less frequently used than the listening activities.

  • Attitudes Interest towards diversityAll of them except for 2 sub-samples in 8 months Openness to what is non-familiar2 sub-samples out of 8

  • Explanatory hypothesis :Achieving openness towards what is non familiar is a much more challenging task than simply experiencing an interest for it.

  • The extent of its impact is generally rather limited (that is usually the case in this kind of evaluations)


  • the effect appears to be related to the duration

    Including for those variables with effects that are of little significance in the whole of the classes, that is to say for an average duration of 35 hours.

  • Duration - evolution of the skills

    30 h40 h50 h60 hOral discrimination - memorisationStructure de- / re-composition

  • Duration - evolution of the skills

    30 h40 h50 h60 hOral discrimination - memorisationStructure de- / re-composition

  • Duration evolution of the attitudes

    30 h40 h50 h60 hInterest towards diversityOpenness to what is non familiar

  • Duration evolution of the attitudes

    30 h40 h50 h60 hInterest towards diversityOpenness to what is non familiar

  • School achievementEffect on the attitudesHigh school achievementsLow school achievementsConcerning the skills :Link is unclear

  • Development of abilities in the language used at school Language of the school1 sub-sample out of 8, and 1 doubtfulHowever :Many experimenter teachers think that there is an effect on the abilities in the language of the school.

  • Explanatory hypothesis :At this late level of Primary School the duration of the Evlang course is incapable of influencing a situation which is already firmly rooted.

  • Desire to learn languagesIn Switzerland: the number of languages increasedIn France :Minority languages, migrant languages

  • Language awareness and other subjects an interdisciplinary workthat contributes to the development of transversal abilities

  • Contribution to the aims of :

    Worlds discovery History Arts Music Mathematics etc.

  • Developement of transversal abilities :

    understanding /formulating a problem look for indications ability to reason listening and cooperating with others present a point of view

  • The ideas expressed in this document might not agree with those from the European Commission.

    The program Evlang in France has received the support from the Dlgation Gnrale la langue francaise (Ministre de la Culture)

    We would like to thank all of the pupils and teachers that have taken part in the Evlang projectThank you to all of the people that let us use their picturesin this presentation.

  • Project Janua linguarum The gate to languages

    Programme of activities 2000-2004 ECML - Graz - Council of Europeand Comenius (European Commission)